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1、,Lecture SixHow to teach speaking?,I.What is speaking?,Productive aural/oral skill,II.Background to the teaching of speaking,Audiolingualism:repetition drillsTarget language:the language which learners are aiming to learnBehaviorism:habit formation through conditioningBad habits and erroneous forms
2、were strictly forbidden.Different opinions:Language learning was not purely the formation of habits.Students are soon able to say things they have never heard or practiced before.All humans have the power to be creative in language.,Interaction:communicative language teachingCommunicative activities
3、Accuracy and fluency,III.Why encourage students to do speaking tasks?,Rehearsal:A free discussion outside the classroom and a real-life role-play inside the classroom may help students understand what communication is.Feedback:Speaking activities may provide feedback,which is beneficial to both stud
4、ents and teachers.Engagement:Speaking activities can be highly motivating and involve more participation and enjoyment.,IV.What kind of speaking should students do?,Activate exercise:the students are using the language at their command to perform some kind of oral task.There should be a task to comp
5、lete and the students should want to complete it.,V.Principles for teaching speaking,Be aware of the differences between second language and foreign language learning contexts.Foreign language context:the target language is not the language of communication in the society.Students have very few oppo
6、rtunities to use the target language outside the classroom.Second language context:the target language is the language of communication in the society.,Give students practice with both fluency and accuracy.,Accuracy:the extent to which students speech matches what people actually say when they use t
7、he target language.Fluency:the extent to which speakers use the language quickly and confidently,with few hesitations or unnatural pauses,false starts,word searches,etc.Avoid interruptions and offer fluency-building practice.Making mistakes is a natural part of learning a new language.,Provide oppor
8、tunities for students to talk by using group work or pair work,and limiting teacher talk diverse roles.,Plan speaking tasks that involve negotiation for meaning.Interaction involves trying to understand and make yourself understood,to clarify your understanding,and to confirm that someone has unders
9、tood your meaning.Negotiating for meaning:checking to see if you have understood what someone has said by asking for clarification,repetition,or explanations during conversations.,Design classroom activities that involve guidance and practice in both transactional and interactional speaking.,Interac
10、tional speech:communicating with someone for social purposes.It includes both establishing and maintaining social relationships.Transactional speech:communicating to get something done,including the exchange of goods or services.Transactional speech:highly predictable patterns Interactional speech:m
11、ore unpredictable,VI.What do speaking activities look like?,Example 1:information gap activities(elementary/intermediate)Two speakers have different parts of information making up a whole.One person has information that the other lacks.The speaker has the information which the listener does not know
12、 or the speaker wants to know information that the listener has.They have different information,and there is a gap between them.Students need to negotiate.In the classroom,the same kind of information gap will have to be created if we are to encourage real communication.,Two sets set A and set B mak
13、ing up a whole.Each set carries part of the information needed to solve a problem.Describe and DrawOne student has a picture.The partner has to draw the picture without looking at the original.The one with the picture will give instructions and descriptions,and the“artist”will ask questions and draw
14、.It is highly motivating,there is a real purpose for the communication(the information gap,completion of the task),and almost any language can be used.Remember to exchange the students roles if the activity is used more than once.,Jigsaw activityFamily tree activity,case study,Story-telling activity
15、,MemorizeRegroupTell pictures and form a new story The final stories may be different.The groups tell the whole class what their version is,and the teacher can finally re-show the pictures.,Example 2:surveys(elementary),Grammar:natural use of the present perfectThe teacher talks about sleep.The teac
16、her gets students to give him“sleep”vocabulary.The students now work in pairs to plan questions for their sleep questionnaire.The teacher goes round helping where necessary.,The students go round the class questioning other students and complete their questionnaires.Advantages:It varies the structur
17、e of classroom periods,allows people a bit of physical movement,and provides a welcome variety of interaction.,Example 3:discussion(intermediate/upper intermediate),People need time to assemble their thoughts before any discussion.Therefore discussion preparation is important and the teacher should
18、build up the discussion in stages.The teacher first introduces the topic.The teacher concentrates on more detailed issues and groups students for different discussion tasks.The teacher goes around and promotes students to exchange ideas.Debate and assess.Theres too much violence in movies.0 1 2 3 4
19、5,Students need to be engaged with the topic.They then might do some study if there is a necessity for language input,facts or figures and move quickly to activate stages.Almost certainly,there will be feedbacks,after the discussion is over.,Example 4:role-play(upper intermediate/advanced),In the fo
