Teaching English as a Second or Foreign Language

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Teaching English as a Second or Foreign Language

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Title: Teaching English as a Second or Foreign Language


1
Teaching English as a Second or Foreign Language
  • Speaking

2
  • Introduction
  • For communication.
  • The most demanding, and the centre of the
    four skills.
  • A variety of demand, such as monitoring,
    understanding, contributions thought, producing
    that contribution, and monitoring its effect.

3
  • Acquire the stress, rhythm, and intonation of
    English
  • It is almost always accomplished via interaction
    with at least one other speaker
  • Teaching of oral communication skills as a
    contextualized sociocultural activity has become
    the focal point in many ESL classroom.

4
Language comprises four dimensions as following
  • Grammatical competence
  • including rules of phonology, orthography,
    vocabulary,
  • word formation, and sentence formation.
  • Sociolinguistic competence
  • expression and understanding of appropriate
    social
  • meaning and grammatical form in different
    context.
  • Discourse competence
  • how sentence elements are tied together via
    reference, repetition,
  • synonym, etc.
  • Strategic competence
  • A repertoire of compensatory strategies that
    help with a variety
  • of communication difficulties.

5
In the Speaking Class
  • Students should be allowed and encouraged to
    initiate communication.
  • when possible.
  • Determine the content of their response or
    contribution.
  • Evaluate their own production and learning
    progress.

6
The oral skills class
  • Class Aim
  • Who are the students?
  • Why are they there?
  • What do they expect to learn?
  • What am I expected to teach.
  • One basic consideration is the level of the
    students, and their perceived needs.

7
  • Four- point scale from poor to excellent
  • confidence, pronunciation, social
  • conversation, listening ability.

8
How to enhance students skills
  • Extensive authentic practice in class
    participation (taking part in discussions,
    interacting with
  • peers and professors, and answering
    questions).
  • From life realistic.
  • Give, and request personal information.
    Directions, and price.
  • Talking family members tell time give, and
    accept compliments.

9
  • Conversation courses
  • Emphasize-
  • speech acts such as greeting
  • (congratulation, hi, hello), and apologizing
  • (sorry, please forgive me..)

10
Speaking Naturally
  • covering opining an closing a conversation,
  • introducing and addressing people, giving
    invitations, expressing thanks, apologizing,
  • complimenting, getting attention and
  • interruption, agreeing and disagreeing,
  • controlling the conversation, and getting
  • information.

11
  • Oral activities-
  • discussions, speeches, role
  • plays, conversations, audiotape oral
  • dialogue. Journals, and other accuracy base
  • Discussion-
  • The most commonly use activity in the oral
  • skills class.
  • Method-
  • introduce a topic, via reading or
  • listening passage, or from videotape, then
  • asked to get into pairs or groups to discuss,
  • in order to come up with a solution, or
  • response, or the like.

12
  • First, planned (versus random), the right way
    to group is necessary.
  • Second, to reach a good solution, each
  • student should need a specific responsibility.
  • Third, clear about the reasons (what, and why),
    and what outcome expected.

13
Speech-normal type
  • Prepare speech
  • Provided by teacher
  • Avoid boring in the class, making
    responsibilities during speeches, and listener.
  • Summarize its content.
  • Note strength, weaknesses, or relate the speech
    topic to a personal experiences.
  • Videotape, audiotape-the language analysis
    activities described below can be used to
    encourage learners to become aware of their
    individual problems with pronunciation, grammar,
    vocabulary, and fluency.

14
The categories of performance
  • Delivery
  • - Is the volume loud enough or speed
    appropriate.
  • Interaction/Rapport with audience
  • - With eye contact, posture, gestures,
    nervousness?

15
  • Content and organization
  • - the gist of main point.
  • Language skills
  • Were there any particular problems with
  • grammar, fluency, vocabulary, or
  • pronunciation?
  • Language skills
  • - Were there any particular problems with
  • grammar, fluency, vocabulary, or
  • pronunciation

16
Second type of speech
  • Impromptu speech- it is without preparation,
    rehearsal or thought in advance.
  • Role Plays
  • the third major speaking activity.
  • Its suitable for practicing, the sociocultural
    variations in speech acts, such as complimenting,
    complaining.
  • There are varieties factors can be used such as
    practice prototypical, socioculture.
  • Additionally, requiring students to observe
    native speakers interacting can supplement in
    class production activities such as role plays.

17
  • For example, when teaching a unit on complaints,
    one assignment might be to have students go to
    places where complaints might be common (the
    return desk at a discount store).
  • Then, they can listen carefully for how
    complaints are stated and responded to perhaps
    using a checklist that the students themselves
    create for observing that particular speech act.

18
  • One way to approach this activity is to assign
    students to find a native speaker (or near-
    native speaker) they know such as a friend,
    room-mate, or colleague, and arrange to
    tape-record a 20-30 minute interaction with this
    person.
  • The next step is to transcribe a portion of their
    interaction. Transcription involves a faithful
    reproduction of what was said on the tape onto
    paper and can provide a genuine awareness of what
    speech is really like.

