ILA can strengthen the needs analysis process for materials development in three key ways:
1) Errors and variations identified through ILA analysis become the learners' needs.
2) ILA approaches like Canale's framework provide a systematic, empirical way to identify variations across phonological, grammatical, lexical, and pragmatic skills.
3) ILA can be used to strengthen NA data gathering through setting the speech context, interaction objectives, framing questions, collecting spontaneous speech samples, and analyzing samples according to communicative competence theory. Identifying competencies and deficiencies through ILA yields targeted learner needs.
Jim Cummins developed a theory distinguishing between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). BICS refers to conversational language skills, which second language learners can develop within 2-5 years. In contrast, CALP involves more technical academic language skills and can take 4-7 years to develop, depending on various learner factors. Cummins also distinguished between context-embedded communication providing supports like gestures, and context-reduced communication providing fewer clues, as well as cognitively undemanding versus cognitively demanding types of communication.
Here are some strategies you can implement to help students improve their oral communication skills in English:
- Provide structured opportunities for students to practice speaking in small groups or with a partner on a daily basis. Give them topics or prompts to discuss.
- Model conversational skills by thinking out loud. Repeat what students say and rephrase it correctly as needed.
- Encourage risk-taking by praising students for attempting communication even if mistakes are made. Correct errors gently.
- Incorporate role plays, simulations, debates and oral presentations to give students authentic reasons to speak.
- Allow wait time after asking questions so students can process the language before responding.
- Use visual aids, gestures, drawings to support oral
This document discusses factors that influence success in second language acquisition. It examines individual differences like intelligence, language learning aptitude, motivation, and anxiety. Language learning aptitude refers to an ability to learn languages with less effort and includes components like phonemic coding, language analysis, and memory. Early aptitude tests aimed to predict outcomes but had weak theoretical foundations. More recent understandings see aptitude as dynamic abilities that can be developed over time with effort. The document also discusses mindsets, distinguishing a fixed mindset, which sees abilities as innate talents, from a growth mindset, which believes abilities can grow through strategic effort.
This document discusses attitude and aptitude in second language acquisition. It defines attitude as a manner of thinking, feeling, or behaving that reflects a state of mind, and aptitude as an innate, learned, or acquired ability or natural tendency. It discusses Stephen Krashen's theory that aptitude and attitude provide an explanation for why both language aptitude (as measured by tests) and attitude (affective variables) relate to second language achievement, but are not related to each other. A person can have high or low levels of both aptitude and attitude. Attitudinal factors that help acquisition give learners confidence and enable them to make use of the language they hear. Attitude and aptitude are important factors in second language
Supporting Thinking Skills in CLIL CoursesRichard Pinner
The document discusses Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language. It discusses the 4Cs of CLIL - cognition, communication, content, and community. It provides examples of CLIL implementation in different European countries. It also discusses differences between "hard CLIL" and "soft CLIL" as well as differences between CLIL and other language teaching approaches. Overall, the document provides an overview of CLIL, its definition, principles and implementation in practice.
This document discusses language learning aptitude, which refers to an individual's ability to learn a second language. It covers several key points:
1) Researchers like Carroll have identified various factors that contribute to language aptitude, including phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability.
2) Studies have shown aptitude is strongly correlated with second language proficiency, though all learners can achieve some proficiency regardless of aptitude. Aptitude enhances the rate and ease of learning.
3) Skehan proposed aptitude involves three components - auditory ability, linguistic ability, and memory ability - that relate to different phases of the second language acquisition process.
Aptitude As In Individual Difference In Sla 2Dr. Cupid Lucid
The document discusses language aptitude, which refers to an individual's propensity for learning a second language. It describes key researchers in the field like John Carroll, who defined language aptitude and proposed it has four constituent abilities. Tests developed to measure aptitude include the Modern Language Aptitude Test (MLAT) and Pimsleur Language Aptitude Battery (PLAB), which assess abilities like sound discrimination and associating sounds with symbols. While intelligence relates to aptitude, researchers argue they are distinct factors in second language acquisition.
Second Language Acquisition by David NunanParth Bhatt
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
Jim Cummins developed a theory distinguishing between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). BICS refers to conversational language skills, which second language learners can develop within 2-5 years. In contrast, CALP involves more technical academic language skills and can take 4-7 years to develop, depending on various learner factors. Cummins also distinguished between context-embedded communication providing supports like gestures, and context-reduced communication providing fewer clues, as well as cognitively undemanding versus cognitively demanding types of communication.
Here are some strategies you can implement to help students improve their oral communication skills in English:
- Provide structured opportunities for students to practice speaking in small groups or with a partner on a daily basis. Give them topics or prompts to discuss.
- Model conversational skills by thinking out loud. Repeat what students say and rephrase it correctly as needed.
- Encourage risk-taking by praising students for attempting communication even if mistakes are made. Correct errors gently.
- Incorporate role plays, simulations, debates and oral presentations to give students authentic reasons to speak.
- Allow wait time after asking questions so students can process the language before responding.
- Use visual aids, gestures, drawings to support oral
This document discusses factors that influence success in second language acquisition. It examines individual differences like intelligence, language learning aptitude, motivation, and anxiety. Language learning aptitude refers to an ability to learn languages with less effort and includes components like phonemic coding, language analysis, and memory. Early aptitude tests aimed to predict outcomes but had weak theoretical foundations. More recent understandings see aptitude as dynamic abilities that can be developed over time with effort. The document also discusses mindsets, distinguishing a fixed mindset, which sees abilities as innate talents, from a growth mindset, which believes abilities can grow through strategic effort.
