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.
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.Choosing the linguistic features
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.Choosing the linguistic features
Princípios de produção oral em língua inglesa (pt 1)Fabio Nunes
1. Oral communication skills
2. Types of spoken language
3. What makes speaking difficult
4. Microskills of oral communication
5. Types of classroom speaking performance
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...University of Valencia
Talk to be given at the "New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education" at Trinity College Dublin, 21-23 April, 2016.
Our presentation outlines a study carried out in the context of the European-funded project TILA (Telecollaboration for Intercultural Language Acquisition - Grant Agreement Number 2012-4001/001-001). This two-year project involved secondary school students from France, Germany, the Netherlands, Spain and the United Kingdom.
Our aim in this presentation is to offer insights into the verbal and non-verbal characteristics of synchronous telecollaboration (STC). Our corpus consists of twelve recordings of tandem interactions between Spanish and British secondary school students aged between 14 and 15. In the first stage of our analysis we transcribed the video recordings. The transcriptions include all linguistically coded communication –both spoken and written– as well as annotations of paralinguistic and non-linguistic phenomena. In our analysis we draw on Goffman, 1956, Brown and Levinson, 1987 and Pennock-Speck and del Saz-Rubio, 2013. We focus specifically on Goffman’s (1956: 476) notion of deference, “a symbolic means by which appreciation is regularly conveyed to a recipient”. There are two main types of deference: “avoidance rituals”, similar to Brown and Levinson’s (1987) negative politeness strategies, and “presentation rituals” (Goffman, 1956: 481), akin to Brown and Levinson’s (1987) positive politeness strategies.
This research brings to light empirical evidence of the affordances of STC when compared with other kinds of online peer interaction. Our results show that participants systematically use body language and non-verbal cues along with verbal language to make their interlocutors feel at ease, to resolve potentially embarrassing moments and also to offer them praise. It also provides insights into how TC can enhance Classroom Interactional Competence (CIC) defined by Walsh (2011: 158) as “Teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning”. We posit that TC promotes CIC and that students benefit from the peer-feedback and the peer-scaffolding that ensue from interaction of this kind.
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.
Princípios de produção oral em língua inglesa (pt 1)Fabio Nunes
1. Oral communication skills
2. Types of spoken language
3. What makes speaking difficult
4. Microskills of oral communication
5. Types of classroom speaking performance
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...University of Valencia
Talk to be given at the "New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education" at Trinity College Dublin, 21-23 April, 2016.
Our presentation outlines a study carried out in the context of the European-funded project TILA (Telecollaboration for Intercultural Language Acquisition - Grant Agreement Number 2012-4001/001-001). This two-year project involved secondary school students from France, Germany, the Netherlands, Spain and the United Kingdom.
Our aim in this presentation is to offer insights into the verbal and non-verbal characteristics of synchronous telecollaboration (STC). Our corpus consists of twelve recordings of tandem interactions between Spanish and British secondary school students aged between 14 and 15. In the first stage of our analysis we transcribed the video recordings. The transcriptions include all linguistically coded communication –both spoken and written– as well as annotations of paralinguistic and non-linguistic phenomena. In our analysis we draw on Goffman, 1956, Brown and Levinson, 1987 and Pennock-Speck and del Saz-Rubio, 2013. We focus specifically on Goffman’s (1956: 476) notion of deference, “a symbolic means by which appreciation is regularly conveyed to a recipient”. There are two main types of deference: “avoidance rituals”, similar to Brown and Levinson’s (1987) negative politeness strategies, and “presentation rituals” (Goffman, 1956: 481), akin to Brown and Levinson’s (1987) positive politeness strategies.
This research brings to light empirical evidence of the affordances of STC when compared with other kinds of online peer interaction. Our results show that participants systematically use body language and non-verbal cues along with verbal language to make their interlocutors feel at ease, to resolve potentially embarrassing moments and also to offer them praise. It also provides insights into how TC can enhance Classroom Interactional Competence (CIC) defined by Walsh (2011: 158) as “Teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning”. We posit that TC promotes CIC and that students benefit from the peer-feedback and the peer-scaffolding that ensue from interaction of this kind.
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.
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.
it contends the elements of oral evaluation, the ability of oral evaluation can assessment with this process. The different aspects of oral language can improve when the teacher or students notice the errors by oral assessment.
Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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-
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.
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 reduces 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.
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.
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 succesful transmission of the MESSAGE.
- Create opportunities to integrate different SKILLS.
26. The teaching of SPOKEN LANGUAGE un the
LANGUAGE CLASSROOM is perceived as a
very difficult task forma 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 and
INTEGRAL part of classroom activities.