19
  • For evaluation, choosing one of a interesting
    topics such as abortion, gun control, illegal,
    immigration, then in pairs or in groups, survey
    native speakers about their opinions.
  • The results of survey can then be presented in
    the form of an oral presentation, which in turn
    can be audiotaped and or videotaped for self
    peer, and teacher evaluation.

20
Audiotaped Oral dialogue Journal
  • The activities discussed so far have emphasized
    fluency and meaning negotiation rather than
    accuracy.
  • Oral dialogue journals are one format where
    practice with fluency and attention to accuracy
    can be accomplished at the same time.

21
  • Conversations
  • one of the more recent trends in oral skills
    pedagogy is the emphasis on having students
    analyze and evaluate the language that they or
    others produce.
  • This is the most fundamental form of oral
    communication. Almost all ESL/EFL students can
    benefit from a unit on and practice with informal
    conversation.

22
  • For example, the student gives an
  • audiocassette tape to the teacher, then
  • start the oral journal on the tape by giving
  • some directions for the assignment and
  • perhaps suggesting a topic, such as asking
  • student Tell me about your first day in
  • New York?

23
  • Be sure to remind students to speak
  • extemporaneously and explain why. Some
  • students will want to write their entries
  • and read them, or turn the tape recorder on
    and off, so that they can sound perfect.
  • This activities is to work unplanned
  • speaking.

24
Other Accuracy-Based Activities
  • In the past, speaking activities that focused on
    accuracy invariably involved drills (commonly
    uncontextualized pattern practice exercises).
  • If drills are to be used, they should be short,
    simple, and snappy, they should be used
    sparingly, and they should lead to more authentic
    communication activities.

25
  • Teacher can design a activity, for example
  • using an interview form, asking the
  • question with wh-and/yes or no for
  • answer. A variation on this is an activity
  • in which students need to Find someone
  • who can answer the question, then give
  • them a sheet of habits or characteristics.
  • The first student to find someone who
  • can answer each question wins the game.

26
  • Before closing this section, a word about
  • error correction is in order, explicit error
  • correction will probably be out of place
  • because it disrupts the communication
  • that is going on. Teachers may note
  • errors that occur at these times for some
  • later instruction to the class as a whole or
  • to individual student, as necessary.

27
Teaching Oral Skills in an EFL Context
  • Teaching a heterogeneous (by native language and
    ethnicity) class of learners in an
    English-speaking environment.
  • Motivation- getting students to speak.
  • Confidence- teacher might be not a native
    speaker, he/she might not be competent to speak
    the language which they teach.
  • Authentic- he use of authentic, engaging
    materials should be the basis for in-class
    activities.

28
Assessment
  • The oral skills teacher may be required to make
    decision about two kinds of oral assessment. As
    following
  • First
  • whenever possible, extended chunks of speech
    that have a purpose and that are structured or
    organized should be elicited.
  • With no planning time-isolated sentences,
    spontaneous, production with no planning time.

29
  • Second
  • giving input to students, whether
  • it be visual (a picture for description),
  • aural (directive to tell me about the most
  • exciting day you have had), or
  • interactive ( e.g., questions in an
  • interview).

30
  • Finally
  • the results of oral assessment
  • should be reported using terms, that are
  • clearly defined for and understandable to
  • students. For example, the student level,
  • and the speaking task itself, note the
  • difference in specificity between generally
  • effective communication and can answer
  • questions about home family, even in a
  • work place.

31
Four large scale good examples
  • The University of Cambridge Local Examinations
    Syndicate (UCLES)
  • offers two large-scale speaking tests,
  • which are Oral Interaction test in the
  • Certificate in Communicative Skill in
  • English (CCSE).

32
  • The test can be taken at one of four levels
  • at any given level the test taker is
  • awarded a Pass or Fail based on the
  • degree of skill in five areas accuracy,
  • appropriate, rangy, flexibility, and size of
  • contributions.

33
The Business Language Testing Service (BULATS)
  • a language procedure for business and
  • organizations to asses the English
  • Language skills of their employees, job
  • applicant, or trainees. The 12 minutes
  • face to face speaking test, consisting of as
  • interview, a presentation, and discuss, is
  • conducted by a trained examiner and
  • then rated by the examiner and another
  • assessor.

34
The Educational testing Service TOEFL (Test of
English as a Foreign Language), offers the test
of Spoken English (TSE)
  • The 20 minutes test is conducted and
  • record on audiotape and is composed of
  • 12 speech-act based tasks that are
  • presented in a printed test booklet and on
  • the audiotape. The test answer tapes are
  • score independently by two trained raters
  • using the five points

35
  • rating scale of communicative
  • effectiveness
  • Each point contains description of
  • functional ability
  • Response appropriacy
  • Cohesion, and coherence.
  • Linguistic accuracy

36
Oral examination, administered by the American
council on the Teaching of Foreign Languages
(ACTEL)
  • Is the ACTEL oral Proficiency Interview.
  • The 10-30 minutes tape- recorded
  • interview is administered (either over the
  • telephone or face to face by a trained
  • Oral proficiency the interaction to elicit
  • the best possible performance from the
  • candidate.

