Communication strategies to improve oral production
•Download as PPT, PDF•
1 like•3,207 views
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.
Report
Share
Report
Share
![[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Teaching oral communication strategies
This document discusses enhancing oral interactive work in the foreign language classroom by teaching communicative and negotiation strategies. It describes how students can help each other focus on meaning and form after learning specific strategies. Breakdowns in communication can occur due to issues with language form, meaning, or lack of strategies to continue or make conversations meaningful. The document outlines oral communicative strategies like time-gaining and maintenance strategies. It also describes oral negotiation strategies such as clarification requests, confirmation checks, and comprehension checks that focus on form. Learning these strategies can help students become better listeners, maintain conversations, and focus on both meaning and form.
Communication Strategies
1. The document discusses communication strategies used by second language learners when facing difficulties communicating in a less familiar language. It describes classifications and typologies of different strategies.
2. Key strategies discussed include circumlocution, approximation, appealing for assistance, and avoidance techniques. The implications are that explicitly teaching these strategies can help learners communicate more effectively.
3. The case study analyzes the strategies used by an interviewee placed at an A2 language level, such as paraphrasing, borrowing words, and asking for clarification.
Communicationstrategiesppt 100525160931-phpapp01(1)
The document discusses communication strategies used by English language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, including avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. Specific strategies like message abandonment, circumlocution, and appeal for help are defined. The document concludes by recommending teachers instruct learners in communication strategies to make language learning more meaningful and motivate higher strategy use.
Communication Strategies
This document discusses various communication strategies used by second language learners to cope with difficulties in communicating. It describes strategies such as reduction strategies, achievement strategies, avoidance, paraphrase, and appeal for assistance that learners employ when they encounter a problem communicating. The document also discusses the role of risk-taking versus risk-avoiding strategies in language development and debates the value of directly teaching communication strategies versus allowing strategies to develop naturally.
Communication strategies
The document discusses various communication strategies that speakers use when encountering language difficulties. It identifies 12 strategies commonly used, such as message abandonment, topic avoidance, circumlocution, and code switching. It then discusses 7 types of communicative strategies, including nomination (introducing a topic clearly), restriction (constraining responses), turn-taking, topic control, topic shifting, repair (overcoming breakdowns), and termination (ending an interaction). Examples are provided to illustrate each strategy.
Conversational repair
The document discusses conversational repair and presuppositions in child language development. It describes how children at different stages will repair a misunderstood message by revising speech sounds, words, or grammar. The ability to effectively engage in repair develops with more sophisticated language skills. Presuppositions, or assumptions about shared knowledge with the listener, also emerge gradually as children's language advances. The document also examines repair in conversations involving speakers with aphasia and how slowed speech rates can improve comprehension.
COMMUNICATION STRATEGIES
The document defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. It presents Tarone's typology of conscious communication strategies, which includes avoidance, paraphrasing, conscious transfer, appeals for assistance, and miming. Avoidance strategies are topic avoidance and message abandonment. Paraphrasing strategies comprise approximation, word coinage, circumlocution. Conscious transfer includes literal translation and language switching.
Communication Strategies Ppt
The document discusses communication strategies used by second language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, which include avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. It provides examples of different compensatory strategies used by learners such as circumlocution, approximation, use of prefabricated patterns, and code-switching. The document also discusses implications for English language teaching.
Recommended
Teaching oral communication strategies
This document discusses enhancing oral interactive work in the foreign language classroom by teaching communicative and negotiation strategies. It describes how students can help each other focus on meaning and form after learning specific strategies. Breakdowns in communication can occur due to issues with language form, meaning, or lack of strategies to continue or make conversations meaningful. The document outlines oral communicative strategies like time-gaining and maintenance strategies. It also describes oral negotiation strategies such as clarification requests, confirmation checks, and comprehension checks that focus on form. Learning these strategies can help students become better listeners, maintain conversations, and focus on both meaning and form.
Communication Strategies
1. The document discusses communication strategies used by second language learners when facing difficulties communicating in a less familiar language. It describes classifications and typologies of different strategies.
2. Key strategies discussed include circumlocution, approximation, appealing for assistance, and avoidance techniques. The implications are that explicitly teaching these strategies can help learners communicate more effectively.
3. The case study analyzes the strategies used by an interviewee placed at an A2 language level, such as paraphrasing, borrowing words, and asking for clarification.
