speaking by tricia hedge2
TRANSCRIPT
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Presented
by:
Mislaiha Binti A.Ghani
M20092000840
Aina Suriani Binti Mahmood
M20092000839
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LEVEL 3 LEVEL 4
Accuracy Pronunciation clearly
intelligible
Grammatical high
Easily Intelligible
Grammatical consistently high
Appropriacy Appropriate language to
function and to context
Use of language must be entirely
appropriate to context, functionand intention.
Range Wide range of language Occasional obvious limitations on
the range of language.
Flexibility Ability to turn-take must beconsistent
Able to turn-take and direct aninteraction
Size Capable of making lengthy
contribution s where
appropriate.
Develop idea with minimal
help
Capable of making lengthy and
complex contributions as
appropriate.
Does not need help.
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Learning to speak competently is a complex
task
Fluency: responding coherently within the
turns conversation, linking words andphrases, using intelligible pronunciation and
appropriate intonation, and doing all of this
without undue hesitation.
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Descriptive framework for speaking situations
and demands:
1. distinguishing types of speaking situation
Not primarily necessitated by a practical task
Any unequal power of participants is partially
suspended
The no. participants is partially suspended
The number of participants is small Turns are quite short
Talk is primarily for the participants and not for
an outside audience. (Cook 1989:51)
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Cook sees conversations:
Relatively unstructured and informal
Purposes for conversation vary
Content; unpredictable and the length of each
speakers turn is unspecified
Falls into: Interactional speaking situation: establishing and
maintaining social relations
Transactional speaking situation: exchanging information
in order to get a job done
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Cortazzi(1994) citing Labov (1972): 6-part structure
to an oral narrative of personal experience: (page
265) Abstract, orientation, complication, evaluation, result
and coda
2. making oneself understood: Faerch and Kasper (1983):
Avoidance behavior
Achievement behavior
Teachers have to decide what to focus Negotiation of meaning
http://www.youtube.com/watch?v=WYu7EB-CaMs
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3.Managing interaction
Opening and closings
Responding appropriately in fixed routines
Taking turnsTopic Management
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1. Choosing a model for pronunciation teaching:
Produce its sounds in ways that are intelligible to
other speakers English as international language, each speaker of
English as a second or foreign language has their
local variety of pronunciation
Teachers therefore have to make sensitive decisionsafter take local needs into account.
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Voice quality and articulatory setting; need to
choose a particular variety as a model, since
each variety has its own articulatory setting
features. (Honikman 1994) Voice quality: general impression of speakers
voice creates a listener through the setting of
the articulatory organs.
Different settings produce different voice
quality, characterizes local accents.
More holistic approach: combination of features
such as rhythm, stress, pitch, volume, pace and
voice setting indicate attitude and mood.
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Wide range features like vowel sounds;
consonants and consonant clusters; and
intonation
Focus for particular students or studentsgroup:
Monolingual and multilingual
Beginners and intermediate
Which learners are motivated to work onpronunciation.
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Discuss with students what is needed for effective speaking in English.
For ex: the use of politeness conventions.
Simple strategies for speaking lesson. Ways of opening conversation.
Ways of asking for repetition, asking someone to speak more
slowly, clarification.
Ways of checking that somebody has understood.
Ways of getting information about language.
Ways of keeping a conversation going.
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Communicative Classroom
To provide the learner with the knowledge & skill
needed for communication.
Approach- to consider what learners need as
preparation & what implications their needs
have for activity design.
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-Personalized practice makes language more
memorable.
- Motivating , help learners to see the way in
which they can make use of languageresources in interpersonal situation.
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a) Free discussion.
- students talk about their interests,opinions, histories and experiences.
# activity in materials extracts 8.D.
(page 276)
Disadvantages:
- students anxiety in expressing theirideas.(not familiar with the topic/ never
have discussed in their first language.
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Involves both competitive and co-operative
elements.
They will practice language which varies
according to the setting, the formality of thesituation, the degree of politeness/emotion
required, and the function required for the
particular role.
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Involves each learner in a pair or group possessing
information which the other learners do not have.
Completing the picture: The two partners have
similar pictures, each with different missing details,
and they cooperate to find all the missing details.
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Selecting activities-relationship between the
range chosen & situations in which learnerswill need to function.
- should ensure activities is offered in terms
of transactional and interpersonal situations.
Find a balance between practice activitieswhich are monologue and those which
involve 2 speakers or more.
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a) Sounds.
- young learners are usually more willing to practice
repeatedly sound that they have difficulties with.
- ask them to make animal sounds.The cow says moo, The chick says cheep-cheep,
The donkey says hee-haw
b) Practice long and short vowels pit-peat
sit- seat
cut-cart
bid-bead
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c) Tongue twisters
- a good way of practicing the positioning
and movement of the speech organs.
- They help students open their mouths and
shape their lips correctly.
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What to correct
How frequently to correct
How to correct.
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The ideal size of a group for a particular
activity.
The best way of selecting group members.
The length of time that groups should keepthe same composition.
How to cope when groups finish an activity at
different time.
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