37
Conclusion/Future Trends
  • In a English speaking world-English is the most
    important Language.
  • Oral skills are not only critical for
    communication in the ESL classroom, they are
    necessary for communication in, and with, the
    English speaking world.

38
  • Teacher will want to do whatever they can to
  • promote the development of speaking,
    listening,
  • and pronunciation skills in their students.
  • In this chapter, there are varieties activities
    for
  • us to improve students oral skills, in order
    to
  • enhance oral proficiency, then can improve
  • students aural skill as well.

39
How to improve? And what is the ways students
can improve?
  • Give an overview of the theoretical basis for
    teaching in this area, such as
  • discussions, speeches, role plays, and
    conversations.

40
  • What is the future holds for language
  • teaching in general, and oral skills
  • pedagogy in particular.
  • It is reasonable to
  • assume that the focus on the
  • sociolinguistic and socioculture dimensions
  • of oral communication will continue.

41
  • Foreword
  • Three goals of teaching pronunciation
  • Enable learners to understand
  • and be understood.
  • 2. Build their confidence in entering
    communicative situations
  • 3. Enable them to monitor their speech based on
    input from the environment

42
Introduction Pronunciation is the language
feature. In the past the articulation of
consonants and vowels the discrimination of
minimal pairs. In recent years suprasegmental
features (stress, intonation, and so
on) should be taught as communicative
interaction along with other aspects
43
The Segmental/Suprasegmental Debate
Segmental individual sounds Suprasegmental
stress, intonation Its not sufficient to
focus on only segmental or only
suprasegmental to know which features should
be taught and which communicative situation
should be used are important issue
44
Setting Realistic Goals 1. Functional
Intelligibility 2. Functional communicability
3. Increased Self-confidence 4. Speech
Monitoring Abilities
45
Setting Realistic Goals 1. Functional
Intelligibility ? Intelligibility The
spoken English is presented with accent, and is
not distracting the listeners. -gt use accent
addition rather than accent reduction (not
force learners to eliminate their L1 accent to
learn new second language)
46
Setting Realistic Goals 2. Functional
communicability ? Learners have a ability to use
spoken English successfully in real
communicative situations. ? Using survey to
elicit students needs and interests gt
What the features do we need to choose
and which pronunciation practices
should be emphasized
47
Setting Realistic Goals 2. Functional
communicability 1. Prominence
2.Topic management 3.Information
status 4.Turn-taking 5.Social
meanings and roles 6.Degree of
involvement
48
Setting Realistic Goals 3. Increased
Self-confidence ?speak and be understood ?Design
the materials in real situation Control-gt
Free Production-gt Provide feedback
49
Setting Realistic Goals 4. Speech Monitoring
Abilities ? Let learners pay attention to their
own speech and others speeches -gt learners
hear and try to imitate.
50
A Description of the Sound System of English
Traditional (bottom-up) sound ? syllables
? phrases and thought groups ? extended
discourse the steam of speech (top-down)
sound system is used naturally gt both
segmental and suprasegmental features
51
A Description of the Sound System of English 1.
Thought groups use pause to
divide speech into manageable chunk
-gt easy to understand the main
point of speech Avoid pausing
frequently
52
A Description of the Sound System of English
1. Thought groups meaningful
grammatical unit Ex I was speaking to him / on
the phone yesterday. (O) I was speaking to / him
on the / phone yesterday. ()
53
A Description of the Sound System of English
1. Thought groups ambiguous
phrases Ex 1. Alfred said / the
boss is stupid. 2. Alfred / said the
boss / is stupid.
54
A Description of the Sound System of English
1. Thought groups
speakers speed 1). faster speakers have
less pauses
55
A Description of the Sound System of English
2. Prominence in thought group, an
emphasized syllable is used by the way
of lengthening and moving the pitch up
or down Ex I was SPEAKing to him/ on
the PHONE yesterday.
56
A Description of the Sound System of English
2. Prominence depends on context
but generally represents information
1) new ex (I got a postcard
from Sue.) Shes in MEXicao.

57
A Description of the Sound System of English
2. Prominence based on
communicative context ex I am
reading. What word should be emphasized?
58
A Description of the Sound System of English
3. Intonation the melodic line or
pitch pattern in thought group
the pitch movement within intonation
contour occurs on the prominent
element ex Are you READy yet?
No, I need to call DAVE
first.
59
A Description of the Sound System of English
3. Intonation give an appropriate
option about generalized patterns of
specific contexts
60
A Description of the Sound System of English 3.
Intonation It is dangerous to make
one-to-one associations between a given
emotion and an intonation contour.
61
A Description of the Sound System of English
4. Rhythm stress-timed (including
longer ltstressedgt and shorter
ltunstressedgt syllables) occurring at
regular intervals
. . . ex She
wouldve liked to have gone to the movie.
lt-gt syllable-timed each syllable
receives same timing and length.
62
A Description of the Sound System of English
4. Rhythm Which words should be
stressed and which unstressed? -gt
?content words (more meaning, nouns, main
verbs, adjectives, and some adverbs) gt O
?function words (articles, pronouns,
auxiliary verbs, and prepositions) gt