This document discusses attitude and aptitude in second language acquisition. It defines attitude as a manner of thinking, feeling, or behaving that reflects a state of mind, and aptitude as an innate, learned, or acquired ability or natural tendency. It discusses Stephen Krashen's theory that aptitude and attitude provide an explanation for why both language aptitude (as measured by tests) and attitude (affective variables) relate to second language achievement, but are not related to each other. A person can have high or low levels of both aptitude and attitude. Attitudinal factors that help acquisition give learners confidence and enable them to make use of the language they hear. Attitude and aptitude are important factors in second language
Supporting Thinking Skills in CLIL CoursesRichard Pinner
The document discusses Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language. It discusses the 4Cs of CLIL - cognition, communication, content, and community. It provides examples of CLIL implementation in different European countries. It also discusses differences between "hard CLIL" and "soft CLIL" as well as differences between CLIL and other language teaching approaches. Overall, the document provides an overview of CLIL, its definition, principles and implementation in practice.
This document discusses language learning aptitude, which refers to an individual's ability to learn a second language. It covers several key points:
1) Researchers like Carroll have identified various factors that contribute to language aptitude, including phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability.
2) Studies have shown aptitude is strongly correlated with second language proficiency, though all learners can achieve some proficiency regardless of aptitude. Aptitude enhances the rate and ease of learning.
3) Skehan proposed aptitude involves three components - auditory ability, linguistic ability, and memory ability - that relate to different phases of the second language acquisition process.
Aptitude As In Individual Difference In Sla 2Dr. Cupid Lucid
The document discusses language aptitude, which refers to an individual's propensity for learning a second language. It describes key researchers in the field like John Carroll, who defined language aptitude and proposed it has four constituent abilities. Tests developed to measure aptitude include the Modern Language Aptitude Test (MLAT) and Pimsleur Language Aptitude Battery (PLAB), which assess abilities like sound discrimination and associating sounds with symbols. While intelligence relates to aptitude, researchers argue they are distinct factors in second language acquisition.
Second Language Acquisition by David NunanParth Bhatt
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
The document discusses individual differences in language aptitude. It defines aptitude as a learner's capacity for learning a task based on their enduring characteristics. Language aptitude refers to cognitive differences between learners and their ability to learn a language. Between 1920-1930, researchers developed early language aptitude tests to predict learners' performance. These tests used analytical and synthetic approaches. Modern tests like the MLAT and PLAB further researched aptitude and its components like memory, auditory ability, and linguistic ability. The document discusses ongoing issues around what aptitude measures, its relationship to age, intelligence, teaching methods, and the purpose of aptitude testing.
Second Language Learning 1232663919745890 1David Hale
There are several theories of second language learning:
- Behaviorism views it as habit formation through reinforcement, but ignores mental processes.
- Innatism posits an innate language acquisition device and universal grammar, focusing on competence over performance.
- Interactionism holds that acquisition occurs through conversational interaction, with modified input promoting development.
It has been repeatedly suggested that there are L1 interference and gender-related differences in second language acquisition. This study aims to investigate L1 transfer and sex effect on fricative learning by comparing the spectral peak value of the target fricatives /s / and F2 onset of their following vowels produced by late Cantonese-Mandarin bilinguals and L1 Mandarin speakers. The results indicated that there were significant gender effects in /s/ and / /, yet no significant gender effect in / /. And there were statistically significant differences in /s/ and / /, but no significant differences in / / between the two language groups.
1. Ema Ushioda presented on foreign language motivation research in Japan from an insider perspective as a Japanese person educated outside Japan.
2. She discussed three key areas of research: analyzing demotivation, investigating how motivation changes through different stages of education, and exploring what English means for Japanese students' identities and goals.
3. Research in Japan has contributed to reshaping L2 motivation theory by questioning traditional concepts like integrative motivation and proposing new concepts like international orientation.
This document discusses second language acquisition among English language learners. It notes that ELL students progress through predictable stages of language development at different rates as they learn English. The stages include pre-production, early production, speech emergence, and fluency. Teachers must understand language acquisition in order to modify instruction appropriately for each student's level of English proficiency.
This document summarizes the theoretical approaches to contrastive phonetics and phonology developed by the Finnish-English Cross-Language Project. It discusses how phonology refers to patterns of phonetic elements used in meaningful entities of a language. Errors can be allophonic or phonological. It is important for language learners to understand how sounds are linked together in connected speech and how rhythm and stress patterns work. The document also notes that direct use of phonetic descriptions can lead to inaccurate pronunciation assessments or corrections. Teachers need to understand structural similarities and differences between the native language and target language to diagnose errors and avoid common mispronunciations.
Developmental Stages of Spanish Learners in Learning English’s Grammatical ...Ardiansyah -
Rodrigo and Antonio, Spanish learners of English, were analyzed based on a narrative task transcript to determine their developmental stages of English grammatical tense and relative clauses. The analysis found that both learners used progressive forms more than past tense, and made unclear forms. No relative clauses were identified. This suggests the learners have mastered progressive forms but still need to learn regular and irregular past forms, consistent with developmental stage theories of L2 acquisition.
