Choosing the linguistic features
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Group presentation on "Speaking", based on the book: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language Teaching. A Guide for Language Teachers. Chapters 6, 7, 8 &; 9. U.K.: CUP.
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Choosing the linguistic features
This document summarizes a presentation on speaking skills in a second language. It discusses that speaking is often seen as the most difficult skill to master due to the need to consider sociocultural norms, context, and make quick decisions without preparation. Speaking requires mastery of vocabulary, syntax, intonation and discourse markers. Learners can develop compensatory strategies and engage in activities like storytelling and discussions. Maintaining turn-taking, accommodating the listener, and exchanges between native and nonnative speakers are also reviewed. The role of L1 and L2 in interaction and teaching speaking in the classroom are discussed.
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The document distinguishes three types of classroom speaking activities:
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2) Talk as transaction focuses on exchanging information through asking questions and clarifying understanding.
3) Talk as performance involves transmitting information to an audience through speeches and presentations and requires skills like sequencing, pronunciation and engaging the audience.
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The document distinguishes three types of classroom speaking activities:
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2) Talk as transaction focuses on exchanging information through asking questions and clarifying understanding.
3) Talk as performance involves transmitting information to an audience through speeches and presentations and requires skills like sequencing, pronunciation and engaging the audience.
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Criteria Excellent Very Good Satisfactory Needs Improvement
Content
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detailed, and
accurate.
The content is
researched in some
detail and is
generally accurate.
The content is
researched but lacks
detail or has some
inaccuracies.
The content is not
well researched and
has inaccuracies.
Organization
The presentation is
very well
structured and
organized with
clear, logical
progression of
ideas.
The presentation
has a clear
structure, though
some ideas may be
presented out of
order.
The presentation
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- Transformational-generative grammar reveals an underlying universal grammar.
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The document discusses strategies for improving oral production in a second language. It describes features like simplification, ellipsis, formulaic expressions, and time-creating devices that students use to facilitate speaking. Compensation strategies like self-correction are also discussed as normal and necessary when speaking. Examples are provided to illustrate each strategy and activities are suggested for practicing dialogues.
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1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It notes that speaking requires not just grammatical competence but understanding of social and cultural norms.
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Unit 7- 8 (TKT)
Criteria Excellent Very Good Satisfactory Needs Improvement
Content
The content is well
researched,
detailed, and
accurate.
The content is
researched in some
detail and is
generally accurate.
The content is
researched but lacks
detail or has some
inaccuracies.
The content is not
well researched and
has inaccuracies.
Organization
The presentation is
very well
structured and
organized with
clear, logical
progression of
ideas.
The presentation
has a clear
structure, though
some ideas may be
presented out of
order.
The presentation
has a structure but
the
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- Transformational-generative grammar reveals an underlying universal grammar.
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Similar to Choosing the linguistic features
Speaking
1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It notes that speaking requires not just grammatical competence but understanding of social and cultural norms.
2) Several factors that can lead to mismatches in oral communication are explored, including lack of linguistic knowledge, different background knowledge between speakers, and differences in sociocultural expectations.
3) The document provides advice for language learners and teachers to help strengthen oral abilities, such as using compensatory strategies, engaging in activities like storytelling and discussions, and creating an supportive environment in the classroom.
Isfd 41 chapter 9 speaking
This document discusses factors that affect speaking in a second language, including linguistic, pragmatic, and sociocultural considerations. It notes that speaking is often the most difficult skill to learn as it requires comprehending and producing language in real time while attending to social and contextual cues. The document outlines strategies for developing speaking abilities, such as role plays, discussions, using compensatory strategies, and receiving feedback. It emphasizes the importance of authentic speaking practice and developing sociopragmatic competence to communicate effectively in a new language.
Isfd 41 chapter 9 speaking (1)
This document discusses factors that affect speaking in a second language, including linguistic, pragmatic, and sociocultural considerations. It notes that speaking is often the most difficult skill to learn as it requires comprehending and producing language in real time while attending to social and contextual cues. The document outlines strategies for developing speaking abilities, such as role plays, discussions, using compensatory strategies, and receiving feedback. It emphasizes the importance of authentic speaking practice and developing sociolinguistic competence to communicate effectively in a new language.