Communicationstrategiesppt 100525160931-phpapp01(1)
The document discusses communication strategies used by English language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, including avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. Specific strategies like message abandonment, circumlocution, and appeal for help are defined. The document concludes by recommending teachers instruct learners in communication strategies to make language learning more meaningful and motivate higher strategy use.
Communication Strategies
This document discusses various communication strategies used by second language learners to cope with difficulties in communicating. It describes strategies such as reduction strategies, achievement strategies, avoidance, paraphrase, and appeal for assistance that learners employ when they encounter a problem communicating. The document also discusses the role of risk-taking versus risk-avoiding strategies in language development and debates the value of directly teaching communication strategies versus allowing strategies to develop naturally.
Communication strategies
The document discusses various communication strategies that speakers use when encountering language difficulties. It identifies 12 strategies commonly used, such as message abandonment, topic avoidance, circumlocution, and code switching. It then discusses 7 types of communicative strategies, including nomination (introducing a topic clearly), restriction (constraining responses), turn-taking, topic control, topic shifting, repair (overcoming breakdowns), and termination (ending an interaction). Examples are provided to illustrate each strategy.
Conversational repair
The document discusses conversational repair and presuppositions in child language development. It describes how children at different stages will repair a misunderstood message by revising speech sounds, words, or grammar. The ability to effectively engage in repair develops with more sophisticated language skills. Presuppositions, or assumptions about shared knowledge with the listener, also emerge gradually as children's language advances. The document also examines repair in conversations involving speakers with aphasia and how slowed speech rates can improve comprehension.
COMMUNICATION STRATEGIES
The document defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. It presents Tarone's typology of conscious communication strategies, which includes avoidance, paraphrasing, conscious transfer, appeals for assistance, and miming. Avoidance strategies are topic avoidance and message abandonment. Paraphrasing strategies comprise approximation, word coinage, circumlocution. Conscious transfer includes literal translation and language switching.
Communication Strategies Ppt
The document discusses communication strategies used by second language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, which include avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. It provides examples of different compensatory strategies used by learners such as circumlocution, approximation, use of prefabricated patterns, and code-switching. The document also discusses implications for English language teaching.
Enchancing competence in using communicative strategies
This document discusses communicative strategies and communication levels. It defines a communicative strategy as a technique used by a speaker to express meaning when facing difficulty. It describes three levels of communication: intrapersonal, interpersonal, and public. It also outlines different speech styles used for different communication levels like intimate, casual, consultative, and formal styles. Additionally, it defines locutionary, illocutionary, and perlocutionary speech acts and lists several types of communicative strategies including nomination, restriction, turntaking, topic control, topic shifting, repair, and termination.
Communication strategies el salvador10-2hr-wb
The document discusses communication strategies for language learning. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties. It then outlines several types of strategies, including reductive strategies like message abandonment or topic avoidance. Stalling strategies delay response through fillers like "uh" or "let me think." Compensatory strategies involve circumlocution, approximation, appealing for help, or using gestures. The document provides examples for each strategy and emphasizes the importance of raising learner awareness, modeling strategies, and providing practice opportunities to incorporate these techniques.
Language learning
This document provides guidance for a role play activity and discussion on issues for language learners to consider. The role play has one student interviewing another about the benefits of individual, small group, or larger language classes. They should discuss personal experiences and open-ended questions. For the discussion, students will consider statements about pronunciation goals, correcting mistakes, learning abroad, and colloquial vocabulary in panels, ensuring all contribute and using expressions to involve each other.
Teaching oral skills
This document discusses ways to promote oral skills such as discussion, speeches, role plays, and storytelling. It also covers pronunciation topics like consonants, vowels, intonation, and word stress. Consonants are speech sounds made by closing or partially closing the vocal tract. Vowels are made with an open vocal tract. Intonation involves variations in pitch that are not used to distinguish words. Word stress emphasizes certain syllables or words. The document provides examples for each topic to illustrate pronunciation techniques for teaching oral skills.