The document discusses individual differences in language aptitude. It defines aptitude as a learner's capacity for learning a task based on their enduring characteristics. Language aptitude refers to cognitive differences between learners and their ability to learn a language. Intelligence is broader and refers to general mental ability transferable across tasks. Major research on language aptitude was conducted between 1920-1930 and included the Modern Language Aptitude Test (MLAT) in 1959 and Pimsleur Language Aptitude Battery (PLAB) in 1966. Language aptitude tests predict learning success under optimal conditions but do not measure if a learner can acquire a language.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
The document discusses various topics related to second language acquisition including learner strategies, language learning styles, linguistic concepts like lemmas and lexicons, and theories of language acquisition such as Krashen's Monitor Model and the Natural Order Hypothesis. It provides definitions and explanations of these key concepts and frameworks in second language acquisition research.
The document outlines a study that examines the use of graphic organisers to improve L2 reading comprehension among Japanese undergraduate students. A mixed methods approach is used, including quantitative and qualitative data collection. Students are assigned to either a treatment group that uses graphic organisers during reading or a control group. Both groups complete pre- and post-tests and a survey. The treatment group's use of graphic organisers, students' attitudes, behaviors, and perceived comprehension are observed and assessed. The goal is to determine if graphic organiser use improves actual and perceived reading comprehension, and to gain insights from qualitative data. Materials developed include reading texts, mapping templates, tests, and observation protocols.
This document discusses key concepts in second language acquisition (SLA) research. It covers Universal Grammar and how it relates to both first and second language learning. It also describes Stephen Krashen's Monitor Theory and its hypotheses about acquisition vs learning, the role of comprehensible input, and the affective filter. The concept of interlanguage is introduced, which refers to a learner's developing mental grammar system that draws on their first language but is also distinct from both the first and target languages. Research on developmental sequences in language learning is also mentioned.
The document discusses the origins and development of English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) Increased demand for English due to its role in technology and commerce after WWII. 2) A revolution in linguistics that shifted focus to how language is used in real communication contexts rather than just grammar rules. 3) Developments in educational psychology emphasizing learner needs and motivation. ESP developed in phases, starting in the 1960s with a focus on register analysis to identify linguistic features of specific fields like science. This informed the creation of ESP teaching materials. ESP continued evolving with a growing focus on learner needs and motivation through using relevant texts from learners' own fields of study.
Sh. tamizrad cross-cul tural perception s ofSheila Rad
This study examined differences in how native English speakers and English language learners perceive politeness in apologies. Both groups identified similar criteria for judging politeness, but emphasized criteria differently. While learners' criteria were similar to native speakers', the degree of emphasis differed. The study implies language instruction should increase learners' awareness of how politeness is perceived across cultures to help learners understand native speaker social norms.
This document discusses key aspects of the new National Curriculum for English that support EAL and low-attaining pupils. It summarizes five aspects: 1) distinguishing between decoding and language comprehension using the Simple View of Reading framework; 2) teaching spelling in detail including phonics, morphology and etymology; 3) actively building vocabulary; 4) promoting reading for pleasure; and 5) teaching English grammar. It provides context and evidence for why these aspects are important for supporting EAL and low-attaining pupils.
This document discusses factors that make speaking a foreign language difficult and principles for designing speaking techniques and activities in the classroom. It addresses the following key points:
1) Successful language acquisition involves the ability to accomplish pragmatic goals through interactive discourse. Several factors make speaking difficult, including affective factors like anxiety, the interactive nature of communication, and performance variables like hesitations.
2) Speaking activities in the classroom include imitative, intensive, responsive, interactive, and extensive types. Techniques should be intrinsically motivating, address a range of learner needs, and provide appropriate feedback.
3) Teaching conversation can involve direct instruction of speaking skills or an indirect approach of conversation practice. Individual practice and other interactive techniques
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
This document discusses principles of teaching speaking and provides various techniques to do so. It advocates for an integrated approach using various prompts like pictures, graphics, audio, and video rather than isolated stages. It lists techniques such as picture comments, description and discussion, listening to audio and discussing inferences, role plays, drills, story completions, and storytelling. It also provides examples of brainstorming prompts for job interviews. The document emphasizes using varied prompts and media to engage students in speaking practices.
The document discusses individual differences in language aptitude. It defines aptitude as a learner's capacity for learning a task based on their enduring characteristics. Language aptitude refers to cognitive differences between learners and their ability to learn a language. Between 1920-1930, researchers developed early language aptitude tests to predict learners' performance. These tests used analytical and synthetic approaches. Modern tests like the MLAT and PLAB further researched aptitude and its components like memory, auditory ability, and linguistic ability. The document discusses ongoing issues around what aptitude measures, its relationship to age, intelligence, teaching methods, and the purpose of aptitude testing.
Second Language Learning 1232663919745890 1David Hale
There are several theories of second language learning:
- Behaviorism views it as habit formation through reinforcement, but ignores mental processes.
- Innatism posits an innate language acquisition device and universal grammar, focusing on competence over performance.
- Interactionism holds that acquisition occurs through conversational interaction, with modified input promoting development.
It has been repeatedly suggested that there are L1 interference and gender-related differences in second language acquisition. This study aims to investigate L1 transfer and sex effect on fricative learning by comparing the spectral peak value of the target fricatives /s / and F2 onset of their following vowels produced by late Cantonese-Mandarin bilinguals and L1 Mandarin speakers. The results indicated that there were significant gender effects in /s/ and / /, yet no significant gender effect in / /. And there were statistically significant differences in /s/ and / /, but no significant differences in / / between the two language groups.
