Teaching talk as interaction, transaction and performance

Question 1

Teaching talk as interaction

Answer 1

Through naturalistic dialogues

Teacher creates situations and ask students to build up dialogues.

Question 2

Teaching talk as interaction

How to teach through Role play

Answer 2

Includes several stages

Preparing 
⬇️
Modeling And Eliciting 
⬇️
Practicing and reviewing 

Preparing : reviewing vocabulary
And real world knowledge about the context and content
Ex: brainstorm activities, small discussions,

Modeling and eliciting : demonstrating the stages of a transaction
asking students what can be done at each stage

Practicing and reviewing - assigning roles and giving students to practice with cue cards
and perform.

To improve accuracy
T can pre teach vocabulary items
To reduce complexity T can show videos of a real transaction
T can give considerable time to practice
Repeating the performance

Question 3

Wills 1966 task cycle

Answer 3

Pre task activities
Introduction to the theme and objectives of the task
Ex : brainstorming

T conducts a pre task activity
Topic based odd word out game.
T highlight important words and structure but do not teach them
Ss are given preparation time to think about the task
Hear a recording, watch a video of real task being done

Task cycle
Task
Ss do the task in pairs or groups
Ss will be asked to express what they fell about the task in any language
T walks around motivating and encouraging Ss to speak in the TL
Helps formulate what they want to say

Planning
Ss will be asked to briefly report to the class how they did the task
They draft and rehearse what to present
If the reports are in writing T helps students, motivating them
Ss can ask questions individually

Report
Ss report what they prepared in groups or pair
Every group compares
Take notes
T comments on content but not correct publicly

Language focus
Analysis
T sets a language based task based on the text students were previously given
Ex underline structures, find words
T monitors
The findings will be listen on the board

Practice
T set a practice task based on the language analysis on the board
Ex: sentence completion activity, memory game

Question 4

Talk as performance

Freez and Joyce (1998)

Answer 4

Introduces a text based approach to teach talk as performance

Explicitly teach structural and grammatical features of spoken and written lan

Link spoken and written text to its cultural context

Develop skills using texts.

There are 5 stages in this approach

1 Building the context
2 Modeling and deconstruction of the text
3 Join construction of the text
4 individual construction of the text
5 linking other texts

1 Building the context.
Aim is to understand the text type
T maximizes the background knowledge of the text in order to make comprehension of the text
Explore the general cultural features if the text
Understand the register of the text
-build knowledge about the topic
-understand participant roles, goals

Activities - videos, felid trips, audio recordings, picture cards.

2 modeling and deconstruction of the text
Investigate the structura patterns and the grammatical features if the text
Comparing the text with other examples

3 joint construction of the text
T illustrate the process of creating a whole text
T aNd ss discuss topics and start creating an example
T s contribution reduces
Ss research on the topic
T assisted Ss initiated.

4individual construction of the text 
Students individually construct a text 
Their performances are assessed.
Consults t for the first draft
(Frikins et al,2007) the performance should be repeated 

Activities: listen and speak activities, writing and presenting activities, speaking activities.

5 Linking other text
Reflect on what was done
Compare the texts with many other text types across deferent fields

Activities
Compare the written and the spoken mode of the text type
Role play situations where different participants occupy the text.
Examine how the key words used in the text are employed in other text type or the same text type across different fields