Teaching Oral Communication Skills
The document discusses several topics related to teaching oral communication skills, including pronunciation teaching, accuracy versus fluency, affective factors, and interaction effects. It provides examples of micro-skills involved in oral communication, such as producing chunks of language, stress patterns, and strategic devices. The document also discusses factors that affect pronunciation learning, such as native language and age, and provides a model for correcting speech errors. Overall, the document offers guidance on techniques for developing students' oral communication abilities.
Speaking
Based on the book: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language Teaching. A Guide for Language Teachers. Chapter 9.
5810 day 9 review all
This document provides an agenda and discussion points for a workshop on language development and acquisition. The agenda includes reviewing course content, conducting peer reviews of oral language and reading/writing analyses, an overview of case study requirements, and feedback on the course. Discussion points focus on teachers as observers of language, language variation, stages of typical second language acquisition, analyzing a learner's oral language skills using linguistic tools, and analyzing a learner's reading development using concepts of phonology, semantics, syntax and pragmatics. The document provides guidance for peer reviewing analyses and developing findings and conclusions.
What is Applied Linguistics?
This document provides an overview of applied linguistics and how knowledge of linguistics can help teachers support English learners. It defines applied linguistics as investigating and addressing language-related problems in both first and second language acquisition. The document outlines key aspects of linguistics including phonology, morphology, syntax, semantics, and pragmatics. It explains that while teachers do not need the same depth of knowledge as applied linguistics experts, they should understand language acquisition theories and how knowledge of linguistics can help them teach English, support communication skills, evaluate students appropriately considering their backgrounds, and socialize students into the school culture.
teaching speaking por Jacqueline Gavilanes
This document discusses factors that make speaking a foreign language difficult and principles for designing speaking techniques and activities in the classroom. It addresses the following key points:
1) Successful language acquisition involves the ability to accomplish pragmatic goals through interactive discourse. Several factors make speaking difficult, including affective factors like anxiety, the interactive nature of communication, and performance variables like hesitations.
2) Speaking activities in the classroom include imitative, intensive, responsive, interactive, and extensive types. Techniques should be intrinsically motivating, address a range of learner needs, and provide appropriate feedback.
3) Teaching conversation can involve direct instruction of speaking skills or an indirect approach of conversation practice. Individual practice and other interactive techniques
Teaching speaking brown
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
Communicative approach
The document discusses the communicative language teaching (CLT) approach. Some key points include:
- CLT focuses on providing learners with opportunities to use language for meaningful purposes rather than just studying its structure.
- Developing both fluency and accuracy in a language is important. Errors are seen as a natural part of the learning process.
- Classroom activities should involve real-world tasks and communication to promote language use.
- The goals are for learners to develop communicative competence, understanding how to use language appropriately in different contexts and for various functions.
Teaching speaking
This document discusses teaching speaking skills. It covers topics like types of spoken language, what makes speaking difficult, micro-and macro-skills of speaking, principles for teaching speaking like focusing on fluency and accuracy. It also discusses teaching conversation, pronunciation, factors affecting it. The role of feedback and how to treat errors is explained. Assessment of speaking is discussed covering item types, tasks and criteria for evaluation.
The role of speech style between teacher and student in learning English
The role of speech style between teacher and student in learning English Journal of Education and Learning (EduLearn)
This study examined the role of speech style between teachers and students
in learning English. This study was ex post facto research, using quantitative
approach. The students at English Department of Madura University,
Indonesia were the population in this research. A sample was decided using
proportional stratified random sampling technique. The data were analyzed
by simple regression technique. The result of the study showed that the role
of speech style between the teachers and the students in learning English is
0.62 (62%). The speech styles of the teachers and students work on students’
proficiency level in English. Conducive classroom in language learning is
the requirement of the right speech styles of the teachers and the students. It
makes necessary for the teachers to provide students with suitable speech
style with the contexts in order to put up the classroom serving the students
with substantial input. Teaching speaking 1
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
Teaching speaking KC sotomayor
This power point contains information about the basic concepts of teaching speaking in Second Language, paralinguistic features, phonemic system, paralinguistic features, features of spoken English and the current issues and trends in English language teaching.
