Conversation Skills In The Language Classroom2008 Sept15

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This is an extended version of my speaking skills workshop (recreated and more slides specifically made for the internet as I'm not there to explain things ;-) - the slideshare alsot functions as a mini presentation of the SimplyConversations system I've created for language learners as well. You can view it as a video (5mins) or page through each slide individually).

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Conversation Skills In The Language Classroom2008 Sept15

  1. 1. Simply Conversations TM Teaching communication skills to adult language learners Karenne Sylvester www.kalinago-english.com
  2. 4. Approximately 75% of the time we spend communicating we are listening or speaking
  3. 5. What is conversation ?
  4. 6. Small talk
  5. 7. Conversation GENERAL * football * parties * people * food * drink * animals * weather * holidays
  6. 8. Chatting & gossiping
  7. 9. Conversation PERSONAL GENERAL * lovers * health * friends * hobbies+interests * family * problems * football * food * weather
  8. 10. Business discussions
  9. 11. Conversation PERSONAL PROFESSIONAL GENERAL * family * friends * lovers * projects * tasks * the boss * colleagues * meetings * presentations * customers * football * food * weather
  10. 12. Going deep: sharing ideas,thoughts, opinions
  11. 13. Conversation PERSONAL PROFESSIONAL GENERAL + TABOO! * family * friends * lovers * money * sex * politics * death * religion * customers * projects * colleagues * football * food * weather
  12. 14. What impedes communication in a language classroom?
  13. 16. Low motivation , low self-esteem and debilitating anxiety can combine to “raise” the affective filter and form a mental block that prevents comprehensible input from being used for acquisition. In other words, when the filter is ‛up’ it impedes language acquisition. Krashen, 1985
  14. 17. Low motivation , low self-esteem and debilitating anxiety can combine to “raise” the affective filter and form a mental block that prevents comprehensible input from being used for acquisition. In other words, when the filter is ‛ up ’ it impedes language acquisition. Krashen, 1985
  15. 18. <ul><li>Educational psychologists point to three </li></ul><ul><li>major sources of motivation in learning: </li></ul><ul><li>Learners’ natural interests =intrinsic satisfaction </li></ul><ul><li>Teacher/institute/employer’s approval = extrinsic satisfaction </li></ul><ul><li>Success in the task = satisfaction and reward </li></ul><ul><li> Fisher, 1990 </li></ul>
  16. 19. How can we achieve active conversations in the language learning environment?
  17. 20. TALK PERSONAL PROFESSIONAL GENERAL + exposure to some cultural taboos?!
  18. 21. Find out what is interesting to your students.
  19. 22. Ask them about their… opinions experiences hypotheses needs wishes desires ideas emotions
  20. 23. Obama is so cool, Mom. He hears the people My boss wants me to fly to Milan, again – it’s so annoying Hmm… I’m hungry: pasta or a salad…or cake… Jan, I’m just not sure what to do about Daniel, he…
  21. 24. Obama is so cool, Mom. He hears the people My boss wants me to fly to Milan, again – it’s so annoying Hmm… I’m hungry: pasta or a salad…or cake… Jan, I’m just not sure what to do about Daniel, he… Talk to people about themselves and they will listen for hours. Benjamin Disraeli
  22. 25. (cc) www.wordle.net KarenneSylvester High Frequency Words3 The word “ I ” is the 18th most frequently used word in the English language!
  23. 26. Teach them what they need to learn in the way that they want it
  24. 27. Speak more
  25. 28. Speak more
  26. 29. Simply Conversations TM
  27. 30. Looks like a game - Sounds like a game - Works like a charm. Why?
  28. 31. Although it looks like a game… it’s a highly developed pedagogical tool.