63
A Description of the Sound System of English
Rhythm v. s. Prominence -gt Rhythm ALL
the syllables (content
words) that receive stress in a
thought group Prominence One emphasized
syllable in a thought group
. . . ex She
attends the University of MARyland.
64
A Description of the Sound System of English
4. Rhythm Traditional analytical
exercises To let students
understand the rhythm BUT
For speakers, there is no time to
do it during the conversation
65
A Description of the Sound System of English
4. Rhythm Chelas Flores (1998)
1) apart from words and meaning
2) use written (on the board) ?dots
(short syllables)
?dashes (long syllables) 3) pattern
orally ?ti
(unstressed syllables) ?TA
(stressed syllables) ?
TAA (prominent element)
66
A Description of the Sound System of English
4. Rhythm Chelas Flores (1998)
Instruction 1) teacher
pronounce some patterns let
students point out on the board gt
draw learners attention (internalized)
2) use the actual phrases to let students
distinguish gt practice
meaningful phrases
67
A Description of the Sound System of English
5. Reduced Speech to de-emphasize other
unimportant syllables in a thought
group Two ways to reduce speech 1)
to shorten unstressed syllables 2) to
relax the mouth (reduces vowels) gt let
learners speak quickly
68
A Description of the Sound System of English
5. Reduced Speech citation form (full,
strong, or stressed ) reduced form
(unstressed or weak) Ex citation form
reduced form Has He has? /h z/
What has he done?
/ z/
69
A Description of the Sound System of English
6. Linking adjustment speakers make
between words in connected speech
ex Why dont you find out?

? fine
doubt -gt link the syllables together in order
to pronounce it easily
70
A Description of the Sound System of English
6. Linking plurals, verb form and tense,
possessive (to be conveyed by endings)
ex They live in Miami. (Present)

They live-din Miami. (Past)
-gt focus on linked sound
?
?
71
A Description of the Sound System of English
7. Consonants Three dimensions 1)
Place of articulation Where the sound
is made? 2) Manner of articulation
How the sound is made? 3) Voicing
Whether the vocal cords are vibrating
or not
72
A Description of the Sound System of English
7. Consonants decide whether phonetic
symbols are necessary -gt
some letters are the same as the
phonetic representation BUT certain sounds
are not. ex thumb /?/, shop / /, and so on
73
A Description of the Sound System of English 7.
Consonants Clustering a segment is
deleted and changed ex
strengths, texts, facts, and handbag -gt
learners should know how consonant
cluster and there are acceptable cluster
reduction.
74
A Description of the Sound System of English
7. Consonants difficulty with sounds
that dont exist in learners L1
ex th, l ,and r sounds
-gt focus on sounds in context
75
A Description of the Sound System of English
8. Vowels the syllable
core constitute a syllable or a word
ex eye articulation is
with smooth airflow
76
A Description of the Sound System of English
8. Vowels Some challenges in
teaching 1) English has more vowels
than others. 2) a lot of variation in
vowels between dialects
ex doll and ball -gt same pronunciation
3) glide movement eye (diphthong)
4) most vowels can be spelled in many
different ways ex /i/-gt ee or ea
77
A Description of the Sound System of English
8. Vowels Some challenges in
teaching 5) vowels sounds are usually
reduced in unstressed syllables.
ex mo1to2r -gt o1 is
stressed o2 is unstressed
(toregtter) gt use the relaxing of the
articulators to reduce or weaken the
vowel
78
A Description of the Sound System of English
8. Vowels Instruction
1) show each vowel with key word
(and numbers) 2) repeat key words until
remember 3) unnecessary to introduce
any phonetic -gt easier to refer the
key or the number rather than
vowels
79
A Description of the Sound System of English
9. Word stress There are primary
stress(.), secondary stress(.) and
almost no stress(.) in a word
ex . . .. . com mun i
ca tion
80
A Description of the Sound System of English
9. Word stress
three factors 1) historical
origin of a word 2) the part of
speech 3) affixation
81
A Description of the Sound System of English
9. Word stress In general
terms 1)the root or base of a word, less
on prefix ex beLIEVE, preDICT,
comPLAINT 2)compound nouns primary
stress on the first, secondary stress
on the second ex BUS stop, AIRplane

82
A Communicative Framework for Teaching
Pronunciation 1) Description and
Analysis use the chart (vowels, consonant,
organ of speech) present the
rules inductively or deductively ex
present ed or provide multiple examples
and let learners figure out the rules
83
A Communicative Framework for Teaching
Pronunciation 2) Listening
Discrimination contextualized minimal
pair discrimination exercise ex
a. He wants to buy my boat. Will you sell
it? b. He wants to buy my vote. Thats
against the law! -gt teacher say a or
b, and listener has to response
with the appropriate answer.
84
A Communicative Framework for Teaching
Pronunciation 2) Listening
Discrimination falling or rising
intonation ex
Rising Falling You cant
? ? -gt let listeners
choose which intonation they hear

85
A Communicative Framework for Teaching
Pronunciation 2) Listening
Discrimination Using a transcript
with a short listening passage -gt
learners mark and circle
a) teacher just focus on one or two
features at a time b)
focus listeners attention

86
A Communicative Framework for Teaching
Pronunciation 3) Controlled
Practice learners attention focus
on form poems, rhymes, dialogues,
dramatic monologues are used .