English Speaking Classes in Baner Pune | Pune Training Institute
Pune Training Institute provides one of the best English Speaking training classes in Baner Pune. It provides weekday and weekend classes in baner,Pune
Business English Course
Business English Course in Dubai, Sharja, Abu Dhabi at Zabeel Institute
Being a confident, polished speaker is not only necessary but well-advised in order to communicate such matters effectively and persuasively. Above all, would you like a quick and easy method for composing documents, letters, memos, reports, proposals and performance appraisals in an organized format. Finally, for all the people searching for the best centre in Business English, without any dilemma, choose
Zabeel Institute. Above all, we have marked our own signature in this field as a result of our immense hard work.
Therefore, professionals who can write clearly and correctly are far more valuable to an organization than those whose business writing is filled with errors.
For more information: https://tinyurl.com/yybp5otz
Call : 00971 4 3974905
WhatsApp:- 00971508234427/ 00971506905425
Email: mail@zabeelinstitute.ae
Developing and assessing speaking in a competence based
This power point discusses assessing speaking in a competence based curriculum. If you have more ideas, please do add a comment.
EFL Speaking rubric
Speaking rubric used for my classes at the local high school using FlipGrid for Speaking skill activities.
Listening and listening assessment
This document discusses listening assessment and strategies for developing listening skills. It notes that listening is an integrated skill that requires comprehension and can be improved with strategies and practice. Some key strategies it recommends include incorporating real-life elements into the classroom, using recordings as part of listening exercises, and designing exercises around tasks that require note-taking, responding to questions, or filling information gaps. A variety of exercise types are proposed targeting different levels, from individual sounds and words to longer responses requiring paraphrasing or problem-solving. The document emphasizes that assessment of listening should be ongoing and focus on comprehending spoken English rather than "testing".
ASSESSING LISTENING
This document discusses strategies for teaching and assessing listening skills. It emphasizes that listening is an integrated skill that requires attention to strategies and practice. Some key points discussed include:
- Listening in real life involves comprehending for a purpose with visual and environmental clues. The classroom should strive to incorporate real-life elements.
- A variety of exercises can be used to develop listening at the word, sentence and comprehension levels, including recordings, tasks, and responses.
- Assessment of listening is preferable to testing and should be ongoing through activities that evaluate students' understanding. The goal is successful accomplishment rather than high-stakes evaluation.
Speaking skill presentation
Speaking involves the vocalized production of language in real time through the use of the speech organs. It is the hardest of the four language skills due to the limited time for planning. Speaking requires conceptualizing ideas, formulating them syntactically and lexically, articulating sounds, self-monitoring, and employing fluency strategies like pausing, fillers and prefabricated language chunks. Fluency depends on factors like speech rate, length of pauses, and use of fillers. Successful speaking also requires turn-taking skills and knowledge of genres, contexts, and social relationships.
Assessing speaking skills
This document discusses strategies for assessing speaking skills in a second language. It describes the characteristics of spoken language, such as variation in speed, loudness, gestures, intonation, stress, rhythm, and pausing. It presents several methods for assessing speaking, including role plays, interviews, oral presentations, picture-cued story telling, and translations. Role plays can be structured or unstructured. Interviews involve warming up, level-checking, probing, and winding down. It's important to determine the appropriate criteria and tasks for assessing fluency versus accuracy in speaking.
Reading and Vocabulary: Knowing, Guessing and Looking It Up
1) Knowing vocabulary, especially academic vocabulary, is essential for successful reading in a second language. Vocabulary knowledge contributes more to reading comprehension than other linguistic factors like grammar.
2) Guessing the meaning of unknown words from context has limitations and is not a reliable strategy for real reading. It can lead to frustration and incorrect guesses.
3) Looking up unknown words using a dictionary, especially electronic bilingual dictionaries, improves both vocabulary learning and reading comprehension. Students should be taught effective dictionary skills.
Assessing pronuntiation
This document discusses ways to assess pronunciation in language learners. It emphasizes that pronunciation is a subcategory of speaking and should be assessed within the context of communicative tasks. The document outlines several techniques that can be used to assess aspects of pronunciation like consonants, vowels, stress, rhythm, and intelligibility. These include tasks like sentence repetition, reading aloud, and discrimination of word stress patterns. It stresses the importance of teaching pronunciation and preparing specific assessment rubrics that evaluate the aspects targeted in instruction.
Vocabulary
The document discusses vocabulary and how it is taught. It defines vocabulary as the words used in a language. There are two main criteria teachers consider when choosing vocabulary - frequency of use and coverage. Frequency refers to how commonly words are used, while coverage refers to how broadly a word's meaning applies. The document also examines what it means to "know" a word and lists six components: meaning, use, word formation, spelling, grammar, and phonology. It distinguishes between active vocabulary that is used versus passive vocabulary that is understood but not used. Effective vocabulary teaching involves conveying meaning, checking understanding, and consolidation through practice.