Speaking skills
The document discusses developing speaking skills in a foreign language. It identifies speaking as one of the four productive skills that must be mastered. It provides tips for improving speaking skills, such as finding native English speakers to practice with, slowing down speech for clarity, and recording oneself to identify areas for improvement. Effective instructors teach speaking strategies like using minimal responses and recognizing scripts to help students expand their language skills and confidence.
Impact of teaching Speaking Skills to Indian Technical Students
Speaking is a communicative process of developing and exchanging meaning through the use of words in oral form explaining a wide range of situation. It is a crucial part of second language learning and teaching. Speaking comprises of one of the four skills of communication. As we all are aware of the fact that English is globally used as a medium of communication which has gained momentum with the emerging trend of internet world, speaking skills should be developed in a more effective way along with three other skills namely Listening, Reading and Writing in-order to enhance communication. This would be beneficial to the native as well as non native speakers of English. In the Indian context, the capability to communicate in English has become important because of its relevance in getting jobs and sitting for campus interviews. We find some Bollywood movies which give emphasis on speaking English like ‘English - Vinglish ’ . It reflects the psychological constraint of an individual who is unable to speak English and hence making efforts to join English classes. This can be a challenging task for all the people who want to learn a non native language .Though Speaking skill is one of the most important skills of communication, yet it is deprived of its importance in our Indian classroom especially in technical institutions where the learners are future engineers and it is expected that the engineering students would acquire the speaking skill from the activities which are discussed in the class. As a result,, these young engineering students and learners of the English language fail to acquire proper training and skill which decreases their confidence to communicate in English
Implicit vs. Explicit Teaching in Pragmatics
The document discusses teaching pragmatics, which aims to help language learners understand socially appropriate language use. Pragmatics is often overlooked in language education. Explicit teaching of pragmatics through analyzing language examples and contexts is generally more effective than implicit teaching. Various frameworks can inform pragmatics instruction, including noticing hypothesis, output hypothesis, interaction hypothesis, and sociocultural theory. Teachers can use tasks focusing on linguistic or sociocultural aspects to raise pragmatic awareness. Both inductive and deductive approaches show promise, though inductive instruction may lead to longer-lasting pragmatic knowledge.
Speaking_Skills.pptx
Speaking is a complex skill that involves more than just pronouncing words. It is the process of building and sharing meaning through verbal and non-verbal communication in a variety of contexts. Speaking skills allow people to convey messages in a clear, thoughtful, and convincing manner so that listeners understand. Teaching speaking skills is important for activities like making presentations, having conversations, reporting information, and solving problems. However, developing strong speaking abilities requires overcoming barriers like a lack of confidence, practice opportunities, and attention to effective techniques.
Oral skills & classroom speaking performance
The document discusses oral communication skills and classroom speaking performance. It describes micro skills which refer to skills at the sentence level used in conversational discourse, and macro skills which are skills at the discourse level. It then outlines various linguistic skills required for oral production, including grammar, vocabulary, fluency, pronunciation, pragmatics, and language interaction. Finally, it discusses different types of speaking tasks that can be used in the classroom from imitative tasks that practice language forms, to intensive, responsive, transactional, interpersonal, and extensive speaking tasks which provide opportunities for meaningful interaction and language use.
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Choosing the linguistic features
- 1. Speaking presentation by Rocio Soto Valic, Erica Ledesma, Claudia Sabor, Daiana de los Santos & Evelyn Blasón Teacher: Stella Saubidet Subject: Language and Written Expression IV ISFD 18 -2017-
- 3. So... Is speaking the most difficult skill or the easiest?
- 4. Message and medium in oral communication “I AM HUNGRY” LOCUTIONARY ILLOCUTIONARY MEANING FORCES
- 5. Mismatches and misunderstandings in oral communication…. WHY? A)The speaker does not have full command of the target linguistic knowledge and produces an unintelligible form. B) The necessary background knowledge is not shared by the speaker and hearer and they bring a different set of expectations. C) The speaker and hearer do not share sociocultural rules of appropriacy.