1. Ema Ushioda presented on foreign language motivation research in Japan from an insider perspective as a Japanese person educated outside Japan.
2. She discussed three key areas of research: analyzing demotivation, investigating how motivation changes through different stages of education, and exploring what English means for Japanese students' identities and goals.
3. Research in Japan has contributed to reshaping L2 motivation theory by questioning traditional concepts like integrative motivation and proposing new concepts like international orientation.
This document discusses second language acquisition among English language learners. It notes that ELL students progress through predictable stages of language development at different rates as they learn English. The stages include pre-production, early production, speech emergence, and fluency. Teachers must understand language acquisition in order to modify instruction appropriately for each student's level of English proficiency.
This document summarizes the theoretical approaches to contrastive phonetics and phonology developed by the Finnish-English Cross-Language Project. It discusses how phonology refers to patterns of phonetic elements used in meaningful entities of a language. Errors can be allophonic or phonological. It is important for language learners to understand how sounds are linked together in connected speech and how rhythm and stress patterns work. The document also notes that direct use of phonetic descriptions can lead to inaccurate pronunciation assessments or corrections. Teachers need to understand structural similarities and differences between the native language and target language to diagnose errors and avoid common mispronunciations.
Developmental Stages of Spanish Learners in Learning English’s Grammatical ...Ardiansyah -
Rodrigo and Antonio, Spanish learners of English, were analyzed based on a narrative task transcript to determine their developmental stages of English grammatical tense and relative clauses. The analysis found that both learners used progressive forms more than past tense, and made unclear forms. No relative clauses were identified. This suggests the learners have mastered progressive forms but still need to learn regular and irregular past forms, consistent with developmental stage theories of L2 acquisition.
The document discusses individual differences in language aptitude. It defines aptitude as a learner's capacity for learning a task based on their enduring characteristics. Language aptitude refers to cognitive differences between learners and their ability to learn a language. Intelligence is broader and refers to general mental ability transferable across tasks. Major research on language aptitude was conducted between 1920-1930 and included the Modern Language Aptitude Test (MLAT) in 1959 and Pimsleur Language Aptitude Battery (PLAB) in 1966. Language aptitude tests predict learning success under optimal conditions but do not measure if a learner can acquire a language.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
The document discusses various topics related to second language acquisition including learner strategies, language learning styles, linguistic concepts like lemmas and lexicons, and theories of language acquisition such as Krashen's Monitor Model and the Natural Order Hypothesis. It provides definitions and explanations of these key concepts and frameworks in second language acquisition research.
The document outlines a study that examines the use of graphic organisers to improve L2 reading comprehension among Japanese undergraduate students. A mixed methods approach is used, including quantitative and qualitative data collection. Students are assigned to either a treatment group that uses graphic organisers during reading or a control group. Both groups complete pre- and post-tests and a survey. The treatment group's use of graphic organisers, students' attitudes, behaviors, and perceived comprehension are observed and assessed. The goal is to determine if graphic organiser use improves actual and perceived reading comprehension, and to gain insights from qualitative data. Materials developed include reading texts, mapping templates, tests, and observation protocols.
This document discusses key concepts in second language acquisition (SLA) research. It covers Universal Grammar and how it relates to both first and second language learning. It also describes Stephen Krashen's Monitor Theory and its hypotheses about acquisition vs learning, the role of comprehensible input, and the affective filter. The concept of interlanguage is introduced, which refers to a learner's developing mental grammar system that draws on their first language but is also distinct from both the first and target languages. Research on developmental sequences in language learning is also mentioned.
The document discusses the origins and development of English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) Increased demand for English due to its role in technology and commerce after WWII. 2) A revolution in linguistics that shifted focus to how language is used in real communication contexts rather than just grammar rules. 3) Developments in educational psychology emphasizing learner needs and motivation. ESP developed in phases, starting in the 1960s with a focus on register analysis to identify linguistic features of specific fields like science. This informed the creation of ESP teaching materials. ESP continued evolving with a growing focus on learner needs and motivation through using relevant texts from learners' own fields of study.
Sh. tamizrad cross-cul tural perception s ofSheila Rad
This study examined differences in how native English speakers and English language learners perceive politeness in apologies. Both groups identified similar criteria for judging politeness, but emphasized criteria differently. While learners' criteria were similar to native speakers', the degree of emphasis differed. The study implies language instruction should increase learners' awareness of how politeness is perceived across cultures to help learners understand native speaker social norms.
This document discusses key aspects of the new National Curriculum for English that support EAL and low-attaining pupils. It summarizes five aspects: 1) distinguishing between decoding and language comprehension using the Simple View of Reading framework; 2) teaching spelling in detail including phonics, morphology and etymology; 3) actively building vocabulary; 4) promoting reading for pleasure; and 5) teaching English grammar. It provides context and evidence for why these aspects are important for supporting EAL and low-attaining pupils.
This document discusses factors that make speaking a foreign language difficult and principles for designing speaking techniques and activities in the classroom. It addresses the following key points:
1) Successful language acquisition involves the ability to accomplish pragmatic goals through interactive discourse. Several factors make speaking difficult, including affective factors like anxiety, the interactive nature of communication, and performance variables like hesitations.