Listening comprehension
The document describes different types of tests that can be used to assess listening comprehension skills. It discusses tests of phoneme discrimination, stress and intonation recognition, comprehension of short statements and dialogues, and understanding of talks and lectures. It provides examples of each test type and considerations for developing listening comprehension assessments.
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...
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.
Special considerations for_teaching-1[1]
This document discusses special considerations for teaching listening and speaking skills to English language learners. It addresses what makes listening difficult, such as speaker speed and complexity of content. It recommends choosing age-appropriate content and adjusting speech speed. It also stresses the importance of understanding for learning and maintaining student interest. The document provides examples of teaching methods to improve listening, such as having students summarize podcasts or discuss movie plots with partners. It notes that speaking can be difficult for students to assess their own progress in and recommends keeping students motivated through praise and meaningful speaking tasks. The document outlines different functions of speaking, such as social interaction, information exchange, and formal presentations.
Oral presentation rubric ppp lesson plan
This rubric evaluates students on their oral presentation of a role play about a person's routine. It assesses students on four criteria: speaking clearly, enthusiasm, use of complete sentences, and collaboration with their peer partner. For each criterion there are descriptions and point values assigned for performance at the exemplary, proficient, partially proficient, and developing levels. The teacher will use this rubric to score students and provide feedback on their presentation skills.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
How to teach speaking in an efl class ii carolina terry
This document outlines a presentation on how to teach speaking in an English as a Foreign Language (EFL) class. It discusses the theoretical stages of a speaking lesson, techniques for practicing speaking, and the teacher's role. It provides examples of techniques like role-plays, drills, chants, and disappearing dialogues. It emphasizes that the teacher must plan activities, supply necessary language, and vary topics to motivate students and make speaking lessons effective.
How to teach speaking in an efl class ii carolina terry
This document outlines a presentation on how to teach speaking in an English as a Foreign Language (EFL) class. It discusses the theoretical stages of a speaking lesson, techniques for practicing speaking, and the teacher's role. It provides examples of activities like role-plays, drills, chants, and disappearing dialogues. The document emphasizes that the teacher plays a crucial role in organizing effective speaking lessons and motivating student participation.
More Related Content
What's hot
Enchancing competence in using communicative strategies
This document discusses communicative strategies and communication levels. It defines a communicative strategy as a technique used by a speaker to express meaning when facing difficulty. It describes three levels of communication: intrapersonal, interpersonal, and public. It also outlines different speech styles used for different communication levels like intimate, casual, consultative, and formal styles. Additionally, it defines locutionary, illocutionary, and perlocutionary speech acts and lists several types of communicative strategies including nomination, restriction, turntaking, topic control, topic shifting, repair, and termination.
Communication strategies el salvador10-2hr-wb
The document discusses communication strategies for language learning. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties. It then outlines several types of strategies, including reductive strategies like message abandonment or topic avoidance. Stalling strategies delay response through fillers like "uh" or "let me think." Compensatory strategies involve circumlocution, approximation, appealing for help, or using gestures. The document provides examples for each strategy and emphasizes the importance of raising learner awareness, modeling strategies, and providing practice opportunities to incorporate these techniques.
Language learning
This document provides guidance for a role play activity and discussion on issues for language learners to consider. The role play has one student interviewing another about the benefits of individual, small group, or larger language classes. They should discuss personal experiences and open-ended questions. For the discussion, students will consider statements about pronunciation goals, correcting mistakes, learning abroad, and colloquial vocabulary in panels, ensuring all contribute and using expressions to involve each other.
Teaching oral skills
This document discusses ways to promote oral skills such as discussion, speeches, role plays, and storytelling. It also covers pronunciation topics like consonants, vowels, intonation, and word stress. Consonants are speech sounds made by closing or partially closing the vocal tract. Vowels are made with an open vocal tract. Intonation involves variations in pitch that are not used to distinguish words. Word stress emphasizes certain syllables or words. The document provides examples for each topic to illustrate pronunciation techniques for teaching oral skills.