  29. 32. Learning by doing <ul><li>The following factors are listed as important principles in learning: </li></ul><ul><li>Comprehension precedes production, </li></ul><ul><li>Production emerges (i.e. learners are not forced to respond), </li></ul><ul><li>Activities which promote subconscious acquisition rather than </li></ul><ul><li>conscious learning are central. </li></ul><ul><li> Krashen & Terrel, 1983 </li></ul>
  30. 33. Learning by doing <ul><li>The following factors are listed as important principles in learning: </li></ul><ul><li>Comprehension precedes production , </li></ul><ul><li>Production emerges (i.e. learners are not forced to respond), </li></ul><ul><li>Activities which promote subconscious acquisition rather than </li></ul><ul><li>conscious learning are central. </li></ul><ul><li> Krashen & Terrel, 1983 </li></ul>
  31. 34. Learning by doing <ul><li>The following factors are listed as important principles in learning: </li></ul><ul><li>Comprehension precedes production , </li></ul><ul><li>Production emerges (i.e. learners are not forced to respond), </li></ul><ul><li>Activities which promote subconscious acquisition rather than </li></ul><ul><li>conscious learning are central. </li></ul><ul><li> Krashen & Terrel, 1983 </li></ul>
  32. 35. Learning by doing <ul><li>The following factors are listed as important principles in learning: </li></ul><ul><li>Comprehension precedes production, </li></ul><ul><li>Production emerges (i.e. learners are not forced to respond), </li></ul><ul><li>Activities which promote subconscious acquisition rather than </li></ul><ul><li>conscious learning are central. </li></ul><ul><li> Krashen & Terrel, 1983 </li></ul>
  33. 36. http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages SimplyConversations TM follows the guidelines laid out by the CEF
  34. 37. Standard info on each card More pedagogical information available on Website . www.kalinago-english.com Simply ConversationsTM Card # Title of the lexical set design
  35. 38. Standard info on each card More pedagogical information available on Website . www.kalinago-english.com Simply ConversationsTM The grammatical structure generally being prompted for by the question. You can also use this field to personalize/ select specific cards at a later date when reviewing a particular sentence structure. Card # Title of the lexical set design
  36. 39. Standard info on each card More pedagogical information available on Website . www.kalinago-english.com Simply ConversationsTM The grammatical structure generally being prompted for by the question. You can also use this field to personalize/ select specific cards at a later date when reviewing a particular sentence structure. Card # Title of the lexical set design The prompts are varied and interesting.
  37. 40. Standard info on each card More pedagogical information available on Website . www.kalinago-english.com Simply ConversationsTM They ask for real information about real events in your students‘ lives. The prompts are varied and interesting. The grammatical structure generally being prompted for by the question. You can also use this field to personalize/ select specific cards at a later date when reviewing a particular sentence structure. Card # Title of the lexical set design
  38. 41. Maintaining a focus on form is good for learners in the long run. Scott Thornbury, 2005
  39. 42. Simply Conversations TM is the only speaking skills activity developed for language learners that comes with a tangible method of providing measurable feedback. Maintaining a focus on form is good for learners in the long run. Scott Thornbury, 2005
  40. 43. Conversation Control TM
  41. 44. Download .pdfs free of charge: www.kalinago-english.com . Also see an example sheet/ watch video explanation
  42. 45. Self-monitoring of progress provides reliable feedback which enhances self-efficacy when linked with the student‘s accomplishments. This conveys to them that they have made progress . As students improve they learn which actions result in positive outcome. Such information guides future actions. Anticipation of desirable outcomes motivate students to persist. Schunk, 1983
  43. 46. Self-monitoring of progress provides reliable feedback which enhances self-efficacy when linked with the student‘s accomplishments . This conveys to them that they have made progress . As students improve they learn which actions result in positive outcome. Such information guides future actions . Anticipation of desirable outcomes motivate students to persist . Schunk, 1983
  44. 47. Simply Quests TM
  45. 48. People must possess eight factors to be considered ready to pursue self-directed learning: Guilielmino, 1977
  46. 49. 1. openness to learning 2. self-concept as an effective learner 3. initiative and independence in learning 4. informed acceptance of responsibility 5. love of learning
  47. 50. 6. creativity 7. future orientation and 8. the ability to use problem-solving skills. Guilielmino, 1977
  48. 51. The post-task activity: Students search through the web, visiting English speaking websites in order to find answers to the questions they are curious about… ...then they bring their results into class and present it – in any way they like – including using multi-media!
  49. 52. Engage students in authentic tasks , assist students with producing knowledge bases that promote the application of information and diversity of thought ; build learning communities linking students and promote substantial, applicable learning. Brandt, 1992
  50. 53. Engage students in authentic tasks , assist students with producing knowledge bases that promote the application of information and diversity of thought ; build learning communities linking students and promote substantial, applicable learning. Brandt, 1992
  51. 54. “ I couldn‘t answer or participate in class before because, although I wanted to speak in English, I wasn‘t interested. I didn‘t know what to say, I had no relationship to the topic presented.” Beatrix Weisgerber, Mercedes Bank.