2) Speaking activities in the classroom include imitative, intensive, responsive, interactive, and extensive types. Techniques should be intrinsically motivating, address a range of learner needs, and provide appropriate feedback.
3) Teaching conversation can involve direct instruction of speaking skills or an indirect approach of conversation practice. Individual practice and other interactive techniques
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
This document discusses principles of teaching speaking and provides various techniques to do so. It advocates for an integrated approach using various prompts like pictures, graphics, audio, and video rather than isolated stages. It lists techniques such as picture comments, description and discussion, listening to audio and discussing inferences, role plays, drills, story completions, and storytelling. It also provides examples of brainstorming prompts for job interviews. The document emphasizes using varied prompts and media to engage students in speaking practices.
This document provides guidance on how to teach speaking skills to students learning English as a foreign language. It outlines several key reasons for teaching speaking, including giving students rehearsal opportunities, allowing them to practice using the language, and helping them become autonomous users of English. The document then describes how to structure speaking activities, such as developing activities from reading texts or listening exercises, and ensuring activities satisfy the goals of rehearsal and communication. It also provides tips for correcting speaking in a sensitive way without interrupting students. Finally, the document includes examples of two speaking activities - reporting a crime and interviewing a writer/actor - with instructions and role play cards to guide students.
This lesson plan is for an 8th grade English class that aims to foster retention of action verbs through a lively dice game. Students will be divided into groups, each receiving an action card with verbs numbered 1-6. Taking turns, students will roll the dice and must act out the verb that corresponds to the number rolled. Choosing engaging verbs will bring fun and action to the classroom. To evaluate learning, students will practice acting out verbs for the class to guess.
The document discusses conditional sentences in English and provides examples of the four main types: 1) zero conditional uses present tense, 2) type 1 conditional uses present tense and future tense, 3) type 2 conditional uses past tense and present conditional, 4) type 3 conditional uses past perfect and perfect conditional. It also summarizes an article about elections coming up in Thailand in July between two main political parties, Puea-Thai and Democrats, and discusses some of the campaign issues and polls showing support levels for each party's candidate.
The document discusses teaching speaking skills from theory to practice. It outlines three types of speaking: interaction, transaction, and performance. For each type, it describes key features and implications for teaching. It also discusses approaches to teaching speaking, including direct and indirect approaches. As an example, it summarizes a task-based approach used to teach oral communication skills to engineering students in India. This involved activities like presentations, discussions, and role-plays to improve students' confidence and ability to communicate effectively in academic settings.
This document contains a lesson plan for an English class focusing on expressions for inviting, accepting, and declining invitations. The plan outlines competencies, objectives, materials, teaching steps, techniques, and assessments. Students will identify, state, understand, and use inviting expressions through activities like arranging dialogue jumbles and making conversations based on situational cards.
This lesson plan summarizes a speaking lesson that will teach students how to have basic conversations in a pub setting. The 80-minute lesson includes warm-up activities to introduce the topic of pub conversations. Students will learn greetings, small talk phrases, vocabulary about alcohol, and have the opportunity to practice dialogues through role plays. The lesson concludes with a quiz and role play assessment to evaluate students' new conversation skills in a simulated pub environment.
The document provides information about speaking skills related to festivals and celebrations. It includes vocabulary words commonly used in discussions about festivals, such as mask, costume, decoration, and fireworks. It also covers grammar structures like using "will" to express decisions made at the moment of speaking. Sample conversations are provided where two characters discuss attending a ghost festival. Comprehension activities are outlined where students ask each other questions about different festivals around the world using a doll as a prop. Students also interview their partner to learn about their favorite festival and do a role play talk show about festivals.
1. The document provides details of an English lesson plan for teaching everyday routines to students.
2. The lesson plan aims to teach students to tell what activities they have to and don't have to do daily through tasks like reading a dialogue, reconstructing sentences, and playing a board game.
3. The teacher's role is to introduce and explain vocabulary like "have to", set up tasks and activities, and check students' understanding, while students practice speaking, reading, and expressing what activities are required or optional in their daily routines.
The document discusses developing speaking skills in the classroom and provides examples of speaking activities and exercises. It outlines an activity focused on helping students gain confidence using question forms by reviewing auxiliary verbs and having students ask each other questions. The document also asks the reader questions about teaching speaking skills to children and developing activities to improve oral proficiency.
This document outlines a lesson plan for an English class on responding to initial greetings. The plan covers: learning objectives focused on understanding and expressing greetings; sample greetings like "How are you?"; a discussion-based teaching method; and an assessment of students' ability to greet others orally. Students will discuss and present greetings, be evaluated on pronunciation during speaking, and demonstrate greeting each other in groups. The goal is for students to correctly respond to and express basic greetings.
MODELING SECOND LANGUAGE LEARNERS’ INTERLANGUAGE AND ITS VARIABILITYsylviethouesny
This document discusses modeling second language learners' interlanguage and its variability using a dynamic assessment approach. It provides an overview of relevant literature on interlanguage and its variability, approaches to representing learners' knowledge, and operationalizing the distinction between errors and mistakes. The document then describes the tools and data collection methods used in the study, including tools for learners, researchers, and data analysis. Preliminary results suggest the study was able to represent learners' zones of proximal development to some degree in order to distinguish errors from mistakes. Interlanguage competence appeared variable across learners, time periods, and text types based on initial analyses. The modeling of learners' zones of proximal development provided insight into their interlanguage development.