English Speaking Classes in Baner Pune | Pune Training Institute
Pune Training Institute provides one of the best English Speaking training classes in Baner Pune. It provides weekday and weekend classes in baner,Pune
Business English Course
Business English Course in Dubai, Sharja, Abu Dhabi at Zabeel Institute
Being a confident, polished speaker is not only necessary but well-advised in order to communicate such matters effectively and persuasively. Above all, would you like a quick and easy method for composing documents, letters, memos, reports, proposals and performance appraisals in an organized format. Finally, for all the people searching for the best centre in Business English, without any dilemma, choose
Zabeel Institute. Above all, we have marked our own signature in this field as a result of our immense hard work.
Therefore, professionals who can write clearly and correctly are far more valuable to an organization than those whose business writing is filled with errors.
For more information: https://tinyurl.com/yybp5otz
Call : 00971 4 3974905
WhatsApp:- 00971508234427/ 00971506905425
Email: mail@zabeelinstitute.ae
Developing and assessing speaking in a competence based
This power point discusses assessing speaking in a competence based curriculum. If you have more ideas, please do add a comment.
EFL Speaking rubric
Speaking rubric used for my classes at the local high school using FlipGrid for Speaking skill activities.
Listening and listening assessment
This document discusses listening assessment and strategies for developing listening skills. It notes that listening is an integrated skill that requires comprehension and can be improved with strategies and practice. Some key strategies it recommends include incorporating real-life elements into the classroom, using recordings as part of listening exercises, and designing exercises around tasks that require note-taking, responding to questions, or filling information gaps. A variety of exercise types are proposed targeting different levels, from individual sounds and words to longer responses requiring paraphrasing or problem-solving. The document emphasizes that assessment of listening should be ongoing and focus on comprehending spoken English rather than "testing".
ASSESSING LISTENING
This document discusses strategies for teaching and assessing listening skills. It emphasizes that listening is an integrated skill that requires attention to strategies and practice. Some key points discussed include:
- Listening in real life involves comprehending for a purpose with visual and environmental clues. The classroom should strive to incorporate real-life elements.
- A variety of exercises can be used to develop listening at the word, sentence and comprehension levels, including recordings, tasks, and responses.
- Assessment of listening is preferable to testing and should be ongoing through activities that evaluate students' understanding. The goal is successful accomplishment rather than high-stakes evaluation.
Speaking skill presentation
Speaking involves the vocalized production of language in real time through the use of the speech organs. It is the hardest of the four language skills due to the limited time for planning. Speaking requires conceptualizing ideas, formulating them syntactically and lexically, articulating sounds, self-monitoring, and employing fluency strategies like pausing, fillers and prefabricated language chunks. Fluency depends on factors like speech rate, length of pauses, and use of fillers. Successful speaking also requires turn-taking skills and knowledge of genres, contexts, and social relationships.
Assessing speaking skills
This document discusses strategies for assessing speaking skills in a second language. It describes the characteristics of spoken language, such as variation in speed, loudness, gestures, intonation, stress, rhythm, and pausing. It presents several methods for assessing speaking, including role plays, interviews, oral presentations, picture-cued story telling, and translations. Role plays can be structured or unstructured. Interviews involve warming up, level-checking, probing, and winding down. It's important to determine the appropriate criteria and tasks for assessing fluency versus accuracy in speaking.
Reading and Vocabulary: Knowing, Guessing and Looking It Up
1) Knowing vocabulary, especially academic vocabulary, is essential for successful reading in a second language. Vocabulary knowledge contributes more to reading comprehension than other linguistic factors like grammar.
2) Guessing the meaning of unknown words from context has limitations and is not a reliable strategy for real reading. It can lead to frustration and incorrect guesses.
3) Looking up unknown words using a dictionary, especially electronic bilingual dictionaries, improves both vocabulary learning and reading comprehension. Students should be taught effective dictionary skills.
Assessing pronuntiation
This document discusses ways to assess pronunciation in language learners. It emphasizes that pronunciation is a subcategory of speaking and should be assessed within the context of communicative tasks. The document outlines several techniques that can be used to assess aspects of pronunciation like consonants, vowels, stress, rhythm, and intelligibility. These include tasks like sentence repetition, reading aloud, and discrimination of word stress patterns. It stresses the importance of teaching pronunciation and preparing specific assessment rubrics that evaluate the aspects targeted in instruction.
