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    Remedial Ins. in Speaking RPRT

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    Rica Soriano
    This document discusses remedial instruction in speaking for second language learners at the beginning level. It outlines techniques for teaching pronunciation like listen and imitate, minimal pair drills, and using visual aids. Accuracy-based activities that focus on correct language production are recommended, including contextualized practice, personalized language, and building awareness of social language use. When speaking to beginning second language learners, teachers should modify their speech by speaking at a standard pace, using gestures, avoiding fused forms, keeping sentences simple, and specifying names instead of pronouns.

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    Remedial Ins. in Speaking RPRT

    Uploaded by

    Rica Soriano
    105 views34 pages
    This document discusses remedial instruction in speaking for second language learners at the beginning level. It outlines techniques for teaching pronunciation like listen and imitate, minimal pair drills, and using visual aids. Accuracy-based activities that focus on correct language production are recommended, including contextualized practice, personalized language, and building awareness of social language use. When speaking to beginning second language learners, teachers should modify their speech by speaking at a standard pace, using gestures, avoiding fused forms, keeping sentences simple, and specifying names instead of pronouns.

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    Remedial Ins. in Speaking Rprt

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    This document discusses remedial instruction in speaking for second language learners at the beginning level. It outlines techniques for teaching pronunciation like listen and imitate, minimal pair drills, and using visual aids. Accuracy-based activities that focus on correct language production are recommended, including contextualized practice, personalized language, and building awareness of social language use. When speaking to beginning second language learners, teachers should modify their speech by speaking at a standard pace, using gestures, avoiding fused forms, keeping sentences simple, and specifying names instead of pronouns.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    105 views34 pages

    Remedial Ins. in Speaking RPRT

    Uploaded by

    Rica Soriano
    This document discusses remedial instruction in speaking for second language learners at the beginning level. It outlines techniques for teaching pronunciation like listen and imitate, minimal pair drills, and using visual aids. Accuracy-based activities that focus on correct language production are recommended, including contextualized practice, personalized language, and building awareness of social language use. When speaking to beginning second language learners, teachers should modify their speech by speaking at a standard pace, using gestures, avoiding fused forms, keeping sentences simple, and specifying names instead of pronouns.

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    © All Rights Reserved
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    of 34

    Remedial Instruction

    in Speaking
    Reporters:
    Christalyn B. Santos
    Rica Soriano
    Ma. Claire Hillary Delos Reyes
    Contents:
    ● Remedial Instruction in Speaking
    ● What Makes Speaking Difficult
    ● Teaching Pronunciation
    ● The Use of Accuracy-based
    Activities
    ● Talking to Second Language
    Learners in the Beginning Level
    A. What makes
    speaking difficult?
    (Brown, 2001):
    1. Clustering
    2. Redundancy
    3. Reduced forms
    4. Performance variables
    5. Colloquial language
    - col·lo·qui·al /kəˈlōkwēəl/
    6. Rate of delivery
    7. Stress, rhythm, and intonation
    8. Interaction
    B. Teaching Pronunciation
    Below are techniques and practice,
    materials (as cited in Murcia, Brinton,
    and Goodwin, 1996) in teaching
    pronunciation which have been used
    traditionally and continues to be
    utilized in speaking classes.
    1. Listen and imitate. Learners listen to
    a model provided by the teacher and
    then repeat or imitate it.
    2. Phonetic training. Articulatory
    descriptions, articulatory diagrams,
    and a phonetic alphabet are used.
    3. Minimal Pair drills. These provide
    practice on problematic sounds in the
    target language through listening
    discrimination and spoken practice.
    Drills begin with word level then
    move to sentence-level.
    4. Contextualized minimal pairs. The
    teacher established the setting or
    context then key vocabulary is
    presented. Students provide
    meaningful response to sentence
    stem.
    5. Visual aids. These materials are
    used to cue production of focus
    sounds.
    6. Tongue twisters
    ● Ex: Lower, Rural, Ruler.
    7. Developmental approximation
    drills. Second language speakers take
    after the steps that English-speaking
    children follow in acquiring certain
    sounds.
    8. Practice of vowel shifts and stress
    shifts related by affixation Vowel shift:
    mime (long i) mimic (short i) Sentence
    context: Street mimes often mimic the
    gestures of passersby. Stress shift:
    PHOtograph photography Sentence
    context: I can tell from these
    photographs that you are very good at
    photography.
    9. Reading aloud/recitation. Passages
    and scripts are used for students to
    practice and then read aloud focusing
    on stress, timing, and intonation.
    10. Recording of learners'
    production. Playback allows for giving
    of feedback and self-evaluation.
    The Use of Accuracy-based
    Activities
    Accuracy activities are
    activities which will
    concentrate on the nitty-gritty
    of the language construction
    to ensure that the language
    item is produced 100%
    accurately
    ACCURACY VS FLUENCY