Principles of teaching listening and speaking skillsNasir Mohammad
The document discusses listening as an important English language skill that is often overlooked in ESL classrooms. It provides definitions of listening and describes the various sub-skills involved, such as discriminating sounds, recognizing words, and using context clues. Effective listening requires both bottom-up processing of linguistic elements and top-down use of background knowledge. A survey of students found that regular listening practice in a language lab improved their speaking confidence, vocabulary, and cultural understanding. The document argues that teachers should provide structured listening activities with clear objectives, such as preparing students with background information and guiding them to focus on key details, in order to develop students' listening comprehension.
Interlanguage and the natural route of development ellis ch. 3Masrizal Mahmud
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The Implications of Inter-language Analysis in the Development of Materials for Teaching Speaking (Matsda, LeedsMet Uni.2010)
1. The Implications of Inter-language Analysis in the Development of
Materials for Teaching Speaking
BY
Abdulmalik Y. Ofemile & Choonmi Kim
MA (TESOL& ICT) MA (TESOL)
School of Education,
University Of Leeds, UK
Presented at the 8th Materials Development/MATSDA
Postgraduate Research Conference 2010
Building Bridges: Research, Materials,
Classroom Practice and Beyond
Saturday 15th May, 2010 09:30am – 16:30pm
Leeds Metropolitan University
Leslie Silver International Faculty
Caedmon Hall, Headingley Campus, Leeds
2. Introduction
This paper is looking at a triangulation and application of three knowledge
areas in the process of materials development for teaching and learning
speaking skills in a second language acquisition context.
The knowledge areas include, Inter Language Analysis (ILA), Speaking skills,
and Language materials design. The concepts of Needs Analysis (NA) and
content development will be subsumed under these broad areas as the
implications of triangulation become manifest.
We will focus on our contexts, summary of our research work, brief discussion
of basic concepts from literature, the implications for materials development
and our concluding thoughts on the work done.
3. Our Contexts
Expanding Circle
Outer circle
Inner circle
UK, USA
Canada
India, Nigeria
Singapore
South Korea, China
Russia
TheThree Circles(Kachru, 1985) Fig. 1
Adapted fromCrystal, (2010 :107)
05/18/10 Abdulmalik Ofemile & Choonmi Kim 3
4. Our contexts
Outer Circle (Nigeria) Expanding Circle (S. Korea)
English is the language of government, The 6th National curriculum (Mar.1995 to
politics, business, education, Feb.2002) made English a compulsory
communication and national unity. subject for students from the third grade
of primary school until graduating from high
Nigerian varieties: Pidgin & Educated school (Kim, 2010)
Nigerian English, Popular Nigerian English language is a requirement for
English (Ofemile, 2010 citing Odumuh, admission into the best Universities and for
1987; Jowitt, 1991) getting the best jobs.
Failure in the secondary school Learners do not get to use the language
certificate examination in English is adequately outside the classroom.
rising.(Wedell, 2010 citing Bomgbose,
$15.3 billion expended on private lessons in
2001) The result for 2010 shows that 2005 (Guardian Weekly cited in Wedell,
less than 2% of candidates 2010)
passed(Ofemile, 2010)
05/18/10 Abdulmalik Ofemile & Choonmi Kim 4
5. Literature Review Inter-language
Vernacular style Careful style
(more pidgin-like) Style 2 Style 3 Style 4 Style n (more TL/NL like)
Unattended Attended Various elicitation tasks: elicited Grammatical
speech data speech imitation,sentence-combining,etc intuition data
data
Inter Language continuum.(Tarone 1983:152) Fig.2
6. Literature Review.
'Sensitive Period Hypothesis'
Selinker (1972 cited in Davies,1989) Inter
Language (Henceforth IL) is a learner’s Second Language Acquisition (SLA) is
language characterized by permeability, possible at any age but, it is impossible
dynamism, and systematicity. Thus, IL is
continually evolving with more input to the
to achieve native-like competence.
learner and revision by the learner (Patwoski, 2006 citing Lennenberg,
(Lightbown &Spada, 2006) 1967) Thus, IL is a continuum that
represents the learner's development.
IL describes the structured system constructed (Fig. 2) above.
by the learner at every stage of his As second language speaker sand
development. (Ellis, 1985) teachers of English experience shows
that Patwoski is right but, we must add
that this however depends on several
factors like context, the relationship
between L1 and the target language,
and the learners attitude and
background.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 6
7. Literature Review.
Needs classified for ease of
Needs Analysis identification.
Has been variously defined and described
(Munby, 1977; Richterich & Chancerel, McDonough, (1984)Hutchinson and Waters,
1977/1980; Widdowson, 1984; Hutchinson & (1987); Mushare, (1992) and Benesch,
Waters, 1987; Queeney, 1995; Jordan, 1997; (2001).
Benech, 2001, Ofemile, 2009).
For our purpose,'Target needs (what a learner
From the above we deduced that NA has the will do in order to learn). Learning needs
following properties. (what the learner will do in a target situation)
• It is a learner-centered process Hutchinson and Waters, (1987) will suffice
because they help give focus to the paper.
• It involves data collection and processing
• It provides information on the design,
implementation and evaluation of learning
experiences.