Vocabulary
The document discusses vocabulary and how it is taught. It defines vocabulary as the words used in a language. There are two main criteria teachers consider when choosing vocabulary - frequency of use and coverage. Frequency refers to how commonly words are used, while coverage refers to how broadly a word's meaning applies. The document also examines what it means to "know" a word and lists six components: meaning, use, word formation, spelling, grammar, and phonology. It distinguishes between active vocabulary that is used versus passive vocabulary that is understood but not used. Effective vocabulary teaching involves conveying meaning, checking understanding, and consolidation through practice.
Listening comprehension
The document describes different types of tests that can be used to assess listening comprehension skills. It discusses tests of phoneme discrimination, stress and intonation recognition, comprehension of short statements and dialogues, and understanding of talks and lectures. It provides examples of each test type and considerations for developing listening comprehension assessments.
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...
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.
Special considerations for_teaching-1[1]
This document discusses special considerations for teaching listening and speaking skills to English language learners. It addresses what makes listening difficult, such as speaker speed and complexity of content. It recommends choosing age-appropriate content and adjusting speech speed. It also stresses the importance of understanding for learning and maintaining student interest. The document provides examples of teaching methods to improve listening, such as having students summarize podcasts or discuss movie plots with partners. It notes that speaking can be difficult for students to assess their own progress in and recommends keeping students motivated through praise and meaningful speaking tasks. The document outlines different functions of speaking, such as social interaction, information exchange, and formal presentations.
Oral presentation rubric ppp lesson plan
This rubric evaluates students on their oral presentation of a role play about a person's routine. It assesses students on four criteria: speaking clearly, enthusiasm, use of complete sentences, and collaboration with their peer partner. For each criterion there are descriptions and point values assigned for performance at the exemplary, proficient, partially proficient, and developing levels. The teacher will use this rubric to score students and provide feedback on their presentation skills.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
What's hot (20)
Enchancing competence in using communicative strategies
Enchancing competence in using communicative strategies
English Speaking Classes in Baner Pune | Pune Training Institute
English Speaking Classes in Baner Pune | Pune Training Institute
Developing and assessing speaking in a competence based
Developing and assessing speaking in a competence based
Reading and Vocabulary: Knowing, Guessing and Looking It Up
Reading and Vocabulary: Knowing, Guessing and Looking It Up
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...
Similar to Communication strategies to improve oral production
How to teach speaking in an efl class ii carolina terry
This document outlines a presentation on how to teach speaking in an English as a Foreign Language (EFL) class. It discusses the theoretical stages of a speaking lesson, techniques for practicing speaking, and the teacher's role. It provides examples of techniques like role-plays, drills, chants, and disappearing dialogues. It emphasizes that the teacher must plan activities, supply necessary language, and vary topics to motivate students and make speaking lessons effective.
How to teach speaking in an efl class ii carolina terry
This document outlines a presentation on how to teach speaking in an English as a Foreign Language (EFL) class. It discusses the theoretical stages of a speaking lesson, techniques for practicing speaking, and the teacher's role. It provides examples of activities like role-plays, drills, chants, and disappearing dialogues. The document emphasizes that the teacher plays a crucial role in organizing effective speaking lessons and motivating student participation.
Grammar
The document describes a lesson plan for teaching prepositions to students. It includes setting learning outcomes, introducing the topic of prepositions, providing examples and visual aids, student activities to practice using prepositions in sentences, assessment of student understanding, and concluding that the objectives were achieved. The lesson plan utilizes eclectic teaching methods, audio-visual aids, and group work to actively engage students in learning prepositions.
Teachingspeaking
This document provides an overview of teaching speaking skills in English. It begins by defining speaking as both a productive skill and oral communication skill. It emphasizes the importance of pronunciation and discusses the 20 English vowel phonemes in detail. Models of teaching speaking discussed include Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), educational drama, and TPR plus speaking. CLT is described in both Western and Indonesian contexts. In Indonesia, CLT aims to develop reading, speaking, listening and writing abilities based on learners' needs. Classrooms employ pair and group work to encourage student communication in English. The document provides exercises to practice pronunciation of vowel phonemes and intonation patterns in questions
C:\Documents And Settings\Nx7400\Desktop\Teaching English Through English
This document discusses teaching English through oral activities and exercises. It provides examples of dialogues, games, drills and other speaking activities that target listening, speaking, reading and writing skills. Some key strategies include using pictures to elicit language, substitution drills, role plays and discussions. The goal is to help students practice English in a meaningful way that mimics real-world conversation.