- 6. Speaking & Writing… similar or different? PLANNING CONTEXTUALIZATION FORMALITY
- 7. ★ How does a speaker produce a meaningful utterance? By the use of his grammatical competence and the relation of the utterance to the context in which the interaction is carried out. ❖According to Levelt (1978), here are three important contextual factors in speech production Demand Aerousal Feedback
- 8. Bear in mind that: Linguistic features have an impact on successful production of spoken discourse ➔ Mastering question formation ➔ Using appropriate word order Contextual factors and Sociocultural norms play an even more significant role in successful interaction ➔ Using indirect representations of disagreement Language ability needs to be combined with sociocultural considerations
- 9. Maxims of oral interaction ➔Speech act: a verbal utterance functions as a social act “Please close the window!” “Your work is not good enough” Illocutionary force ➔Spoken communication: the cooperative principle Speaker and hearer construct meaning cooperatively ➔Grice(1975) suggests 4 Maxims: they apply when natural conversation functions efficiently Quantity - Relevance Quality - Manner
- 10. ★ The social and contextual factors play a significant role in spoken interaction. Speakers need to be aware of sociocultural norms such as the linguistic features from the target language. ★ Decisions and choices need to be made when a speaker intends to communicate something in real life situations without prepared speeches. This is one of the reasons why speaking is often seen as one of the hardest macro skills to master in another language.
- 11. Some Prerequisites for Speaking on Another Language. ● Knowing the vocabulary relevant to the situation ● Ability to use discourse connectors (well; oh; I see; okay) ● Ability to use suitable “opening and closing phrases” ● Ability to comprehend and use reduced forms (vowels sounds) ● Knowing the syntax for producing basic clauses ● Ability to use the basic intonation and tone patterns ● Ability to use proper rhythm, stress and to make proper pauses
- 12. Compensatory Strategies How learners or nonnative speakers can overcome their limitations in speaking by adjusting or approximating the message, paraphrasing, getting help from the native speaker. These strategies can be developed by exposure to authentic speech and by participating in a larger variety of oral practice activities such as spontaneous conversations.
- 13. Common Activities for Speaking ● Story-telling ● Descriptions ● Self-reports ● Re-telling ● Discussions
- 15. Maintaining the flow of speech · In a conversation, the roles of the speaker and the hearer switch between them in the way that ideas are transferred. · Turn-taking rules make possible for the speaker and hearer to change the roles constantly and construct shared meaning. · Members of community speech deal with exchanges by allowing overlap (if acceptable) and pauses lengths. · Conversation analysis attempts to describe developed sequences and the sequential constraints, typical of the natural flow of conversation. · Learners of a new language has to recognize and develop new rules of behavior.
- 16. Accommodating the hearer · The speaker needs to accommodate the hearer and facilitate the interpretation of the spoken message. (Cooperative principle) · The speaker needs to pay attention to body language and overall reaction. · The speaker should attend to unexpected mishaps in exchanges, especially if it is the initiator of a conversation.
- 17. Native and nonnative speakers · Nonnative speakers need to expend much greater effort and exert more attention to keep the flow of interaction. · The learner L2 should develop strategies that will help him/her to convey meaning in a conversation. · Native speaker can control the conversation or he/she may use inappropriate words which make the nonnative feel insulted. · Speakers of L2 requires self-awareness and self-evaluation, tolerance and accommodation.
- 18. Exchanges between native and nonnative speaker
- 19. Interaction using L1 and L2 · L1 and L2 are similar in the use of communication strategies. (Conceptual strategies) · The difference between native speaker and nonnative speakers is the frequency and formulation types. · Experiments dealing with spoken discourse.
- 20. Speaking in the Language Classroom
- 24. - Provide students helpful and constructive FEEDBACK. - Provide them with a specific spoken GENRE and context. - Provide EXAMPLES of useful expressions, connectors, etc. You should use written transcripts. - Emphasize a successful transmission of the MESSAGE. - Create opportunities to integrate different SKILLS.
- 25. Conclusion:
- 26. The teaching of SPOKEN LANGUAGE in the LANGUAGE CLASSROOM is perceived as a very difficult task form both the TEACHER and the STUDENTS. Take into consideration that: - The teaching materials are not based on descriptions of WRITTEN ENGLISH. - The teaching of speaking be focused on a PRAGMATIC perspective. - Contextual and situational features of spoken interaction must become an INTEGRAL part of classroom activities.