    • how correct • how well a learner


    learners' use of the communicates meaning
    language system is rather than how many
    • grammar exercises mistakes they make
    • gap fills • Conversations
    • drilling or noticing • Roleplays
    activities. • debates
    When we focus on accuracy-based
    activities we:
    • focus on forming correct examples
    of language use.
    • produce language in a controlled
    way.
    • deal with grammar explicitly.
    • insist on receiving grammatically
    correct and complete sentences.
    1. Contextualized practice

    ● this aims to establish


    the link between form
    and function.
    2. Personalized
    language
    ● personalized practice
    encourages learners to
    express their ideas,
    feelings, and opinions.
    3. Building
    awareness of the ● this involves
    social use of understanding
    language social conventions
    in interaction.
    4. Building confidence

    ● the key is to create a


    positive climate in
    classroom where learners
    are encouraged to take
    risks and engage in
    activities
    Talking to Second
    Language Learners in
    the Beginning Level
    Second
    ● Refers to a language language
    spoken in addition to
    one's first language
    ● non-native
    ● can be learned or
    acquired
    Beginning level

    ● considered ● intended for the ● highly


    by many to be students with dependent on the
    the most little or no prior teacher for
    challenging exposure to the models of
    level of target language language and so a
    language teacher-centered
    instruction is appropriate
    Talking to Second
    Language Learners
    in the Beginning
    Level
    Carry (1997) suggest that
    teachers need to make speech
    modifications as a form of
    instructional support when
    teaching with the second
    language learners.
    Speech
    modifications

    ● are those that use a known fluency-


    inducing condition
    ● have as an explicit goal teaching the
    learners to speak in a manner that will
    not include “stuttering”.
    1. Speak at Standard speed
    ● this means providing more
    and slightly longer pauses to
    give students more time to
    make sense of the utterances.
    Effective Ways to use Pauses in your
    Speech :
    ● Add emphasis to key points - a
    pause before, during or after you say
    something you wish to emphasize
    ● Indicate a change in tone or topic -
    pausing between two different parts
    of your talk can tell the audience
    something new is starting.
    ● Make sentences clear - a brief pause
    every time your script has a comma,
    and a longer pause when there's a
    hard stop to a sentence.
    ● Distribute eye contact - this again
    adds emphasis to the point you have,
    or are just about to, make.
    2. Use more gestures,
    movement, and facial
    expressions
    ● these provide emphasis on
    words and give learners extra
    clues as they search for
    meaning.
    .
    3 Be careful with fused forms
    ● Language compressions or
    reduces forms can be difficult for
    learners.
    Example: My cats were playing
    around the front yard I watched
    them through my bedroom
    window.
    4. Use shorter, simpler,
    sentences.
    Example:
    Important=Crucial, essential,
    necessary
    .
    5 Use specific names instead
    of pronouns.
    References:
    https://prezi.com/vxv-d8pzakkz/remedial-i
    nstruction-in-speaking
    /
    https://
    www.slideshare.net/nheru/remedial-englis
    h-instruction-5-of-16

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