87
A Communicative Framework for Teaching
Pronunciation 4) Guided
Practice learners attention focus
on meaning, grammar, communicative
intent and pronunciation. -gt
maintain control of the pronunciation target

88
A Communicative Framework for Teaching
Pronunciation 5)
Communicative Practice activities
should be balanced between form
and meaning (role play,
debates) the attention should focus
on one or two features at a time
Instruction set up the objective
ex liking -gt feedback

89
Some Teaching Techniques 1).
Contextualized Minimal Pair Practice
contextualized sentences and
rejoinder, not just isolated words ex1
This pen leaks. Then, dont write with
it. This pan leaks. Then, dont cook
with it.
90
Some Teaching Techniques 2). Cartoons
and Drawings to give hints for
production to use humorous cartoons
story to elicit short plays
(rhythm and role play) to let
learners read and analyze
91
Some Teaching Techniques 3). Gadgets
and Props to help learners
understand some features.
use kazoos to highlight intonation
use Cuisenaire rods to illustrate
rhythm
92
Some Teaching Techniques 4). Rhymes,
Poetry, and Jokes let learners learn
a strong beat let learners learn
pronunciation and spelling at the
same time to illustrate and practice
some features
93
Some Teaching Techniques 5). Drama
various components of communicative
competence can be practiced
gt particularly effective
94
Some Teaching Techniques 6).
Kinesthetic Activities use basic
hand gestures (fingers) The Wizard of
Oz learners use movement to
repeat (stand up take a step)gt
internalized Acton (1984) mirroring
(imitate) gt helping fossilized
learners
95
An Integrated Whole-Body Approach to Teaching
Pronunciation combine spoken
fluency approach and use of drama gt
spoken interaction using short
videotaped interactions
96
Media and Technology 1) Audio
? the basic way to record learners
sound or speech gt review,
find out errors give feedback
97
Media and Technology 2) Video
? contain the author teaching
pronunciation lessons or actors
performing a scene with experience

98
Media and Technology 3) Computer
Software ? a lot of functions
? visual feedback is not
necessary ? record learners voice
? some programs need cost
99
Media and Technology 4) Internet
? provide a continually expanding
websites ?
voice-encoding technology gtdecrease
the need for exchanging tapes ?
Need more plug-ins in order to connect
more websites (sound card, headphones,
speakers and a microphone)
100
Assessment 1. Diagnostic Evaluation
use passages and free speech sample
The steps 1) read the passages which
contain features and sounds
2) elicit learners by a topic, questions,
and an illustration 3)
learners have time to prepare for
answering, and teachers evaluate by
oral interview recording
101
Assessment 2. Ongoing Feedback
gives learners progress points out
where need to improve.
There are three major ways 1)
Self-Monitoring ? guide learners
to self-correct by mentioning
error silently.
102
Assessment 2. Ongoing Feedback
There are three major ways 1)
Self-Monitoring a) Gestures
b) Pronunciation correction signs
c) Charts ? record
students speech (with self-
analysis sheet) gt effective

103
Assessment 2. Ongoing Feedback
There are three major ways 2) Peer
Feedback ?in minimal pair
activity four members rather
than two members gt more
reliable and convinced ? in role
play two members in a group
are enough gtunnecessary to share
the pronunciation
difficulty
104
Assessment 2. Ongoing Feedback
There are three major ways 3)
Teacher Feedback ?gestures,
pronunciation correction signs
?audiocassettes or computers sound
files
105
  • Assessment
  • 2. Ongoing Feedback
  • There are three major ways
  • 3) Teacher Feedback
  • ?Three types of errors should be
    corrected
  • breakdown in communication
  • pattern
  • pronunciation points

106
Assessment 3. Classroom Achievement
Tests evaluate learners progress
gt more focus than diagnostic
assessment similar with classroom
teaching tasks gt reduce the effect of
unfamiliar format on learner
performance
107
Assessment 3. Classroom Achievement
Tests oral performance should be
recorded gt easier for teachers to
evaluate and learners to review
and revise

108
  • Conclusion
  • The goals of teaching pronunciation
  • to understand and be understood.
  • 2. Build their confidence in entering
  • communicative situations
  • 3. to monitor their speech based on input
  • from the environment
  • gt learners can communicate smoothly

109
Developing Childrens Listening and Speaking in
ESL
  • Introduction
  • How Children Differ From Adults As
  • Language Learners
  • How ESL Children Approach Oral
  • Language
  • Techniques and Resources
  • Further Directions

110
Introduction
  • Child second language learners could differ from
    adults. Consider these anecdotes
  • Repeating children preferred to sing same song
    over and over again.
  • For example a group of 7 children sing
    Im a little
  • teapot use their arm to show the tea pour
    out (movement)
  • And the group starts again.

