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    Developing Speaking Activities

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    kela
    The document discusses developing classroom speaking activities based on theories of speaking functions. It describes three main speaking functions: interaction, which focuses on personal relationships and uses small talk; transaction, which focuses on exchanging messages through questions and clarification; and performance, which is like a monologue presenting information clearly. The document then provides strategies for activities targeting each function, such as role plays and information gaps for transaction speaking. It concludes with examples of assessment criteria for different speaking activities.

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    Developing Speaking Activities

    Uploaded by

    kela
    22 views2 pages
    The document discusses developing classroom speaking activities based on theories of speaking functions. It describes three main speaking functions: interaction, which focuses on personal relationships and uses small talk; transaction, which focuses on exchanging messages through questions and clarification; and performance, which is like a monologue presenting information clearly. The document then provides strategies for activities targeting each function, such as role plays and information gaps for transaction speaking. It concludes with examples of assessment criteria for different speaking activities.

    Original Description:

    Resumen del artículo de Richards de 1983

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    The document discusses developing classroom speaking activities based on theories of speaking functions. It describes three main speaking functions: interaction, which focuses on personal relationships and uses small talk; transaction, which focuses on exchanging messages through questions and clarification; and performance, which is like a monologue presenting information clearly. The document then provides strategies for activities targeting each function, such as role plays and information gaps for transaction speaking. It concludes with examples of assessment criteria for different speaking activities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    22 views2 pages

    Developing Speaking Activities

    Uploaded by

    kela
    The document discusses developing classroom speaking activities based on theories of speaking functions. It describes three main speaking functions: interaction, which focuses on personal relationships and uses small talk; transaction, which focuses on exchanging messages through questions and clarification; and performance, which is like a monologue presenting information clearly. The document then provides strategies for activities targeting each function, such as role plays and information gaps for transaction speaking. It concludes with examples of assessment criteria for different speaking activities.

    Copyright:

    © All Rights Reserved
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    Summary

    Developing Classroom Speaking Activities:


    From theory to practice

    Nowadays, it has become very important to improve speaking skills when learning a language.
    However, how to develop this skill on students has long been the focus of methodological debate.
    So, there is a variety of approaches for designing speaking activities, which focus on specific
    features of oral interaction. That means, we need to recognize the different functions or purposes
    of speaking in communication, in order to give a clear objective to our activities.

    Kinds of speaking: functions


    Richards has done an attempt to classify the functions of speaking, based on Brown and Yule’s
    framework. According to Richards speaking has three functions: talk as interaction, talk as
    transaction, and talk as performance.

    Function Focus Characteristics Specific Skills


     Dialog.
     Recounting personal incidents and
     May be formal or casual.
    experiences.
     Reflects speaker’s identity, and role
    Interaction Person  Making small-talk.
    relationships.
     Interrupting.
     Uses conversational conventions and
     Reacting to others.
    register, and generic words.

     Dialog.  Explaining and describing.


     Employ communication strategies.  Asking, confirming and clarifying.
    Transaction Message
     Frequent questions, repetitions, and  Making suggestions.
    comprehension checks.  Agreeing, disagreeing and justifying.

     Presenting information in an
     Form of monolog.
    appropriate sequence.
    Person and  Close to written language.
    Performance  Maintaining audience engagement.
    message  Reflects organization and sequencing.
     Correct pronunciation and grammar.
     Form and accuracy is important.
     Appropriate vocabulary.

    Strategies for speaking activities


    After determining which speaking function is the focus, teachers have to identify teaching
    strategies for that kind of talk. Richards presents some activities for working on each function.
    Talk as interaction:
     It is best taught by providing examples of specific skills such as opening and closing
    conversations, making small talk, interrupting, etc. Then students can practice a dialog.
     Another technique is using conversation starters which students have to respond to by asking
    or following-up the conversation. For example, “I didn’t sleep very well last night”, or “Did
    that thunderstorm last night wake you up?”

    Talk as transaction:
     It is supported by the current communicative materials such as group activities, information-
    gap activities, role playing, brainstorming, simulations, values clarification activities, and
    ranking activities.
     Group discussion activities force students to work in controversial statements.

    Talk as performance
     Provide examples or models of speeches, oral presentations, storytelling, etc.
     Students have to analyze these examples in linguistic and organizational levels.
     Finally, they prepared their own.

    In order to asses a speaker’s oral performance during a classroom activity; teachers can use
    Christopher and Lam’s observation form:

    1. Total number of contributions made.


    2. Responding supportively
    3. Responding aggressively
    4. Introducing a new (relevant) point
    5. Digressing from the topic.

    However, a speaking activity that requires talk as performance, such as mini-lecture, would
    require very different assessment criteria. For example, students should have clarity of
    presentation or use of discourse markers.

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