• The learning experiences meet the needs of the
learners, Institutions, and Society.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 7
8. Literature Review.
Speaking skill in context
Speaking overlaps with many areas of We believe that these are the qualities and
language. It can be seen as an aspect functions of spoken discourse. Just as
of production or from the social aspects in writing, learners learn to speak and
ie attitudes towards productive skills. speak to learn and we believe that
(Hughes, 2002) there is a parallel here with
'competence and performance'.
our understanding of Hughes goes thus:
The first refers to skill acquisition while the
As an aspect of production, spoken second refers to the ability to use the
discourse is context dependent, usually skill in the 'target situation'. A
unplanned, transient, uses oral/aural combination of the two provide what
media and is dynamic. Harmer, (2007) calls 'rehearsal
opportunities' to use the language for a
From the social aspect, spoken purpose and as a skill.
discourse is perceived as an inter-
personal locus of change, that is
informal, rhetorical, stigmatized and a
primary form of language.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 8
9. Literature Review.
Materials Design Tomlinson(2005)citing Jolly and Bolitho
(1998:97-8) presents a framework that
It is a process that begins with focuses on procedures for developing
identification of competences or needs materials thus:
assessment, then determining goals
and objectives, conceptualizing Identification of need for materials
content, and finally, selecting and
developing materials and activities. Exploration of need
(Graves, 1996) Contextual realization of materials
This view sees material development as Pedagogical realization of materials
an integral part of course development.
Production of materials
Student use of materials
Evaluation of materials against agreed
objectives
05/18/10 Abdulmalik Ofemile & Choonmi Kim 9
10. Literature Review.
We find this framework most useful because it is systematic, coherent purposeful and
flexible. This review has given a mulch-dimensional insights to this paper.
We will now go further to give a comparative analysis of our researches in IL.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 10
11. Research Analysis
The Learners' Background The Research Tasks
Korean(Lee) an Engineer and a The subjects were expected to:
Nigerian (Nkiru) a teacher. We are
using Pseudonyms Talk about themselves
Lee speaks Korean and English. He Narrate or re-tell a story
learned English in Korea and Canada, Relate an experience that is of
rarely uses English at work but his significance to them.
composition skills are good.
Nkiru speaks Igbo,a smattering of
Yoruba, pidgin English, Popular
Nigerian English, and Standard British
English. She is a post-graduate student
in the UK.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 11
12. Research Analysis
Aims Data Collection
Ascertain their linguistic We used unstructured
competences in the use of interviews recorded
English language in
using Skype over three
interaction.
interview sessions.
Ascertain their Listening and
speaking skills.
Identify areas of deficiencies
05/18/10 Abdulmalik Ofemile & Choonmi Kim 12
13. Research Analysis (Research Methodology)
Data Analysis Results were classified under:
Phonology
Recorded interviews
Grammar
were converted into
transcripts using voice Vocabulary
walker. pragmatics
We analyzed data obtained using
Canale's (1983) framework of
communicative competence.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 13
14. Findings
Phonology In one instance, he correctly
articulates and distinguishes
Nkiru's pronunciation was between the sounds /r/ and
good with an intermediate /l/ in words like 'generally'.
level of fluency. However, when these
However, she commits local sounds occur in individual
errors attributable to words, he switches them as
transfers from L1 e.g. in 'actualy' articulated as /ri:/.
Omission of sounds like /t/ in Other sounds include /v/
'least'. as /b/ and /z/ as /dz/. These
sounds do not exist in
Lee also has good Korean.
pronunciation but, he
displays a mixed grill of
abilities.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 14
15. Findings
Grammar Vocabulary
Nkiru's mastery of sentence formation is Nkiru code mixes registers (e.g. 'eba'
very good. She was able to place 'fufu') with English language. She uses
morphemes in their proper positions to interjections and discourse particles
make sentences. like 'aho' (what do I care or how do I
know) from Nigerian languages in her
Lee on the other hand, displayed a expressions. Her choice of words are
good level of competence in the use of varied and her repertoire of words very
present tense but, his use of past tense high.
and articles (a, the) were inaccurate
while copula and regular 'be' forms Lee shows a limited choice of words which
were ommited. Examples include 'Ah, maybe an indication of the level of his
he style very strong'; 'I think he development in the language.
increase economy better now'
05/18/10 Abdulmalik Ofemile & Choonmi Kim 15
16. Findings
He is able to express his feelings about
Pragmatics issues albeit in a confusing manner.
Nkiru displayed an appreciable level of For example, he calls a 'puppy' 'baby dog'.
proficiency in pragmatic skills. She was This is a transfer from a Korean near
able to employ formulaic expressions equivalent expression 'kae saeki'. This
without depending on them, interpret is an attempt (Harmer,2007)that has
requests, recognize and respond to pragmatic implications. The expression
conversation starters,employ co- is considered a solecism in Korean
constructions to complete clauses as culture and it is to an extent
well as use a mixture and shift in tense nonsensical in English.
'complicating action'.(Ofemile, 2009,
2010)
Lee used and relied on formulaic
expressions like 'I studied...' but, his
discourse skills are good which can be
attributed to a positive transfer from
Korean.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 16
17. Implications
We believe that ILA has implications for
material development in the following Needs Analysis.
areas:
ILA employs approaches that are
• Needs analysis systematic and empirically established
by a careful accumulation and analysis
• Types of materials ie classification of data e.g. Canale's framework. These
approaches are universally acceptable,
• Usability they account for variations across IL
• Contextual focus sub-systems (phonology, grammar,
vocabulary & pragmatics), and they are
internally consistent, parsimonious and
elegant, (Tarone, 1989).