111
Introduction
  • Decline to speak foreign language
  • children may refuse to speak in English
  • and use their native language.
  • For example a girl who already in school for
    six months and still declines to speak in
    English. She hides under the table during group
    lessons .She speaks under her breath in Japanese
    to the other foreign children.

112
Introduction
  • Hard to control the class
  • each activity lasts no more than ten minutes
  • For example children are usually in movement
    making (holding) something or walking in the
    classroom, because students attention span.

113
How children differ from adults as language
learners
Adult Materials Magnets, art supplies
Children Magnets, art supplies Hamsters, costumes Stuffed animals
114
How children differ from adults as language
learners
  • Activities need to be child centered and
  • communication should be authentic
  • something that interest students and they want
    to
  • listen and speaking in English
  • Many authors advise teachers to teach ESL
    holistically and
  • to focus on the whole child. Several themes
    repeatedly
  • come up

115
  • Six-year-olds
  • Provide a rich context, including movement,
    the senses, objects and pictures, and a variety
    of activities
  • Seven-year-olds
  • Teach ESL holistically, integrating the four
    skills.
  • Eight-year-olds
  • Focus on meaning, not correctness.
  • Eight-year-olds
  • Treat language as a tool for children to use
    for their own social and academic ends.

116
  • Eleven-year-olds
  • Treat learners appropriately in light of their
    age and interest.
  • Eleven-year-olds
  • Use language for authentic communication not
    as an object of analysis.
  • Twelve-year-olds
  • Focus on collaboration and social
    development.
  • Advanced beginners
  • Focus on the value of the activity, not the
    value of the language.

117
  • How ESL Children Approach Oral Language
  • Children enjoy rhythmic and repetitive language.
  • They play with the intonation of a sentence, and
    most are willing to sing.
  • Less awareness of languages difference.

118
  • Techniques and Resources
  • Using Songs, Poems, and Chants ( add some
    gestures, body movement)
  • Mother Goose is suggested poem
  • The principle of choosing poem
  • -- to pick the one that you like

119
  • Techniques and Resources
  • Using Songs, Poems, and Chants
  • -- Chants have a strong and catchy
  • rhythm.
  • You Did It Again
  • -- two voices, and express simple past
  • forms of irregular verbs

120
  • Techniques and Resources
  • 1.Using Songs, Poems, and Chants
  • --- childrens folklore
  • ? the value should fit with your own and
  • requirement of school.

121
  • Techniques and Resources
  • 1.Using Songs, Poems, and Chants
  • The advantages of using chants
  • vocabulary
  • hear pronunciation ? practice the sound
  • rhythm, intonation, and stress
  • English chants exaggerate each pattern

122
  • Techniques and Resources
  • 1. Using Songs, Poems, and Chants
  • grammar structure
  • hear and produce the same parts
  • culture
  • take You Did It Again example--
  • pick up the undesirability of breaking or
  • learn to apologize

123
  • Techniques and Resources
  • 1. Using Songs, Poems, and Chants
  • beginners listen
  • 1. Introduce vocabulary and context clearly
  • 2. Provide visuals and objects
  • 3. Have other students role-play the chant
  • --- enjoy the rhythm of the language
  • and being a part of the large group

124
Techniques and Resources
  • ?Intermediate and Advanced
  • ? participate
  • 1. Most learners take part in the chanting
  • and singing, thus memorizing the text
  • 2. Students choose only to listen can still
  • benefit

125
Techniques and Resources
  • Consideration for choosing song
  • 1. Choose the song you like (feeling)
  • 2. Fit with ESL or interdisciplinary thematic
  • focus
  • 3. Language of a song seems archaic
  • 4. Choose songs with movement

126
  • Techniques and Resources
  • 1.Using Songs, Poems, and Chants
  • The way of teaching
  • 1. start with vocabulary and context
  • 2. listening
  • 3. repeating independent recitation
  • 4. repeating singing
  • -- similar with audiolingual method

127
  • Techniques and Resources
  • 1. Using Songs, Poems, and Chants
  • The step of teaching
  • 1. Familiarize the children with the
  • vocabulary and content by using pictures
  • and objects.
  • 2. Recite the poem or chant. Sing or play a
  • tape of the song .

128
  • 6. Divide learners into two groups let
  • children perform.
  • 7. Practice the chants, songs, or poems about
  • five minutes a day .
  • 8. Make costumes and props.
  • 9. Have the class present the songs,
  • poems or chants to other children.

129
  • 3. Recite (sing, play) a line at a time, and
  • learner repeat after you.
  • 4. Recite the whole text with the class.
  • 5. If the context has two parts you take
    one, and learners take the other .

