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ELE128 > SPEAKING > Flashcards

SPEAKING Flashcards

1
Q

the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts

A

speaking

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2
Q

this is complex because speakers are involved
in a rapid and dynamic process incurring a high element of doing various things at the same things at the same time

A

speaking

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3
Q

why do we speak?

A

CPI

  • Convey thoughts,
  • Persuade people
  • Inspire people and spur them into action
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4
Q

what are the skills to be developed for effective speaking in a second language

A

VGP

  • vocabulary
  • grammar
  • pronunciation
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5
Q

To be able to speak effectively, you have to acquire enough words to say what you want to say and to make you more capable of delivering exactly what you want to convey.

A

vocabulary

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6
Q

The fewer mistakes you make with this, the more effective your speech is.

Accurate message > accurate ???

A

grammar

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7
Q

pronunciation is divided into ???

A
  • segmentals
  • suprasegmentals
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8
Q
  • also called phonemes
  • Individual sounds of the consonants and vowels
A

segmentals

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9
Q

speech techniques that apply to multiple segments such as stress, intonation, and rhythm

A

suprasegmentals

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10
Q
  • refer to the level of formality and style in
    speaking, anchored on different situations and
    contexts
  • describes the way a person speaks in relation to their audience
A

speaking registers

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11
Q

what are the different types of speech registers

A

FFCCI

  • frozen or fixed register
  • formal register
  • consultative register
  • casual register
  • intimate register
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12
Q
  • This type of register is often used in very formal ceremonies and must be said the same each time we say it as part of a ritual
  • It is the most formal communicative style for
    respectful situations.
A

frozen or fixed register

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13
Q

what are examples of frozen register

A
  • shakesperean plays
  • philippine national anthem
  • lord’s prayer
  • preamble
  • wedding vows
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14
Q
  • This type often follows a prescriptive format
  • It is used in formal settings and is usually impersonal.
  • This includes academic language.
  • Should use complete sentences, standard vocabulary, and exact pronunciation of words
A

formal register

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15
Q

what are examples of formal register

A
  • speeches/sermons
  • announcements
  • pronouncement of judges
  • graduation ceremony
  • professional meeting
  • academic lecture
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16
Q
  • This is the standard form of communication
  • The speaker uses the participation and feedback of the listener.
  • The speaker and listener(s), when using consultative register, are both members of the audience.
A

consultative register

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17
Q

what are examples of consultative register

A
  • Doctor and patient
  • Lawyer and client
  • Teacher and student
  • Cashier and customer
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18
Q
  • sometimes also called informal register
  • This is an informal speech, usually used between, friends, or colleagues who have things to share
  • There is free and easy participation of both speaker and listener
A

casual register

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19
Q

what are examples of casual register

A
  • Talking to your peers
  • Talking to your acquaintances
  • Talking to your friends
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20
Q
  • a conversation between two very close individuals
  • It is also used to discuss topics that the speaker does not wish to be public knowledge, such as personal stories, problems at work or schools, or secrets
A

intimate register

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21
Q

what are examples of intimate register

A

talking to:

  • Close friends
  • Family
  • Boyfriend and Girlfriend
  • Husband and Wife
22
Q
  • They believe that words are used not only to
    present information but also to carry out actions.
  • utterances expressed by an individual that presents information and performs action as well
A

theory of austin and searle (1971)

23
Q

what are the 3 categories in austin and searle’s theory

A
  • locutionary act
  • illocutionary act
  • perlocutionary act
24
Q
  • act of making expressive meaning through
    utterance
  • literal or specific meaning of utterance (eg. Stop smoking because it is detrimental to
    your health)
A

locutionary act

25
Q
  • refers to the intended meaning one wishes to convey
  • Act of saying something for the purpose of:
    stating an opinion, confirming, warning or denying something, making a prediction, a promise, request, issuing an order or decision; and giving advice or permission.
A

illocutionary act

26
Q

effect of the words that entails a person to do something (response or feedback)

A

perlocutionary act

27
Q

delivering a message on the spur of the moment without
preparation or predetermination

A

Impromptu speaking

28
Q

planned and prepared but the speaker uses an outline only as a reference while speaking.

A

Extemporaneous speaking

29
Q

reading a fully scripted speech

useful when a message needs to be delivered in precise
words

A

Manuscript speaking

30
Q

delivering a scripted speech from memory

A

Memorized speaking

31
Q

Competence in speaking involves the following
components:

A

KCC

  1. knowledge of language and discourse
  2. core speaking skills
  3. communication and discourse strategies
32
Q

mastering the sound patterns of the language

A

knowledge of language and discourse

33
Q

being able to pronounce the language intelligibly at
segmental and suprasegmental levels

A

knowledge of language and discourse

33
Q

the ability to process speech quickly to increase
fluency

A

core speaking skills

34
Q

being able to manage the flow of speech as it unfolds

A

core speaking skills

35
Q

developing cognitive, metacognitive, and interaction
strategies

A

communication and discourse strategies

36
Q

elaborate the Teaching-Speaking
Cycle

A

FPCFRDF

  1. Focus learners’ attention on speaking
  2. Provide input and/or guide planning.
  3. Conduct speaking tasks
  4. Focus on language/skills/strategies
  5. Repeat speaking tasks
  6. Direct learners’ reflection on learning
  7. Facilitate feedback on learning
37
Q

suggested activities that facilitate speaking practice

A
  1. Discussion
  2. Your last word is mine
  3. Short Speeches
  4. Guess the picture
  5. Role Play
  6. Interviews
  7. Narrating
  8. Playing games
  9. Conducting class debates
38
Q

carried out to arrive
at a conclusion, to share ideas about
an event, or to find solutions.

A

DISCUSSION

39
Q

Assessing speaking skills entails teachers to pay attention to the following:

A

FPVAI

Fluency
Pronunciation
Vocabulary
Accuracy
Interaction

40
Q

‘The capacity to produce speech at a normal
rate and without interruption’ (Skehan,
2009)

A

FLUENCY

41
Q

the act of producing the sounds of speech, including articulation,
stress, and intonation.

A

Pronunciation

42
Q

This refers to the body of words used in a particular language.

A

Vocabulary

43
Q

This refers to the correct use of the language
system.

A

Accuracy

44
Q

This refers to the ability to interact with
others during communicative tasks.

A

Interaction

45
Q

five types of tasks that teachers can
use to assess the speaking ability of students.

A

IIRIE

Imitative
Intensive
Responsive
Interactive
Extensive

46
Q

This involves repeating a small
stretch of language and focusing on
pronunciation.

A

IMITATIVE

47
Q

2 TYPES OF INTENSIVE Speaking
Assessment Tasks

A

Reading aloud AND Sentence/Dialogue Completion

48
Q

These are speaking tasks that involve
responses to spoken prompts

A

Responsive

49
Q

This refers to interactional and
transactional conversations.

A

Interactive

50
Q

3 TYPES OF EXTENSIVE Speaking
Assessment Tasks

A

SPR

Speech
Picture-cued Story Telling
Retelling a Story or New Event

51
Q

Steps in Developing Rubric

A

SSGF

  1. Set criteria of task success
  2. Set dimensions of language to be assessed
  3. Give appropriate weight to each dimension
  4. Focus on what test taker can do, instead of what they cannot

ELE128 (4 decks)

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