NA tries to get information about the
learners' perceptions of their needs
and how others perceive them
05/18/10 Abdulmalik Ofemile & Choonmi Kim 17
18. Implications
Needs Analysis
In view of the scientific and pragmatic nature of IL, we believe that it may be used to
strengthen the process of identification and elaboration of needs in materials
development. Errors or language variations identified will now become the learners'
needs. For example, our studies observed that the subjects need more pragmatic
knowledge of English language to function and communicate effectively, thus,
content design will include politeness, turn taking in conversation, or even elements
of interaction in English language discourse.
Apart from that IL can be used as a lead on to other aspects of NA in materials
development using the steps recommended below, (Fig 3).
05/18/10 Abdulmalik Ofemile & Choonmi Kim 18
19. IL strengthens data gathering processes in Needs Analysis
STEP 1..... Set Speech Context
STEP 2..... Set Interaction Objectives
STEP 3....... Frame specific Questions
STEP 4....... Administration (Interviews)
STEP 5...... Analysis
STEP 6...... Needs Identification & Evaluation
Fig 3
05/18/10 Abdulmalik Ofemile & Choonmi Kim 19
20. IL strengthens data gathering processes in Needs Analysis
Step 1: Determined by the Step 4: spontaneous recordings of
communicative function of the language speech by researcher, unstructured
bearing in various contexts (Tarone, 1988) interviews, pre-planned sociolinguistic
interactions to check 'observer paradox'
Step 2:the purpose of the study (Labov, 1972 cited in Tarone, 1988;
Ellis,2009)
should be set in a favourable linguistic
environment.e.g. assessing the extent of
linguistic competence in spoken English. Step 5:Focused analysis of transcribed
(Ofemile, 2010, Kim 2010; Schumann, spoken data using accepted theoretical
1978b, Ellis, 1984a) standards e.g. Canale's four aspects of
communicative competence.
Step 3: Frame interview questions
bearing in mind socio-situational factors like Step 6: NA strategies are used in
Tarone's (1988) social and pedagogical assessing linguistic competences or
norms that may or may not conflict with the incompetence identified. Such strategies will
learner's background. (See Ellis, 1992 include comparing the learner's linguistic
citing Lardiere, 2007) performance with the accepted expected
standard. A variance analysis will yield
further the learner's needs at the evaluation
stage.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 20
21. Implications
Types of materials Usability
Input from ILA will help in raising teachers' We are of the opinion that ILA input can
and learners' awareness about ESL help in evaluating these materials in an
settings, methods and materials empirical manner. This idea becomes
development. This will help in the relevant here since materials now
inclusion of contextualized learning include electronic resources like
activities, strategies and exercises in podcast, voice recorders, voice chats,
classroom speaking materials and video chats, CD/DVD, mp3, mp4 and
resources that can promote interaction other web based resources. ILA is
in the target language. (Ofemile,2010; used to identify learner needs and
citing Jianda, 2008; Ellis, !987; Kim, these materials and resources will be
2010). employed to give tasks that will remedy
deficiencies.
This implies that ILA input can aid the
decision about the the type and Thus, materials will be assessed for
function of speaking material to be 'learnability, Efficiency, Memorability,
developed e.g paper based or Errors and satisfaction'
electronic; classwork, examination, or (Nielson,1993:26)
which specific learner need to meet.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 21
22. Implications
This evaluation will simply ascertain Contextual focus
whether or not the speaking material is
easy to learn, efficient to use, easy to Finally, we believe that the role of ILA in
remember, allows the learner to the future development of English
commit only a few errors, and is language as an international language
pleasant to use.(Nielson, 1993). will become more pronounced. This
belief is based upon the striking
From experience, we find that these similarities that occurred in the results
factors to a large extent determine the of our independent researches of
level of interaction that can be learners that represent the outer circle
generated in the classroom. Thus, a and expanding circle.
positive result implies high interaction
between the learner and the material Secondly, Graddol's (2010) futuristic
and a negative indicates poor axioms about India, which we find in
interaction with no learning taking view of the results above to be
place. increasingly relevant to our research
contexts
05/18/10 Abdulmalik Ofemile & Choonmi Kim 22
23. Implications
These are summarized thus; 8.Surveys of English proficiency levels are
needed. (Graddol 2010,14-15).
• There is a major shift towards English
Material developers will continually
• There are three main drivers for
English have to bear in mind this ever widening
contexts and ILA has the potential of
• English has escaped from the library presenting critical data for those
• Sustained economic growth requires designers who desire to promote
more English speakers mutually intelligible materials for
teaching and learning speaking or oral
• National Improvement in English is too communication in English language
slow internationally.
• English is a casualty of wider problems
in Indian(Nigerian, Korean) education
• There is a huge shortage of English
teachers, and
05/18/10 Abdulmalik Ofemile & Choonmi Kim 23
24. Conclusion
This paper has looked at the influence of ILA on
materials development based on studies carried
out in two contexts. We must quickly add that, we
interviewed only one subject each and in three
events and to these extents can the results be
generalized. However, we think that more of
these studies are needed in other contexts with
other specifications to build a body of knowledge
in preparation for a future which is very near.
05/18/10 Abdulmalik Ofemile & Choonmi Kim 24
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