HD How to teach speaking
Speaking involves using both verbal and non-verbal communication to build meaning in various contexts. Teachers should create a classroom environment where students can have real-life communication through meaningful tasks and authentic activities that promote oral language. This is best achieved through collaborative learning and communicative language teaching approaches. While accuracy is important, teachers should focus on fluency when designing speaking techniques and provide opportunities, feedback and motivation to help students improve.
How to teach speaking
This document discusses how to teach speaking skills in a foreign language classroom. It provides guidance on replicating natural language acquisition within the classroom by focusing on motivation, language exposure, maximizing speaking time, and providing opportunities to use the language. Speaking tasks should give students a chance to rehearse real-life conversations and provide feedback. Conversation skills involve more than just grammar and vocabulary - students must learn how conversations work through turn-taking, responding to cues, and choosing appropriate topics. The document also covers simplification and elision in informal spoken English.
Vocabulary and grammar presentation
This document provides techniques for teaching vocabulary and grammar in English language lessons. It discusses showing the meaning of new words through definitions, examples, pictures, and context. It also addresses techniques for teaching the meaning and form of new grammatical structures, such as comparing examples and situations. The document emphasizes combining different techniques, like using objects, gestures, drawings and multiple examples to demonstrate both vocabulary and grammar clearly.
Teaching speaking
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
101_1大興高中第一次校內研習
The document discusses reasons why Taiwanese students struggle with English proficiency, including influences from Confucianism and teacher-centered instruction. It then outlines theories of how output activities can improve language learning, including noticing functions, hypothesis testing, and reflection. A variety of speaking activities are proposed, such as presentations, role plays, think-pair-share, and picture description, to provide English output practice.
Lesson Observation for Quality Control and Continuous Professional Developmen...
1) The document discusses using self-observation and filming one's own teaching as an alternative to traditional classroom observations for teacher development and training.
2) Some benefits mentioned include allowing teachers to choose which clips to share, facilitating action research, and providing empirical evidence for different levels of reflection.
3) Practical tips are provided for filming teaching successfully, including choosing a focus, writing lesson plans, using templates for structured reflection, and agreeing on action points and follow up.
Controlled practice bt 2012
Short workshop with theory and practice of drilling to promote fluency. Slides will not give a full idea of the actual interaction in session, due to practical running of drills with participants.
Breaking The Myth Use Of Mt Disal Daniel Bonatti
This document discusses using a student's mother tongue (MT) in the language classroom. It argues that excluding MT is counterproductive and presents disadvantages like lack of understanding. The root cause of banning MT was the Direct Method from 1900, but it fails to recognize differences from MT acquisition. The document advocates judicious use of MT through translation, jokes, stories and other activities to build confidence and clarify meaning without overusing MT. Teachers should plan appropriately to integrate MT in a way that helps students learn.
SPEAKING por JACQUELINE GAVILANES
This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
Instruction aslı
The document provides criticism of several English language exercises that require filling in blanks. It notes issues with clarity and lack of context in some exercises. For example, one exercise requires choosing adjectives and adverbs but does not clearly explain this. Another mixes verbs without examples. Overall, the document stresses the importance of providing clear instructions, context and examples for exercises to effectively teach grammar concepts.
Presentatıon of the Instructıon
The document provides criticism of several exercises that ask students to fill in blanks in sentences. It criticizes the exercises for not being clear or descriptive enough in their instructions. It says the exercises should provide more context and explanation for students to correctly understand what is being asked and how to answer. More specific examples could help students learn when and how to use certain grammar rules like parts of speech, verb tenses, and sentence structures.
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Micro-teaching is a technique used for teacher training. It involves teaching a short lesson (usually 5-10 minutes) to a small group of peers. Some key points about micro-teaching:
- It allows student teachers to practice teaching techniques on a small scale before doing it with real students. This helps build confidence.
- The short time frame forces student teachers to plan their lesson carefully and focus on key elements like objectives, methodology and timing.
- Peer observation and feedback is an important part. Observers can provide constructive criticism to help improve teaching skills.
