Speaking Flashcards
What is the goal of speaking?
The goal is to make students achieve Communicative Competence, for them to be able to carry on multiple communicative tasks competently.
What does Harmer say about speaking?
“If students want to be able to speak fluently in English, they need to be able to pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech.”
What are the types of spoken language?
Most of the oral production comes in the form of: Conversation Dialogue Interpersonal Transactional
Types of speaking performance
Imitative
For the learners to practice intonation.
Focused on particular elements.
Not with the purpose of interaction.
Intensive
Any speaking performance designed to practice some phonological or grammatical aspect of language.
Responsive
Short replies to teacher or student-initiated questions or comments.
What are the other types of speaking performance?
Transactional
For the exchange of specific information.
Extensive form of responsive language.
Conversations are more suited in this type of performance
Interpersonal
Plain dialogues with the purpose of maintaining social relationships.
Not for the transmission of facts and information.
They can include colloquial language, sarcasm, casual register, among others.
Extensive
Usually monologues.
Oral reports, summaries, short speeches.
The register is formal and deliberate and can be planned or impromptu.
What does practicing speaking takes?
Rehearsal
Free discussions give the students a chance to rehearse so they can do it outside the classroom.
Feedback
Speaking tasks provides feedback for both teacher and students.
Points out problems and helps improvement.
Engagement
Good speaking activities can be motivating for students, and it can be very satisfactory for them.
What are the speaking teaching techniques?
Discussions
Role play
Simulation
Information gap
Brainstorming
Storytelling
Reporting
What are the speaking teaching techniques part 2?
Playing cards (Gamification) Image narrating Image describing Find the difference Interviews Story completion
What are the neurological factors in speaking teaching?
Critical Period/Cognitive Development
Brain-side Dominance/ Learning Style or Preference
Information Processing: top-down / bottom-up
What are the affective and personality factors when teaching speaking?
Self-Esteem
Could be affected if the teacher allows the speaking activity to be judgmental
Positive when the teacher motivates the speaking regardless of what the student’s perception is
Inhibition
The language ego makes learners unwilling to speak because of judgment
Pronunciation as an inhibitor; being afraid of speaking because of pronunciation
Risk-taking
Taking the risk to speak must be seen as positive and feedback must provide the learning experience
Anxiety
Generated by the risks of saying wrong utterances
Empathy
Teachers must provide a climate of no reservations or judgment regardless the participation
New Identity: speaking creates a persona
Extroversion
Extroverts that are good speakers can either set the example or intimidate other students
