Teaching Speaking - Teaching by Principles (Brown).ppt

How to teach speaking by Brown

1. TEACHING SPEAKINGTEACHING SPEAKING
Teaching by Principles Teaching by Principles
by H. D. Brownby H. D. Brown

2. ORAL COMMUNICATION SKILLS IN ORAL COMMUNICATION SKILLS IN
PEDAGOGICAL RESEARCHPEDAGOGICAL RESEARCH
1. Conversational discourse1. Conversational discourse
•The demonstration of an ability to accomplish pragmatic goalsThe demonstration of an ability to accomplish pragmatic goals
•Teaching conversation are extremely diverse, depending on the student, teacher, & Teaching conversation are extremely diverse, depending on the student, teacher, &
overall context of the class.overall context of the class.
2. Teaching Pronunciation2. Teaching Pronunciation

3. ORAL COMMUNICATION SKILLS IN ORAL COMMUNICATION SKILLS IN
PEDAGOGICAL RESEARCHPEDAGOGICAL RESEARCH
3. Accuracy & fluency3. Accuracy & fluency
•How shall we prioritize the two clearly important How shall we prioritize the two clearly important
speaker goals of accuracy & fluency?speaker goals of accuracy & fluency?
•Message oriented/ Language orientedMessage oriented/ Language oriented
4. Affective factors4. Affective factors
Anxiety, language ego = Anxiety, language ego = ““you are what you speak!you are what you speak!””

4. ORAL COMMUNICATION SKILLS IN ORAL COMMUNICATION SKILLS IN
PEDAGOGICAL RESEARCHPEDAGOGICAL RESEARCH
5. The interaction effect5. The interaction effect
interlocutor effectinterlocutor effect
6. Questions about intelligibility6. Questions about intelligibility
7. The growth of spoken 7. The growth of spoken copora-corpuscopora-corpus linguistics linguistics
8. Genres of spoken language 8. Genres of spoken language

5. TYPES OF SPOKEN LANGUAGETYPES OF SPOKEN LANGUAGE
•Interpersonal(interactional) dialogue: familiarity with context, interlocutors, and Interpersonal(interactional) dialogue: familiarity with context, interlocutors, and
purposes of communication occurs in relationships.purposes of communication occurs in relationships.
•Transactional dialogue: to inform, explain, transmit particular sets of knowledge with Transactional dialogue: to inform, explain, transmit particular sets of knowledge with
specific goals.specific goals.

6. WHAT MAKES LISTENING DIFFICULT?WHAT MAKES LISTENING DIFFICULT?
1. 1. Clustering Clustering
2. Redundancy2. Redundancy
3. Reduced forms3. Reduced forms
4. Performance variables: 4. Performance variables: ““thinking timethinking time”” ““fillersfillers””
5. Colloquial language5. Colloquial language
6. Rate of delivery6. Rate of delivery
7. Stress, rhythm, and intonation7. Stress, rhythm, and intonation
8. Interaction8. Interaction

7. MICROSKILLS OF ORAL MICROSKILLS OF ORAL
COMMUNICATIONCOMMUNICATION
•The importance of focusing on both the forms of language & the functions of The importance of focusing on both the forms of language & the functions of
languagelanguage
•Micro-/macroskills of oral communication: See Table 19.1Micro-/macroskills of oral communication: See Table 19.1

8. TYPES OF CLASSROOM SPEAKING TYPES OF CLASSROOM SPEAKING
PERFORMANCEPERFORMANCE
1. Imitative 1. Imitative
-Drills offer an opportunity to listen & to orally repeat certain strings of -Drills offer an opportunity to listen & to orally repeat certain strings of
language that may pose some linguistic difficulty-phonological or grammaticallanguage that may pose some linguistic difficulty-phonological or grammatical
See 329 for successful drillsSee 329 for successful drills
2. Intensive2. Intensive
3. Responsive3. Responsive

9. TYPES OF CLASSROOM SPEAKING TYPES OF CLASSROOM SPEAKING
PERFORMANCEPERFORMANCE
4. 4. Transactional (dialogue)Transactional (dialogue)
5. Interpersonal (dialogue)5. Interpersonal (dialogue)
A casual register, Colloquial language, Emotionally A casual register, Colloquial language, Emotionally
charged language, Slang, charged language, Slang,
Ellipsis, Sarcasm, A covert Ellipsis, Sarcasm, A covert ““agendaagenda””
6. Extensive (monologue6. Extensive (monologue))

10. PRINCIPLES FOR DESIGNING SPEAKING PRINCIPLES FOR DESIGNING SPEAKING
TECHNIQUESTECHNIQUES
1. Use techniques that cover the spectrum1. Use techniques that cover the spectrum
of learnersof learners’’ needs, from language-based needs, from language-based
focus on accuracy to message-based focus focus on accuracy to message-based focus
on interaction, meaning, & fluency.on interaction, meaning, & fluency.
2. Provide intrinsically motivating techniques.2. Provide intrinsically motivating techniques.
3. Encourage the use of authentic language 3. Encourage the use of authentic language
in meaningful contexts.in meaningful contexts.

