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Instructional Strategies for Teaching Speaking ELC688 Methods I Survey of Best Practices in TESOL Lecturers: Carol Haddaway and Teresa Valais E-Teacher Scholarship Program

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Page 1: Instructional Strategies for Teaching Speaking - …eteachermethods.wikispaces.com/file/view/Unit+3_04262011_Speaking... · Instructional Strategies for Teaching Speaking ... Teaching

Instructional Strategies

for Teaching Speaking

ELC688 Methods I

Survey of Best Practices in TESOL

Lecturers: Carol Haddaway and Teresa Valais

E-Teacher Scholarship Program

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Warm-up:

Find Someone Who

Learners: motivate, involve, focus,

create expectations, introduce topic

Teaching Speaking Handout 1: Bingo Warm-Up 2

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Aim of ESL classrooms

Meaning and its Negotiation (Strategic Competence)

3

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Coping Strategies to Negotiate

Meaning • Repetition

“I’m sorry. Could you please repeat that”?

• Paraphrase/restate in simpler words

• Verification

“In other words, you mean ….?”

• Clarification

“Can you give an example of…..?

• Circumlocution

“Could you say that in a different way?”

• Hesitation (um, eh, well, sort of, like)

Teaching Speaking Handout 2: Conversation Topics

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Reflections and Considerations

for the Oral Skills Class

• Who are the learners?

• Why are they there?

• What do they expect to learn?

• What am I expected to teach?

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Learners

• Low level learners Build on their experience (LEA)

Share their expertise

Use realia to keep learning as concrete as possible

• Non Academic learners (BICS) Survival English

Basic communication functions with strong structural components

• Academic learners (CALP) Class participation

Discussions and presentations

Interacting with peers and professors

Asking and answering questions

Interpersonal communication

Teaching Speaking Handout 3: BICS and CALP

(Dixon & Nessel, 1983)

(Cummins, 1979)

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Why Speaking in the Target

Language (TL) Can Be Difficult

• It takes place in ‘real time’

• Speakers worry about producing utterances

with many errors or oddities in them

• Pronunciation that is not intelligible

• The effects of the Affective Principles

language ego, self-confidence, risk-taking

(Brown, 2001)

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What Makes a Good

Speaking Class

Think of at least two criteria for a good speaking class under the following headings:

• teacher

• learners

• atmosphere

• correction

• activities

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Implications for Teaching

• Create a relaxed atmosphere

Lowers the ‘affective filter’

• Pair and group work

More speaking time and lower inhibitions

• Plenty of natural speech

Integrate pronunciation work in lesson

• Combine listening and speaking in natural

interaction

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Affective Filter

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Accuracy and Fluency

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Accuracy

• Main objective is to get learners to begin producing formally correct versions of the new items

• Practice typically involves using only the new items

• Focus on pronunciation, vocabulary, word formation, and sentence formation

• Errors are usually dealt with immediately

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Fluency

• The objective is for learners to use items in conversations and other communication without hesitation, even if they make mistakes.

• “The ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.”

• “Natural language use” Focus on ideas, meaning and its negotiation

Speaking strategies are used

Overt correction is minimized

• Errors are tolerated (Hedge, 1993, p. 275-276)

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Developing Oral Proficiency

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Hypothesis 1

• Opportunities must be provided for students

to practice using language in a range of

contexts likely to be encountered in the target

situation.

.

(adapted from Omaggio, 2001)

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Hypothesis 2

• Opportunities should be provided for students

to practice carrying out a range of

communicative functions likely to be

necessary in dealing with others in the target

situation.

(adapted from Omaggio, 2001)

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Hypothesis 3

• The development of accuracy should be

encouraged. As learners produce (speaking

and writing) language, instruction and

feedback can help facilitate the progression

of their skills toward more precise and

coherent language use.

(adapted from Omaggio, 2001)

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Hypothesis 4

• Instruction should be responsive to the

affective as well as the cognitive needs of

students. Their different personalities,

preferences, and learning styles should be

taken into account.

(adapted from Omaggio, 2001)

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Hypothesis 5

• Cultural understanding must be promoted in

various ways so that students are sensitive to

other cultures and are prepared to live more

harmoniously in the target-language

community.

(adapted from Omaggio, 2001)

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Characteristics of a Successful

Speaking Activity • Learners talk a lot

learner talk versus teacher talk/pauses

• Participation is even discussion not dominated by a minority of talkative

students

• Motivation is high learners are eager to speak

interested in topic

• Language is of an acceptable level utterances are easily comprehensible

acceptable level of accuracy

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Activities to Promote

Speaking

• Information gap activities

• Think-Pair-Share

• Role plays

• Discussions & Conversations

• Presentations

(Lyman, 1981)

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Information Gap

Objectives

• To exchange information to find a solution

• To convey or request information

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Information Gap

Characteristics

• Main attention is to information

• Need to communicate to reach objective

• Learners must ‘fill the gap’

Teaching Speaking Handout 4: Information Gap Activity, Student A

Teaching Speaking Handout 5: Information Gap Activity, Student B

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Information Gap Activity

Interviews

• Promote language awareness

• Allow for comprehensible input (i+1)

• Help lower students’ affective filter

Teaching Speaking Handout 6: Information Gap Sleep Questionnaire

24 (Krashen, 1981)

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The Output Hypothesis

• Learners produce language

• Output ‘pushes’ learners to undertake

complete grammatical processing

25 (Swain, 1993)

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Feedback and Error Correction

• Self Correction

Give learners the opportunity to correct

themselves, helping as necessary

• Peer Correction

If learner cannot self-correct, invite other learners

to make the correction

• Teacher Correction

If no other learner can make the correction, make

the correction yourself

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References

• Brown, H.D. (2001). Teaching by principles. Longman.

• Davies, P. & Pearse, E. (2000). Success in English teaching. Oxford University Press.

• Dixon, C.N., & Nessel, D. (2008). Using the language experience approach with English language

learners: Strategies for engaging students and developing literacy. Corwin Press.

• Farrell, T. (2006). Succeeding with English language learners. Corwin Press.

• Krashen, S. (1981). Principles and practice in second language acquisition. English Language

teaching series. London: Prentice-Hall International (UK) Ltd.

• Krashen, S. (1985) The input hypothesis: Issues and implications. Longman.

• Lazaraton, A. (2001). Teaching oral skills. In Celce-Mircia, M. (Ed.), Teaching English as a second

or foreign language 3rd ed. Heinle & Heinle.

• Lightbown, P. (2000). How languages are learned. Oxford University Press.

• Lyman, F. (1981). The responsive classroom discussion. In Anderson, A. S. (Ed.), Mainstreaming

Digest. College Park, MD: University of Maryland College of Education.

• Omaggio, H.A. (2001). Teaching language in context 3rd ed. Heinle & Heinle.

• Swain, M. (1985). Communicative competence: some roles of comprehensible input and

comprehensible output in development. In Gass, S. and Madde, C. (Eds.), Input in SLA. Newbury

House.

• Swain, M. (1993). The output hypothesis: Just speaking and writing aren’t enough. In The

Canadian Modern Language Review, 50, 158-164.