- It is less stressful than doing a full lesson since the class is small. Mistakes can be made and learned from in a low stakes environment
teachingspeaking- [Autosaved].ppt
The document discusses strategies for teaching speaking skills to language learners. It begins by noting that teaching speaking has long been undervalued despite its importance. Typically, speaking was taught through repetition drills or memorization of dialogues. The document then presents and describes 12 strategies to effectively promote students' speaking abilities: discussions, role plays, simulations, information gaps, brainstorming, storytelling, story completion, reporting, picture narrating, picture describing, speeches, and references sources on teaching speaking.
Approaches to teaching_grammar
The document discusses approaches to teaching grammar, specifically comparing deductive and inductive methods. It summarizes research finding that an inductive, or guided induction, approach leads to stronger student outcomes. When using this approach, teachers create a meaningful context and allow students to discover grammar rules through communication activities, rather than explicitly teaching rules. The inductive approach motivates students and increases their confidence in using new structures.
Similar to Communication strategies to improve oral production (20)
How to teach speaking in an efl class ii carolina terry
How to teach speaking in an efl class ii carolina terry
How to teach speaking in an efl class ii carolina terry
How to teach speaking in an efl class ii carolina terry
C:\Documents And Settings\Nx7400\Desktop\Teaching English Through English
C:\Documents And Settings\Nx7400\Desktop\Teaching English Through English
Lesson Observation for Quality Control and Continuous Professional Developmen...
Lesson Observation for Quality Control and Continuous Professional Developmen...
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Recently uploaded
Climate Impact of Software Testing at Nordic Testing Days
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Generative AI Deep Dive: Advancing from Proof of Concept to Production
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Introducing Milvus Lite: Easy-to-Install, Easy-to-Use vector database for you...
Join us to introduce Milvus Lite, a vector database that can run on notebooks and laptops, share the same API with Milvus, and integrate with every popular GenAI framework. This webinar is perfect for developers seeking easy-to-use, well-integrated vector databases for their GenAI apps.
Communications Mining Series - Zero to Hero - Session 1
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
“I’m still / I’m still / Chaining from the Block”
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
UiPath Test Automation using UiPath Test Suite series, part 6
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
20240609 QFM020 Irresponsible AI Reading List May 2024
Everything I found interesting about the irresponsible use of machine intelligence in May 2024
UiPath Test Automation using UiPath Test Suite series, part 5
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
20240605 QFM017 Machine Intelligence Reading List May 2024
Everything I found interesting about machines behaving intelligently during May 2024
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
20 Comprehensive Checklist of Designing and Developing a Website
Dive into the world of Website Designing and Developing with Pixlogix! Looking to create a stunning online presence? Look no further! Our comprehensive checklist covers everything you need to know to craft a website that stands out. From user-friendly design to seamless functionality, we've got you covered. Don't miss out on this invaluable resource! Check out our checklist now at Pixlogix and start your journey towards a captivating online presence today.
Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Recently uploaded (20)
Climate Impact of Software Testing at Nordic Testing Days
Climate Impact of Software Testing at Nordic Testing Days
Generative AI Deep Dive: Advancing from Proof of Concept to Production
Generative AI Deep Dive: Advancing from Proof of Concept to Production
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...
Introducing Milvus Lite: Easy-to-Install, Easy-to-Use vector database for you...
Introducing Milvus Lite: Easy-to-Install, Easy-to-Use vector database for you...
Communications Mining Series - Zero to Hero - Session 1
Communications Mining Series - Zero to Hero - Session 1
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!
UiPath Test Automation using UiPath Test Suite series, part 6
UiPath Test Automation using UiPath Test Suite series, part 6
20240609 QFM020 Irresponsible AI Reading List May 2024
20240609 QFM020 Irresponsible AI Reading List May 2024
Monitoring Java Application Security with JDK Tools and JFR Events
Monitoring Java Application Security with JDK Tools and JFR Events
UiPath Test Automation using UiPath Test Suite series, part 5
UiPath Test Automation using UiPath Test Suite series, part 5
20240605 QFM017 Machine Intelligence Reading List May 2024
20240605 QFM017 Machine Intelligence Reading List May 2024
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
20 Comprehensive Checklist of Designing and Developing a Website
20 Comprehensive Checklist of Designing and Developing a Website
Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
Communication strategies to improve oral production
- 1. “ COMMUNICATION STRATEGIES TO IMPROVE ORAL PRODUCTION” Why do students desire to increase their speaking abilities?