20、llowing example,a meeting is being held to decide whether a new supermarket should be built on land which is currently used as school playing fields.Students are put into groups of six.Each student is given the following card.,The students decide who is who in each group and the teacher then hands o
21、ut the following cards to the individuals,with the instruction that they should read them but not show them to anyone else.This is what the cards show.,The teacher tells students that they can ask him about any details they are not sure of.He tells them that they must stick to the information on the
22、ir original cards,but that they can invent new facts which fit with that information.The teacher now tells the groups to start,but sets a time limit for the chairperson to announce the result of the vote.,The teacher asks the various chairpeople to say how their groups voted and why.This can lead in
23、to a discussion about resolving different demands on land use.The teacher then gives the students feedback.The role-play can now lead into a number of possible writing tasks.The teacher could have all the students act out a public meeting with many speakers.Not all role-plays need to be this intrica
24、te.Party sceneDifferent roles,Example 5:simulation(upper intermediate/advanced),More elaborate:realistic environment with props.Grocery store,products,money,check-out counter,cashierExample 6:contact assignment(upper intermediate/advanced)Sending students out of the classroom with a stated purpose t
25、o talk to people in the target language.Going to nearby business district by asking merchants questions Meeting tourists,exchange students.Encourage speaking and avoiding access to written information.,VII.How should teachers correct speaking?,It is important for teachers to correct mistakes in a di
26、fferent way.In discussions and role-plays,constant interruption from the teacher will destroy the purpose of the speaking activity.Many teachers watch and listen while speaking activities are taking place.They note down mistakes and when the activities are over,they will ask the students to see if t
27、hey can identify the problem and correct it.It is important not to single students out for particular criticism.Many teachers deal with the mistakes they heard without saying who made them.,VIII.What else should teachers do during a speaking activity?,Some teachers get very involved with their stude
28、nts during a speaking activity and want to join in too.Students may also appreciate teacher participation,but teachers should not dominate the speaking activity.Prompting is often necessary but teachers should do it sympathetically and sensitively.,IX.How do speaking activities fit into ESA?,Basic p
29、attern:engage activate studyOpportunistic teaching Todays speaking activity may be provoking students into using language they first learnt some time ago.,X.More speaking suggestions,Students work in pairs.One has a number of elements(e.g.pictures)arranged in a certain way.The other student has the
30、same elements,but loose,and has to arrange them in the same way by talking to his partner without looking at the partners picture or plan.This is called“Describe and Arrange”.(elementary/intermediate)Students,in pairs,each have similar pictures,but with differences.Through talking to each other,they
31、 have to“find the differences”without looking at each others pictures.(elementary/intermediate),Students make a list of the kind of things that people like or do(e.g.Go jogging,brush teeth five times a day etc.).They have to go round the class to find someone who does,did,likes etc.those things.(any
32、 level)Students think of five famous people.They have to decide on the perfect gift for each person.(any level)Students in groups look at five different photographs.They have to decide which one should win a photographic prize.The groups then have to agree with each other to come to a final decision
33、.(intermediate/advanced)Students role-play a formal or business social occasion where they meet a number of people and introduce themselves.(elementary/any level),Students give a talk on a given topic and/or person.(advanced)Students conduct a“balloon”debate where only one person can stay in the bal
34、loon and they have to make their case as to why they should be the one.(upper intermediate/advanced)Students are presented with a“moral dilemma”e.g.a student is caught cheating in an important exam.Given the students circumstances,which of five possible courses of action should be followed?Groups re
35、ach a consensus.(intermediate/advanced),XI.More sources and further readings,Helpful websites:Teachers of English to Speakers of other languages(TESOL)(http:/www.tesol.org)English Language Teaching Journal(http:/(http:/),Bailey,K.M.and L.Savage(eds.)1994.New Ways in Teaching Speaking.Alexandria,VA:T
36、ESOL.Brown,G.and G.Yule.1983.Teaching the Spoken Language:An Approach Based on the Analysis of Conversational English.Cambridge:Cambridge University Press.Celce-Murcia,M.and E.Olshtain.2000.Discourse and Context in Language Teaching:A Guide for Language Teachers.Cambridge:Cambridge University Press.
37、Curtis,A.and K.M.Bailey.2001.Picture Your Students Talking:Using Pictures in the Language Classroom.ESL Magazine,July/Auguest:10-12.Legutke,M.and H.Thomas.1991.Process and Experience in the Language Classroom.London:Longman.Nunan,D.1999.Second Language Teaching and Learning.Boston,Ma:Heinle&Heinle.,
38、Homework,Find a dialogue in a foreign language textbook.Ask someone who speaks that language well to see if people might have actually had that conversation.Does the language sound natural?If not,why not?Try to design an information gap activity.Use simple objects and materials and please give instructions about how to carry out the activity.Plan a role-play activity for a language lesson.The task should involve two people,each having a card.Write brief instructions and tasks on the two cards and try the role-play with your friend.,
