Teaching Speaking and Pronunciation

Question 1

Accuracy

Answer 1

• language-oriented : teaching lg usages
• the extent to wich Ss’ speech matches what people actually say when they use the target lg.
• selecting the correct words and expressions to convey the intended meaning, as well as using the grammatical patterns of English

선지- During the speaking activity, there is a greater focus on accuracy than fluency.

Question 2

Fluency

Answer 2

• message-oriented : teaching lg use
• the extent to which Ss use the lg quickly and confidently with few hesitations or unnatural pauses, false start, word searches
• natural lg use takes place when speaking activities focus on “meaing” and its “negotiation”, when speaking strategies are used, and “when overt correction is minimized” (T should not interrupt learners to correct errors)

fluency develpment activity : focus on meaning and message => use lg items within the previous experience, familiar topic (4/3/2 technique)

Question 3

Interpersonal function of speaking

Answer 3

for the purpose of maintaining social relationships

The focus is on participants

Question 4

negotiation of meaning

Answer 4

speaking activities w/ differences in pictures, opinions or answers are ideal => more to talk about => more communication breakdown => require negotiation of meaning => push Ss to practice the target lg as much as possible

Question 5

speech act (function)

Answer 5

Ss should learn the appropriate ways to accomplish their goals when they’re speaking. => This includes thanking, requesting info, apologizing, refusing, warning, complementing and so on => different forms can be used to accomplish the different speech act

Question 6

Lg function을 연습하기 가장 좋은 방법?

Answer 6

Role play is the ideal way for practicing lg fuction, which allows Ss to try out appropriate English utterances in potentially difficult situations, before they must use them in real life.

Question 7

Personalization

Answer 7

It allows Ss to apply s/t they’ve learned to thier own lives and express their own ideas, feelings, preferences and opinions.

During this lesson, Ss are invited to share personal experiences.

Question 8

Transactional function of speaking

Answer 8

for the purpose of conveying or exchanging information

Give and receive specific info
The focus is on information rather than participants
Its priority is information exchange

Question 9

Role-play

Answer 9

based on” real life situations”
Ss take on “variety of roles”

=> practice lg which varies according to the setting, the “formality” of the situation, the degrees of “politeness”, and “function” required for the particular role.

Question 10

Jigsaw

Answer 10

Ss have different info that is needed to put together for the solution to a task

• It requires Ss to “exchange information” to perform the task.
• Jigsaw focuses on improving language “fluency”.

two-way, required(information exchange), convergent (답변내용이 서로 같음), closed(정답있음 - predetermined answer)

Question 11

One-way information gap

Answer 11

One member in each group must have most of the information and transfer it to the rest of the members.
(information transfer도 여기에 속함 )

Question 12

Problem-sloving activity

Answer 12

Ss are given a problem and a set of info.
=> must arrive at a solution to the problem.
(Generally, a single solution of the outcome.)

It engages Ss in a problem-solving activity to offer advice on a given problem.
It encourages Ss to work cooperatively through group work.
It utilizes meaning-focused activities such as discussion
(cf. target form있고 form 을 연습하면 form-focused)

It assists Ss in develpoing oral skills by moving from free to controlled activities

Question 13

Reasoning gap

Answer 13

to derive some new info. from given info. through processes of inference, deduction, practical reasoning, or perception of relationships or patterns.

이해한 정보를 토대로 추론과정을 거쳐서 새로운 정보가 탄생 (information gap은 정보 그대로 전달)
스무고개

Question 14

An Information-gap activity

Answer 14

transfer the information from one person to another .
장점) Ss participate actively ,All Ss have to take part in the activity in order to complete it.

“negotiation of meaning “ : Student A, who receives a postcard, describes it to Stu. B., who cannot see the postcard. Stu.B. then attempts to discover the identity of the country on the postcard.

This lesson involves an information-gap activity and a follow-up writing assignment.

Question 15

Cultural awarness

Answer 15

엽서로 information gap 진행 후 미국문화에 대해 학생들끼리 discussion and compare –>

The primary skills dealt with in this lesson are speaking, cultural awareness and writing.

