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Speaking Assignments

The document discusses the evolution and methodologies of teaching speaking skills in language education, highlighting historical shifts from grammar-focused approaches to communicative language teaching that emphasizes fluency and authenticity. It outlines key features of spoken English, genres of spoken interaction such as small talk and conversation, and strategies for balancing fluency and accuracy in teaching. Additionally, it addresses assessment methods for speaking skills, emphasizing the importance of evaluating various genres and providing effective feedback.

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10 views5 pages

Speaking Assignments

The document discusses the evolution and methodologies of teaching speaking skills in language education, highlighting historical shifts from grammar-focused approaches to communicative language teaching that emphasizes fluency and authenticity. It outlines key features of spoken English, genres of spoken interaction such as small talk and conversation, and strategies for balancing fluency and accuracy in teaching. Additionally, it addresses assessment methods for speaking skills, emphasizing the importance of evaluating various genres and providing effective feedback.

Uploaded by

f7ysfv5cf2
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© © All Rights Reserved
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Speaking

What are some approaches to teaching speaking?

Historical Shift in Speaking Skills:


Since the late 19th century, oral skills have been a key goal in language programs.
Speaking was central to the direct method and early oral approaches but was seen as the oral
performance of grammar.
Speaking in Audiolingualism:
By the 1960s, speaking was often limited to repeating after the teacher, reciting memorized
dialogues, or responding to mechanical drills.
Emergence of Communicative Language Teaching:
In the 1970s, communicative language teaching emphasized fluency as a goal of teaching spoken
English.
Fluency was initially viewed as a by-product of communicative activities.
Advancements in Understanding Oral Proficiency:
Research in discourse, conversation, and corpus analysis deepened understanding of authentic
oral interaction.
Focus shifted to teaching specific features of spoken English and oral interaction.
Key Features of Spoken English:
Clausal nature: Clauses are often linked through coordination (e.g., "and," "but," "because") rather
than complex sentence constructions.
Discourse markers: Use of phrases like "the thing is," "by the way," and "and another thing."
Interactive nature: Turn-taking, feedback, and topic management are essential.
Genre differences: Variations exist among small talk, conversations, and transactions.
Speech styles: Distinctions between formal and casual speech.
Grammar differences: Written grammar differs from spoken grammar.
Global Use of English:
English as an international language has influenced teaching goals.
Learners may prioritize fluency and intelligibility over mastering native-speaker varieties.
Communication skills may include distinct features suited to lingua franca contexts.

What are the genres of spoken interaction?

Small Talk
Definition: Social communication involving short, non-controversial exchanges to create a positive
atmosphere.
Purpose: Build rapport, reduce social awkwardness, and establish comfort among strangers.
Common Topics: Weather, weekend plans, work, and culturally appropriate subjects.

Skills for Mastery:

Acquiring fixed expressions and routines (e.g., "See you later").


Using formal or casual speech depending on context.
Developing fluency on predictable topics.
Employing opening and closing strategies.
Using back-channelling: Active listening signals like "Really?", "Mm", and echo responses.

Teaching Techniques:

Modelling and Role Plays: Analyzing and recreating examples of small talk.
Class Mingles: Practicing exchanges with rotating partners and topics.
Question Sheets: Using worksheets with small-talk prompts for practice.

Example Features:

Casual expressions: "You know," "Give that a go."


Ellipsis: Shortened phrases like "Doing some shopping?"
Idioms and closing routines: "Bye" and farewell statements.

Conversation

Definition: Longer, meaningful exchanges that build on small talk.


Purpose: Exchange deeper ideas, thoughts, and conclusions.
Characteristics:
Involves set purposes and meaningful topics.
More structured and serious than small talk.

How can fluency and accuracy be addressed?

Definition: Ability to maintain smooth speech with minimal pauses, restarts, or breakdowns.
Key Features:
Involves quick access to grammar, vocabulary, and expressions.
Depends on temporal variables like speech rate, hesitation, and fluent speech runs.
Utilizes formulaic sequences (e.g., idioms, collocations, discourse markers).
Development Strategies:
Repeating tasks to improve fluency, accuracy, and processing capacity.
Gradual increase in task complexity or challenge.
Practice with varied but similar tasks to maintain engagement.