  52. 55. As human beings, we generally like what we do well and are therefore likely to do it again, and put in more effort. Littlejohn, 2001
  53. 56. What teachers say… (from website guestbook) <ul><li>With SimplyConversations, Karenne Sylvester has provided TEFL teachers with an invaluable, long-awaited resource. Congratulations and many thanks. Sara Meissner </li></ul><ul><li>I have purchased many of the sheets for use with adult students at our language school in Germany. The feedback from teachers has been enthusiastic: the consensus is that conversations have more purpose, are more engaging, and with the use of the control sheets, it's easier to &quot;get results&quot; - real improvements in vocabulary, accuracy and confidence. Andrina Rout, DOS, Fokus Sprachen & Seminaire </li></ul><ul><li>I just tried out the SimplyConversations cards with a group of students and the results were great. The students were really engaged and extremely fluent. I will definitely use the cards again! Clare Simister </li></ul>
  54. 57. What teachers say… (from website guestbook) <ul><li>With SimplyConversations, Karenne Sylvester has provided TEFL teachers with an invaluable, long-awaited resource. Congratulations and many thanks. Sara Meissner </li></ul><ul><li>I have purchased many of the sheets for use with adult students at our language school in Germany. The feedback from teachers has been enthusiastic: the consensus is that conversations have more purpose, are more engaging, and with the use of the control sheets, it's easier to &quot;get results&quot; - real improvements in vocabulary, accuracy and confidence. Andrina Rout, DOS, Fokus Sprachen & Seminaire </li></ul><ul><li>I just tried out the SimplyConversations cards with a group of students and the results were great. The students were really engaged and extremely fluent. I will definitely use the cards again! Clare Simister </li></ul>
  55. 58. What teachers say… (from website guestbook) <ul><li>With SimplyConversations, Karenne Sylvester has provided TEFL teachers with an invaluable, long-awaited resource. Congratulations and many thanks. Sara Meissner </li></ul><ul><li>I have purchased many of the sheets for use with adult students at our language school in Germany. The feedback from teachers has been enthusiastic: the consensus is that conversations have more purpose, are more engaging, and with the use of the control sheets, it's easier to &quot;get results&quot; - real improvements in vocabulary, accuracy and confidence. Andrina Rout, DOS, Fokus Sprachen & Seminaire </li></ul><ul><li>I just tried out the SimplyConversations cards with a group of students and the results were great. The students were really engaged and extremely fluent. I will definitely use the cards again! Clare Simister </li></ul>
  56. 60. If you don’t use the spoken language, you won’t learn English. Christian Schnabel, student Porsche Germany
  57. 61. <ul><li>Speak with your students: </li></ul><ul><li>Capture their interest by talking </li></ul><ul><li>about their interests. </li></ul><ul><li>Focus on teaching them to become </li></ul><ul><li>effective communicators. </li></ul><ul><li>Provide them with the tools to </li></ul><ul><li>measure their progress. </li></ul><ul><li>Motivate them to become active </li></ul><ul><li>learners. </li></ul>(cc) Karenne Sylvester, 2008
  58. 62. Recommended Reading <ul><li>How to teach speaking , Scott Thornbury, 2005 Pearson Longman </li></ul><ul><li>Errors in language learning , Carl James, 1998 Pearson Longman </li></ul><ul><li>Second language needs analysis , Michael Long, 2005 CUP </li></ul><ul><li>For more information or to download free samples, visit: </li></ul><ul><li>www.kalinago-english.com </li></ul>
  59. 63. Thank you for the photos www.flickr.com <ul><li>b-d-solis, conversation silouettes (slide 1) </li></ul><ul><li>Kalandrakas, so happy together/ Bachmont, yin yan / Mricon, conversation (slide 3) </li></ul><ul><li>Polandeze, the conversation (slide 5,17) </li></ul><ul><li>Matthew J, girl gossip (slide 7,17) </li></ul><ul><li>Emilgh, yet another chinese conversation (slide 9,17) </li></ul><ul><li>Krosstok, pleasant conversation (slide 11,17) </li></ul><ul><li>Brooklyn, morning conversation / Sfflaw, conversation / half chinese (slide 18) </li></ul><ul><li>Julianne.hide, Mama (slide 20) </li></ul><ul><li>Dlisbona/ GuillaumePaumier, Segolene Royal / Soldiermediacenter, Uganda / Akuppa, conversations2 (Slide 30) </li></ul><ul><li>Drew Baldwin, creative commons large logo (slide31) </li></ul><ul><li>Mozzercork, Heart (slide 35) </li></ul><ul><li>Jose Goulao (slide 39) </li></ul><ul><li>Claire a taiwan, chatting in batumi (slide 41) </li></ul><ul><li>Peigianlong, find someone who (slide 43) </li></ul><ul><li>Music by Azhrak, Below the Arctic Ocean www.jamendo.com </li></ul><ul><li>NB: the icons used on slide 37 are not meant to suggest that there is any relationship between myself/my website and their websites. They are simply used to source information when students are questing. </li></ul>Thank you to my students for being my guinea pigs, for your quotes & photos: Martin at ENBW, Beatrix at MercedesBank, Christian at Porsche, the boys from Vector & Webix, my financial students at Commerzbank, conversation classes at the DAZ, my groups at LBBW, Bürgschaftbank and all the rest of you! Thank you, Jonathan Feinberg, for your cloud program which I used to create the high frequency word list/image (slide21): www.wordle.net Karenne

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