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Week 3 teaching oral skills 1
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Week 3 teaching oral skills 1

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Teaching oral skills

Teaching oral skills

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  • 1. M.Sc. Stephanie Brooks
  • 2.  Pronunciation in Teaching  Should there be a focus on pronunciation?  Accuracy and Fluency  Affective factors  Anxiety and insecurity  Need of war and secure learning climate  The interaction effect  It may be the greatest difficulty that some learners may face. M.Sc. Stephanie Brooks
  • 3.  Clustering  Redundancy  Reduced forms  Performance variables: hesitation, pauses, backtracking, and corrections. You actually teach learners how to pause and hesitate (think time) M.Sc. Stephanie Brooks
  • 4. Colloquial language Rate of delivery Stress, rhythm, and intonation Interaction M.Sc. Stephanie Brooks
  • 5.  Becoming "accent free", is it possible?  Native language  Age  Exposure  Innate phonetic ability  Identity and language ego. Acquiring a second identity  Motivation and concern for good pronunciation M.Sc. Stephanie Brooks
  • 6. Affective feedback Cognitive feedback Avoiding fossilization Effective feedback, development of teacher intuition M.Sc. Stephanie Brooks
  • 7. CONTINUE CONTINUE COGNITIVE FEEDBACK MESSAGE RED (-) YELLOW (0) GREEN (+) AFFECTIVE FEEDBACK ABORT RECYCLE M.Sc. Stephanie Brooks
  • 8.  Imitative: short, simple, snappy, and purposeful.  Intensive  Responsive  Transactional  Interpersonal (dialogue)  Extensive M.Sc. Stephanie Brooks
  • 9. Techniques should  Cover learners needs of accuracy, intention, meaning, and fluency.  Be intrinsically motivating  Encourage the use of authentic language in meaningful contexts.  Provide appropriate feedback and correction.M.Sc. Stephanie Brooks
  • 10. Techniques should  Focus on the natural link between speaking and listening.  Give opportunities to initiate oral communication.  Encourage the development of speaking strategies. M.Sc. Stephanie Brooks
  • 11. M.Sc. Stephanie Brooks

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