Accuracy in Spoken English


Definition: Correct use of grammar, pronunciation, word choice, and sociolinguistic
conventions.
Challenges:
Varied norms in English as an international language (EIL).
Focus shifts from native-like accuracy to intelligibility in EIL contexts.
Teacher Strategies for Correction:
Encourage self-correction or peer correction.
Provide explicit or implicit feedback (e.g., repeating errors with corrections).
Use games or activities to make error correction engaging (e.g., auction games).

Balancing Fluency and Accuracy

Teacher Dilemma: Overcorrection can inhibit fluency; no correction can lead to inaccurate
speech.
Effective Approach:
Take note of errors during activities and provide feedback afterward.
Repeat activities post-feedback to reinforce learning.

Importance of Intonation

Role in Communication:
Intonation affects politeness and social perception.
Flat intonation may cause speakers to appear rude, even with correct pronunciation.
Teaching Strategies:
Exaggeration exercises to mimic native-like intonation patterns.
Encouraging independent practice to build confidence.
Highlighting how positive intonation impacts listener responses.

How should speaking be taught?

Focus on Fluency:

Use task repetition to build automaticity and confidence.


Gradually increase task complexity to challenge students while maintaining engagement.
Emphasize formulaic expressions and common phrases to enhance flow.

Encourage Accuracy:

Highlight grammar, pronunciation, and sociolinguistic norms.


Provide balanced corrective feedback (explicit or implicit).
Use peer correction and self-awareness techniques to foster learning.

Teach Genre-Specific Skills:

Differentiate instruction for genres like small talk, conversations, discussions, and presentations.
Model and practice conventions for each genre (e.g., opening/closing strategies for small talk).
Incorporate Real-Life Interaction:

Use role-plays and simulations of real-world scenarios.


Engage students in interactive activities like mingling and group discussions.

Address Intonation and Pronunciation:

Include activities to practice stress, rhythm, and intonation patterns.


Encourage exaggeration to mimic natural speech patterns.
Highlight the impact of tone on social perception and listener responses.

Develop Listening Skills:

Teach active listening techniques, such as back-channelling and echo responses.


Use authentic spoken English materials for exposure to natural speech.

Balance Fluency and Accuracy:

Prioritize fluency in early stages; shift focus to accuracy over time.


Provide opportunities to repeat tasks with feedback to improve both dimensions.

Use Feedback Effectively:

Take notes during activities and address errors post-task.


Make feedback engaging (e.g., through group correction games).
Encourage students to practice corrected elements in follow-up tasks.

How can speaking be assessed?

Role of Speaking Assessment:

Provides evidence of program effectiveness for curriculum planners.


Validates course and material success for designers.
Demonstrates return on investment for students in private institutions.
Offers proof of oral proficiency for prospective employers.

Standardized Tests:

Examples: TOEFL, IELTS, Cambridge English Language Assessment exams.


Often include interviews, linked to frameworks like the CEFR.
Interviews alone do not fully assess skills in various speech genres (e.g., small talk, transactions).

Key Considerations for Assessment:

1. Aspects of Speaking to Assess: Identify genres (e.g., small talk, conversations, transactions) and
associated skills.
2. Timing of Assessment: Determine when in the course assessments will take place.
3. Language and Discourse Features: Specify the elements being evaluated (e.g., grammar, fluency,
pragmatics).
4. Task Design: Choose tasks that accurately showcase learners' speaking abilities.
5. Scoring Methodology: Define criteria and rubrics for evaluating performance.

Speaking Skills to Assess by Genre:

Small Talk: Frame-based role plays (e.g., greeting, introducing topics, closing conversations).
Discussion Skills: Group problem-solving tasks to evaluate argumentation and resolution.
Transaction Skills: Role plays simulating real-world interactions, using taught language.
Interview Skills: Assess response to and formulation of questions (general proficiency indicator).
Presentations: Evaluate advanced students on audience engagement, delivery, and organization, in
addition to language use.

Advanced Assessment Goals:

Focus on holistic performance, including non-verbal cues and interaction strategies.


Ensure tasks elicit authentic, natural language relevant to taught material.

IKRAM BOUJJEHD

GROUP 1

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