1. Chapter lll:
Based on: How To Teach Speaking by Scott Thorn bury
Presented by:
Omar Taky eddine Younes TAIA
University of IBN-ZOHR Teaching Productive Skills
MA TEFL&ICT Prof. Richard Kahn
Semester 2
2. L1 & L2
Communication strategies
What L2 Speakers Need To Know
Availability for use: Implication for
Teachers
3. Problems
• Lack of automaticity can inhibit face to face
interaction.
• How much grammatical and lexical a speaker has.
• Shortage of opportunities for practice (of
communication in L2) is one of the main factors in
speaking failure.
• Being afraid of making mistakes.
• Distributing their attention between planning and
articulation, beside the new input they are exposed to.
• Excessive self monitoring. (krashen Monitor
overusers).
4. Similarities between L1 & L2
• In terms of the stages of mental processing
involved, there is probably not much
difference at all.
• They both produce speech through a
process of conceptualizing, then
formulating, and finally articulating, during
which they are also self-monitoring.
5. Differences between L1 & L2
• In terms of vocabularies and
Grammar.
• Unavailability of knowledge.
• Complicated process when the person
concerned think in L1 and Speaks in
L2.
6. Communication Strategies.
• Circumlocution: such as I get a red in my head to
mean shy.
• Word coinage: such as vegetarianist for
vegetarian.
• Foreignizing a word: such as turning the Spanish
word carpeta (meaning a file for papers) into the
English-sounding a carpet.
• Approximation: using an alternative, related
word, such as using work table for workbench.
7. • Using an all-purpose word, such as stuff, thing,
make, do
• Language switch: using the L1 word or expression
(also called Code switching)
• Para linguistics: using gesture, mime, and so on, to
convey the intended meaning.
• Appealing for help, e.g. by leaving an utterance
incomplete, as in:
I just want…hmm
• Avoidance strategy.
• Discourse strategy.
8. What L2 speakers need to know
• Sociocultural knowledge:
It’s the knowledge about social values and the norms of
behaviors in a given society, including the way these rules,
values and norms are realized through language.
Intercultural competence
• Genre knowledge:
• Genre knowledge includes knowing how different speech
events are structured
• the term ‘genre’ is used simply to mean a type of speech
event, especially in terms of how that speech event might be
labelled by its participants.
• Speech acts: (functions)
The ways specific speech acts are typically encoded. E.g. ways
advice, suggestion. Agreeing. Complaining. Introducing
yourself
9. • Register:
• How to adapt these speech-act formulas for different situations (the
status of the person they are talking to)
Role-plays
• Discourse:
• involves using grammar and vocabulary in order to connect speaking turns
and to signal speaker intentions.
Discourse markers; (that reminds me of/ By the
way/ Yes, but/ Uh-huh…)
• Grammar:
• Grammar systems that favour rapid speech production.
• sentence grammar has limited usefulness for speaking
learners should be able to distinguish between
spoken and written grammar. E.g. reported
speech, subordinate clauses, the passive
10. • Vocabulary: native speakers employ over 2,500 words to
cover 95% of their needs.
Frequency
Some examples: wh-words to formulate questions ,
modal verbs, demonstrative pronouns,
prepositions, linking words…
• Phonology:
the influence of the first language pronunciation.
intelligibility
Areas crucial for intelligibility:
1)certain consonant sounds.
2) the contrast between long and short vowels,
3) words and sentence stress. For example, "subject,"
when pronounced SUB-ject, is a topic of discussion. If
the stress falls on the last syllable, as in sub-JECT,
then the word becomes a verb, meaning to cause
someone to suffer.
11. • I said she might consider a new haircut.
• I said she might consider a new haircut.
• I said she might consider a new haircut.
• I said she might consider a new haircut.
• I said she might consider a new haircut.
• I said she might consider a new haircut.
• I said she might consider a new haircut.
• Not just a haircut.
• It's a possibility.
• It was my idea.
• Not something else.
• Don't you understand me?
• Not another person.
• She should think about it. it's a good idea.
12. • How knowledge be made available for use?
• What knowledge is required for speaking?
13. Availability for use: implications for
teaching
• There have been three theories that are relevant to the
teaching speaking:
oThe behaviorist theory: Tabula Rasa / modelling, repetition ,
practice/ PPP
o Explicit focus on the rules of the system
o Listening and imitating a taped dialogue, then the performance of the
dialogue in class.
oThe cognitivist theory: awareness rising: attention, noticing,
understanding.
14. Socio-cultural theory
oall learning is mediated through social and
cultural and cultural activity
oTeacher interact with the learner to provide a
supportive framework.
o Solving pbs in small group during which the
teacher intervenes when necessary to provide
suggestions or often to model the targeted
behavior.
