3. Nature of tasks in real world
• Language tasks involve more than one skill.
Example 1: Daily conversation
-speaking
-listening to what the interlocutor says
Example 2: Giving a presentation
-speaking (giving a presentation)
-listening (dealing with questions from the audience)
Integrated-skill teaching reflects the real-life
experience.
4. Nature of the speaking skill
• Speaking is one of the most complex and
demanding of all human mental operations
(Field, 2011).
• An expert speaker of English produces
utterances at a typical rate of about 150 words
per minute, or 2.5 per second (Levelt, 1989).
4
5. Stages in speech production
(Field, 2004, p. 284)
1. Conceptual stage: where the proposition that is
to be expressed first enters the mind of the
speaker
2. Syntactic stage: where the speaker chooses an
appropriate frame into which words are to be
inserted, and marks parts of it for plural, verb
agreement etc.
3. Lexical stage: where a meaning-driven search of
the speaker’s lexicon or vocabulary store takes
place, supported by cues as to the form of the
word (e.g., its first syllable)
5
6. Stages in speech production
(Field, 2004, p. 284)
4. Phonological stage: where the abstract
information assembled so far is converted
into a speech-like form
5. Phonetic stage: where features such as
assimilation are introduced, which reduce
articulatory effort
6. Articulatory stage: in which the message is
uttered
6
7. Speaking in L2
• The complicated speaking process becomes
even more complicated.
• How can teachers help their students go
through the complicated speaking process
smoothly?
At which stage in speech production do we
want to offer help?
8. Integrated skills teaching
• Input first? Output first?
• From input to output
Combination of multiple receptive/productive skills
8
Reading
Listening
Writing
Speaking
INPUT OUTPUT
9. What’s special about EFL?
• Amount of input
e.g., Sugiura et al. (2002)
In the case of a student coming into university after spending six
years studying English at junior & senior high schools
English class 3 times per week
× listening to English for 10 minutes in each class
× 35 weeks of classes per year
× 6 years (junior & senior high schools)
= 6,300 minutes = 105 hours
→ How big or small is this number?
9
10. • When taking courses given in English (when
studying abroad)
listening to English for 5 hours every day
105 hours =
21 days =
3 weeks
• Such a small amount of input!!
10
11. From input to output
• Purpose of reading/listening (input)
– Background information about a topic
– Useful expressions, which can be used later in the
output activity
12. Example from a high school textbook
Mainstream: English expression I (p. 49)
12
Tasks provided in the textbook Skill
1. Listening to a dialogue between two people
talking about a store they often go to
listening
2. Working in pairs to interview each other
about a store they often go to and take
memo about the partner’s answer in English
speaking
listening
writing
3. Preparing and giving a short speech,
introducing a shop to which their friends
often go
reading
writing
speaking
13. Example from a high school textbook
Mainstream: English expression I (p. 49)
13
Tasks provided in the textbook Skill
1. Listening to a dialogue between two people
talking about a store they often go to
listening
2. Working in pairs to interview each other
about a store they often go to and take
memo about the partner’s answer in English
speaking
listening
writing
3. Preparing and giving a short speech,
introducing a shop to which their friends
often go
reading
writing
speaking
This can be a source of input for
another activity.
17. References
Field, J. (2004). Psycholinguistics: The key concepts. London:
Routledge.
Field, J. (2011). Cognitive validity. In L. Taylor (Ed.), Examining
speaking: Research and practice in assessing second
language speaking (pp. 65-111). Cambridge, UK: Cambridge
University Press.
Levelt, W. J. M. (1989). Speaking. Cambridge, MA: MIT Press.
Sugiura, M., Takeuchi, S., & Baba, K. (2002). リスニング能力養
成のための自律学習：ディクテーションの効果. Retrieved
from http://www.lang.nagoya-
u.ac.jp/proj/genbunronshu/23-2/sugiura.pdf
Takashima, H. (ed.) (2013). Mainstream: English expression I.
Osaka, Japan: Zoshindo.
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