Question 16

Jigsaw에서 closed outcome 설명

Answer 16

Ss are encouraged to produce same sequence of story through interaction.

Question 17

pattern drill 어떤 speaking activity ?

Answer 17

practice the patterns / repeat after T

imitative speaking activity

Question 18

activity focusing on improving “accuracy” 의 특징

Answer 18

practice the “target form” repeatedly.

form-focused activity

Question 19

cooperative learning

Answer 19

T helps Ss understand that they should be interdependent upon one another

not only for their own learning but also for the learning of others throughout the activity

• It encourages Ss to work cooperatively through group work and feedback.

Question 20

말하기 활동중 나타난 학생들의 error treatment 방법?

Answer 20

T should explain the errors that Ss made frequently during discussion. 그리고나서 have them engage in pattern practice. (-> form-focused -> accuracy)

Question 21

opinion gap activity

Answer 21

identifying and articulating a personal preference, feeling or attitude in response a given situation.

Question 22

Teaching culture and the way of speaking

Answer 22

1. T needs to get Ss to be able to aware of the “socio-linguistic norms” reflected in the ways of speaking.
2. appropriateness
3. develop learners’ awareness of the socio-cultural features of interaction

Question 23

awareness of the cultural difference 향상 시키기 위해서 뭘 가르쳐야 하나 3가지
( Culture-integrated language learning)

Answer 23

1. pragmatic function (socio-cultural purpose/ goal) of speech acts
2. linguistic form of speech acts
3. conversational routines.

Question 24

자신이 가진 영어 실력으로 먼저 표현하도록 (deep -end strategy) –> 원어민이 표현해 놓은 것 보기

Answer 24

consciousness-raising approach ->아 이렇게 말 하는 구나!

noticing the gap

The teacher uses a consciousness-raising approach to teach linguistic items.
(좋아하는 과목 / 싫어하는 과목 그 이유 말하기에서)

Question 25

ppp model
(presentation - practice- production)

Answer 25

• The lesson is sequenced from a controlled speaking activity to a free speaking activity.
• Specified grammar structures are presented before the speaking activity

Question 26

Communicative task진행 중에 그 context안에서 form 에 초점을 두도록 하는 것 (선지)09년 16번

Answer 26

During the speaking activity, focus on form occurs within a context of focusing on meaning.

Question 27

Consciousness-Raising

Answer 27

• promote noticing and continued awareness of the target form
• put the grammar structures in question in a broader discourse context.
• greater attention is paid to form-function relationship.

Question 28

adjacency pairs

teaching conversation

Answer 28

상대방의 반응과 연결되는 말을 이어가는 식의 대화법

a turn by one speaker requires an immediate responses in greetings, invitations, compliments.

--------------------------
opening/ closing
adjacency pair
turn taking
topic management

Question 29

teaching pronunciation - bottom-up

Answer 29

focus on segmentals - consonants and vowels
accuracy 강조

w/ minimal pairs

Question 30

teaching pronunciation - top-down

Answer 30

focus on suprasegmentals - stress, rhythm, intonation

fluency 강조

Question 31

teaching pronunciation - balanced view

Answer 31

intelligibility

Question 32

minimal pairs

Answer 32

a set of two words that are alike except for one sound
they are different in meaning.

• the activity focuses on phonemic difference of vowel sounds.
• the activity requires Ss to distinguish segmental features
• this activity places greater importance on accuracy than on fluency.
• this activity focuses on minimal pairs of segments.

Question 33

mechanical drill

Answer 33

a controlled practice activity which Ss can successfully carry out without necessarily understanding the lg they are using.

e.g.) repetition drills, substitution drills desinged to practice use of particular grammatical or other items

Question 34

meaningful practice

Answer 34

an activity where lg control is still provided but where Ss are required to make meaningful choices when carrying out practice.

e.g.) 지도보고 전치사 사용해서 말하기
it is meaningful because Ss have to respond according to the location of places on the map.

Question 35

communicative practice

Answer 35

practice “ lg within a real communicative context “
“real information” is exchanged.
lg use is not predictable.