11. PRINCIPLES FOR DESIGNING LISTENING PRINCIPLES FOR DESIGNING LISTENING
TECHNIQUESTECHNIQUES
4. Provide appropriate feedback & correction.4. Provide appropriate feedback & correction.
5. Capitalize on the natural link between speaking & listening.5. Capitalize on the natural link between speaking & listening.
6. Give students opportunities to initiate oral communications.6. Give students opportunities to initiate oral communications.
7. Encourage the development of speaking strategies.7. Encourage the development of speaking strategies.

12. TEACHING CONVERSATIONTEACHING CONVERSATION
•Indirect approachIndirect approach
•Direct approachDirect approach
•Students acquire conversational competence, peripherally, by engaging in Students acquire conversational competence, peripherally, by engaging in
meaningful tasks.meaningful tasks.
•Critical of task-based instruction, which Richards labeled an indirect approachCritical of task-based instruction, which Richards labeled an indirect approach
““the focus is on using language to complete a task.the focus is on using language to complete a task.””

13. TEACHING CONVERSATIONTEACHING CONVERSATION
•The prevailing approach to teaching conversation: the learnerThe prevailing approach to teaching conversation: the learner’’s inductive s inductive
involvement in meaningful tasks as well as consciousness-raising elements of involvement in meaningful tasks as well as consciousness-raising elements of
focus on formfocus on form
•Sample tasksSample tasks
A. Conversation-Indirect (strategy consciousness-raising)A. Conversation-Indirect (strategy consciousness-raising)
B. Conversation-Direct (gambits)B. Conversation-Direct (gambits)

14. TEACHING CONVERSATIONTEACHING CONVERSATION
C. Conversation-Transactional (ordering from a catalog)C. Conversation-Transactional (ordering from a catalog)
D. Meaningful oral grammar practice (modal auxiliary wouldD. Meaningful oral grammar practice (modal auxiliary would
E. Individual practice : oral dialogue journalsE. Individual practice : oral dialogue journals
F. Other interactive techniquesF. Other interactive techniques

15. TEACHING PRONUNCIATIONTEACHING PRONUNCIATION
•Affect factorsAffect factors
1. Native language1. Native language
2. Age2. Age
3. The quality & intensity of exposure3. The quality & intensity of exposure
4. Innate phonetic ability4. Innate phonetic ability
5. Identity & language ego5. Identity & language ego
6. Motivation & concern for good pronunciation6. Motivation & concern for good pronunciation

16. TEACHING PRONUNCIATIONTEACHING PRONUNCIATION
•Techniques for teaching different aspects (capitalize on the positive benefits of Techniques for teaching different aspects (capitalize on the positive benefits of
the six factors.)the six factors.)
A. Intonation-Listening for pitch changesA. Intonation-Listening for pitch changes
B. Stress-contrasting nounsB. Stress-contrasting nouns
C. Meaningful minimal pairsC. Meaningful minimal pairs

17. FOCUS ON FORM & ERROR TREATMENTFOCUS ON FORM & ERROR TREATMENT
Role of feedback-cognitive feedback must be optimal in order to be effective.Role of feedback-cognitive feedback must be optimal in order to be effective.
Too much negative cognitive feedback leads learners to shut off their attempts at Too much negative cognitive feedback leads learners to shut off their attempts at
communication.communication.
Too much positive cognitive feedback serves to reinforce the errors of the speaker-Too much positive cognitive feedback serves to reinforce the errors of the speaker-
learners.learners.
The result is the persistence, & perhaps the eventual fossilization of such errors.The result is the persistence, & perhaps the eventual fossilization of such errors.

18. FOCUS ON FORM & ERROR TREATMENTFOCUS ON FORM & ERROR TREATMENT
•The affective & cognitive modes of feedback are reinforcers to speakersThe affective & cognitive modes of feedback are reinforcers to speakers’’ responses. responses.
•Global & local errorsGlobal & local errors
•Students in the classroom generally want & expect errors to be corrected.Students in the classroom generally want & expect errors to be corrected.
•Some methods recommend no direct treatment of error at all.Some methods recommend no direct treatment of error at all.

19. FOCUS ON FORM & ERROR TREATMENTFOCUS ON FORM & ERROR TREATMENT
•Language classroom- a happy optimum between some of the overpoliteness of the Language classroom- a happy optimum between some of the overpoliteness of the
real world & the expectations that bring with them to the classroomreal world & the expectations that bring with them to the classroom
•Seven Seven ““basic optionsbasic options”” complemented by eight complemented by eight ““possible featurespossible features”” within each option- within each option-
p. 347p. 347
•See a model for treatment of classroom speech errors (Fig 19.9-p.349).See a model for treatment of classroom speech errors (Fig 19.9-p.349).

20. ASSESSING SPEAKINGASSESSING SPEAKING
•Item types & tasksItem types & tasks
1. Imitative tasks 1. Imitative tasks
2. Intensive tasks2. Intensive tasks
3. Responsive tasks3. Responsive tasks
4. Interactive tasks4. Interactive tasks
5. Extensive tasks5. Extensive tasks
•Evaluating & Scoring: pronunciation, fluency, vocabulary, grammar, discourse Evaluating & Scoring: pronunciation, fluency, vocabulary, grammar, discourse
features, task acoomplishmentfeatures, task acoomplishment

21. PHASES OF TEACHING SPEAKINGPHASES OF TEACHING SPEAKING
•Pre/Before-speaking ActivityPre/Before-speaking Activity
•While/During-speaking ActivityWhile/During-speaking Activity
•Post/After-speaking ActivityPost/After-speaking Activity