Speaking and Writing
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This document discusses speaking as an interactive process of constructing meaning between a speaker and hearer. It addresses factors like linguistic form, physical context, and sociocultural norms that influence oral communication. Misunderstandings can occur due to a lack of shared linguistic or cultural knowledge between participants. While speaking involves difficult skills like producing speech and comprehending language, it can also incorporate easier elements like body language. The document outlines theories and aspects of effective speaking like turn-taking rules, maintaining coherence, and accommodating the listener.
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3) Interactionist/developmental perspectives emphasize the role of social interaction and cognitive development from Piaget and Vygotsky.
4) Connectionism views language acquisition as learning associations between linguistic units through exposure rather than requiring a language module.
The document also briefly discusses language disorders and delays in acquisition.
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2. Cloze tests that are prose passages with words deleted for students to supply based on context.
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The document summarizes research on teaching speaking skills. It focuses on 6 areas: the growing influence of spoken language corpora, debates on native and nonnative speaker models, issues of authenticity in spoken materials, modeling speaking in the classroom, descriptive frameworks for teaching speaking, and teaching genres of spoken interaction. It discusses challenges such as a lack of authenticity in scripted materials and difficulties for nonnative teachers to fully master new cultures and languages.
Natural approach
The document discusses the Natural Approach theory of language acquisition proposed by Stephen Krashen. The key points are:
1) The Natural Approach hypothesizes that language acquisition occurs similar to how children acquire their native language through meaningful interaction and communication, rather than formal language learning.
2) Acquisition refers to the subconscious process of developing competence in a language through natural interactions, whereas learning refers to a conscious process of formal instruction and studying the language.
3) Factors like personality, motivation, and language irregularity can impact the effectiveness of acquisition versus learning. Introverted learners may benefit less from formal learning.
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.
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
Choosing the linguistic features
1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It covers topics like sociocultural factors, turn-taking, accommodating listeners, and interactions between native and nonnative speakers.
2) Common speaking activities mentioned include storytelling, descriptions, self-reports, retelling, and discussions. The classroom is suggested to provide feedback, examples, integrate skills, and focus on pragmatic and contextual aspects of speaking.
3) Speaking a second language is difficult due to deciding spontaneous utterances without preparation amid sociocultural norms. Learners can develop compensatory strategies and learn turn-taking rules to maintain natural conversation flow.
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.
First and second language acquisition
The document discusses various topics related to first and second language acquisition including different teaching methods, theories of second language acquisition, and characteristics of first language acquisition. It also covers the psychosocial aspects of language learning based on Piaget and Vygotsky's theories. Finally, it discusses social and discourse aspects of interlanguage as well as psycholinguistic aspects such as language transfer and processing operations.
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.
teaching-language-skills-tefl-ppt.pptx
The document discusses various methods for teaching language skills by integrating the four skills of speaking, listening, reading and writing. It provides examples of different models for integrated skills approaches, including content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching. It also discusses strategies for teaching specific skills like listening, speaking and reading, highlighting techniques, principles, and types of classroom activities for each.
Teaching intonation
This document discusses reasons for teaching pronunciation when learning English as an additional language. It is important for intelligibility so people can communicate effectively in English globally. Approaches to teaching pronunciation include intuitive-imitative, which uses exposure to the language, and analytic-linguistic, which raises awareness through instruction. It is best to integrate pronunciation into listening and speaking lessons and focus on larger units of speech rather than isolated sounds. Techniques include description, listening activities, and communicative practice. The goals are to promote intelligibility and ensure messages are understood.
Communicative competence: from theory to practice
Communicative approach seems to appeal every language teacher nowadays. "Though teachers who are relatively new to the profession may not be familiar with many of the issues raised by communicative teaching methodology" Richards (2006, p1). This setting, in some cases, applies not only to novice teachers in the Colombian context. Besides, the problem is not only being familiar with this theory, but also how it can be translated to practice in the foreign language classroom.
GUIDANCE AND COUNSELING
This document discusses theories of language development including the learning perspective, nativist perspective, and interactionist perspective. It covers the prelinguistic, holophrase, telegraphic, and preschool periods of language development. Key topics include the acquisition of phonology, morphology, syntax, semantics and pragmatics. Environmental and biological factors that influence language learning are also addressed.
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.
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Speaking and Writing
- 1. Speaking
- 2. Dominguez, Valeria; Grieco Mayra; Lugano M. Eugenia Saubidet Oyhamburu Stella Language and Written expression IV 21 August 2014
- 3. “Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information” (Brown, 1994; Burns & Joyce, 1997)
- 5. Interactive perspective Speaker Hearer •Iniciates the interaction •Communicative intention •Brings presuppositions and expectations •Interprets the speaker´s message •Reacts to the message •Changes his or her role
- 6. ORAL INTERACTION SPEAKER HEARER IDEAS FEELINGS ATTITUDES INFORMATION •LINGUISTIC FORM •PHYSICAL CONTEXT •SOCIOCULTURAL NORMS
- 7. MISUNDERSTANDING IN ORAL COMMUNICATION Lack of command of the target linguistic knowledge Lack of sharing sociocultural rules of appropiacy and background knowledge
- 9. SPEAKING: Controversial skill Difficult -- Listening comprehension -- Speech production subskills Easy-- Body language -- Demonstration -- Repetition -- Strategies
- 10. Speech production Levelt´s contextual factors Demand Arousal Feedback Effectiveness Coherent organization Cohesion Appropiate choice of lexical items
- 11. Cooperative principle Grice´s maxims Quantity Quality Relevance Manner
- 12. PARTICIPATING IN ORAL INTERACTION MAINTAINING THE FLOW OF SPEECH Turn-taking rules Effective comunicator ACCOMMODATING THE HEARER •Body language •Grice´s maxims •Sociocultural appropiacy rules •Eye contact
- 13. PREREQUISITES FOR SPEAKING IN ANOTHER LANGUAGE Good use of pragmatics and sociocultural factors. Vocabulary relevant to the situation Good use of discourse connectors Suitable opening and closing phrases Basic intonation patterns Proper rhythm and stress Grice´s maxims E C F O F M E M C U T N I I V C E A T I O N
- 14. COMPENSATION STRATEGIES FOR LINGUISTIC DIFFICULTIES Paraphrasing Asking for help Using examples and explanations Using body language
- 15. SPEAKING WRITING
- 16. Speaking is similar to writing... When we speak to someone we take into account the listener´s context
- 17. Spoken discourse Written discourse Productive skill Productive skill Sound Visual Temporal Exists in time Immediate Deferred Language knowledge Language knowledge Frequently unplanned Planned Little editing Can be editted Redundancy, repetition More dense
- 18. Sources Celce- Murcia, M. & Olshtain, E. (2000) Discorse and Context in Language Teaching Modern Family The Many Mispronunciations of Sofia Vergara's 'Gloria in Youtube´s website. Available at http://youtu.be/g68KgoHWupg. Retrieved August 18, 2014 What speaking is´s website. Available at http://area.dge.mec.pt/gramatica/whatspe akingis.htm. Retrieved August18,2014