130
  • Techniques and Resources
  • 2. Dramatic Activities
  • Using drama more easily than through explanations
    or instructions.
  • Beneficial for children no matter have
  • big or small part in the production
  • Children are more willing to participate
  • drama activities than adults

131
  • Techniques and Resources
  • 2. Dramatic Activities
  • role play
  • --- grow out of a story or told in class
  • --- assign students parts
  • --- act out the story

132
  • Techniques and Resources
  • 2. Dramatic Activities
  • instruction of using any kind of stories or
  • chants
  • 1. read original story
  • 2. read the script aloud
  • 3. assign each learner to each part
  • 4. learner can make up costume
  • 5. make up skits orally or in writing by
  • themselves

133
  • Techniques and Resources
  • 3. Storytelling
  • Stories are a powerful means of language
    teaching.
  • Ex1 Teacher can tell the story using a book a
  • picture and movement puppets to attract
  • learners attention.
  • Ex2 tell a version of a familiar story by a
    different
  • author and illustrator.

134
  • Techniques and Resources
  • 3. Storytelling
  • Ex3 children can listen to the story using
    tape-
  • recorded together or individually
    using
  • earphones, and then they can retell
    it or
  • write a script for the story.

135
  • Techniques and Resources
  • 3. Storytelling (game)
  • Ex4 teacher choose story? rewrite sentence
    (memory)
  • ?recite sentence ? make sentence in
    order
  • ?recite the entire story.
  • Ex5 story retelling
  • Ex6 chain story
  • students begins a story ? adding
    sentence ? orally
  • or in writing

136
  • Techniques and Resources
  • 4. Gesture and Movement
  • ? Children need to move around more than adults
  • do.
  • ---teacher can combine gesture and movement
    with
  • songs , poem or chant, with drama, and with
    stories.
  • Ex teacher can say yes by raising one hand
    and no by
  • looking down at the floor.
  • With young children, teacher can break up
    510mins for
  • 12mins of physical exercise or dancing.

137
Techniques and Resources Total Physical
Response
  • Teacher commands students to do some movement or
    models them. Gradually students are able to carry
    out a variety of commands.
  • Students in the process acquire receptive
    language, especially vocabulary and grammar.

138
Techniques and Resources
  • TPR fits with in Natural Approach
  • Grammar is not overtly taught, the focus is on
    comprehension, and input is supposed to be
    comprehensible.
  • ex if children are studying the water cycle
    command such as Touch/Point to/Pick can be
    carried out using pictures or word cards.

139
Total Physical Response
  • TPR Storytelling is a method of second or foreign
    language teaching that includes action, pantomime
    and other techniques.
  • Teacher teach vocabulary of the story through the
    gesture. (Each word has its own gesture)
  • ---Students practice in pairs, and then teacher
    tell mini-story to students with gestures. A
    month later, teacher will tell another mini-story
    which is related to before, students will
    understand better because the previous stories
    and gestures.

140
  • Total Physical Response (TPR)Storytelling
  • Example of Storytelling
  • Tammy has a cat in the chair.
  • The cat run away.
  • Tammy looks everywhere for the cat.
  • She comes back and sit down.
  • Oh! The cat is asleep in the chair.

141
Total Physical Response (TPR)Storytelling
  • Later students can tell story by themselves while
    others act it out.
  • Next step, teacher tells a main story which
    students later retell and revise.
  • Last, students create their own stories.
  • In the second, or third year, grammar is
    taught by telling the stories from another point
    of view. Requiring the learner to change tenses,
    pronouns, and so on.

142
Techniques and Resources Teaching Grammar
  • In EFL situation, class is perhaps the only
    place where students speak English, many teacher
    are careful about t nothing errors ,and plan
    lessons and homework in response.
  • In Unties States, where many teachers favor the
    Natural Approach, errors are often seen as
    indicator of childrens knowledge, but not
    necessary to correct.

143
Errors in grammar ,vocabulary andpronunciation
  • Ignore the errors
  • Make a mental note
  • Rephrase the sentence
  • Rephrase and expand
  • Present a lesson to a group or the whole
  • class later on

144
Future Directions
  • Research may further document the success of an
    approach that relies on gesture , movement, humor
    ,and stories

145
Speaking

146
  • Elements of Speaking
  • Be able pronounce correctly.
  • Using appropriate stress and
  • intonation.
  • Speak in connected speech.

147
  • Different speaking events
  • Transactional- with main purpose conveying
    information and facilitating the exchange of
    goods, and service.
  • Interpersonal- good relationship with people.
  • Interactive- two or more people or
  • interacting, two way transfer of
  • information.
  • Non-interactive- such as leave a
  • message on an answer phone.

148
  • The planned of speaking- such as
  • a wedding party or lecture- Formal.
  • The unplanned of speaking- for
  • example, we speak to some one
  • spontaneously.

149
  • Conversational strategies
  • When we make the conversation, we can
  • add the umm or well, to continue our talk.
  • Conversation opening, conversation
  • interrupting, and conversation closings.

150
  • Survival and repair strategies
  • Using certain way to ask question
  • (e.g. how should I say? how should I put it?)
  • Formulaic expressions, just like the paraphrase
    (its a kind of.).
  • All-purpose phrase, for example what the word
    for something you play a guitar with? The answer
    is Plectrum.

151
  • Real talk
  • The textbook only has one sentence
  • example. but real talk has many (e.g.
  • Who does it? Is it the supplier?).

152
  • Speaking strategies
  • To supply more important phrases.
  • To analysis transcripts of real speech,
  • directing their attention to how the speaker ask
    questions,
  • respond to the questions of the others, and etc.

153
  • Function language
  • -Using fixed phrases such as Catch you
  • later, back in a second, etc.).
  • -Language for use, we also use pitch
  • change, intonation and stress to convey
  • different meanings.

154
  • Adjacency pairs
  • Its similar to tag question, for example
  • its beautiful, isnt it? Or you like me,
  • dont you?

155
  • Film and Video
  • They can see how intonation
  • matches facial expression
  • What gestures accompany certain
  • phrases (e.g., SHAKE ONES HEAD
  • when someone say I dont know).
  • Film allows students entry into a
  • whole range of other communication
  • words (how they close they are, and
  • what sort of food people eat).

156
  • Students and speaking
  • Good atmosphere class
  • Get on each other well
  • Learner with an appropriate level
  • Participate freely and enthusiastic

157
  • Reluctant students
  • Helping the student who is reluctant to
  • speak in front of other students, they might
    be shy, and not predisposed to
  • expressing themselves in front of other
  • people.

158
  • Preparation
  • To make a preparation to speak it will
  • enhance the fluency in conversation or
  • speech.
  • Planning and rehearsal for speaking
  • success-the chance to think about what
  • they are going to say and how to say.

159
  • Making a feature of the conversation
  • thinking in-our-heads ( imagination).
  • Brainstorming in a buzz of groups,
  • sharing opinion, then they will know
  • what they want to talk.

160
  • The value of repetition
  • Repeat speaking tasks- the first time
  • like the rehearsal, it makes students
  • with more confidence, student can
  • think about how to reword things or get
  • a feel for how it sounds.

161
  • Students get a chance to analysis what
  • they have done if the repetition works
  • even better.
  • Student will get better in their
  • presentation when we ask them to tell
  • stories, the repetition obviously draft and
  • re- draft students writing as well as
  • student rehearsal their conversation.

162
  • Big groups, and small groups
  • If the student who reluctant to present
  • front of the big class, teacher can make
  • a small group, that can make for
  • dialogue or discussion.

163
  • Mandatory participation-
  • To compulsory participation, when groups
  • do a task, that is students who sit back
  • and let everyone else do the work, could
  • the students were equally engaged in a
  • task (for example, student speaks equally
  • or some wants to speak, and some of not.)

164
  • Using diagonally downwards game, asking
  • students practice with each other,
  • choosing a good topic such as holiday,
  • my family, etc.

165
  • The roles of teacher
  • Prompter- Student might get lost
  • when they are speaking to the next, we
  • can leave them to struggle out of such
  • situations. Or we might be help them,
  • giving them suggestion.

166
  • Participant- Just at right time, not
  • involve too much.
  • As a good animators, asking students to produce
    language.
  • Involve in group or role play, discussion
  • with students together.

167
  • Introduce new information to help the
  • activity running.
  • Ensure student engagement and
  • generally maintain a creative
  • atmosphere.
  • Dominating the speaking to themselves.

168
  • Teachers may in direct conversation with their
    students- one to one.
  • Near-equal participant-In the large
  • group, teacher might talk to student
  • one to one.

169
  • Feedback provider
  • Helpful and gentle correction get
  • students out of difficult
  • misunderstanding and
  • hesitations.

170
  • An important part for teachers job to
  • organize speaking activities is to
  • make sure that the students
  • understand exactly what they are
  • supposed to do.

171
  • There are three kind of mistakes
  • students are easy to make-mistake
  • (they can correct by themselves),
  • error (mistakes which they can not
  • correct by themselves), and attempts
  • (that is when a student tries to say
  • something but dont know how to say
  • it).

172
  • Classroom speaking activities
  • Acting from a script, communication
  • games, Discussion, prepared talks,
  • questionnaires, Simulation and role-play.

173
  • Acting from a script
  • According to the text book or outside
  • material (choose from teacher), asking
  • students to act out dialogues (they have
  • written themselves).

174
  • Playscripts
  • Treat the play or role play as real acting.
  • Teacher likes a theater director, drawing
  • attention to appropriate stress, intonation
  • and speed.
  • As a drama actor with preliminary
  • stages which included relaxing, breathing,
  • exercises and learning how to laugh with each
  • other.

175
  • With intermediate stage they worked
  • as emotion, action, gesture and how to
  • show crying and laughing.
  • With the presentation stage, they work on the
    script itself, student found that using drama
    (and having students write about in their
    portfolios), enhance
  • students motivation.

176
  • Drama- will train student as a whole
  • people who with emotional, and
  • intellectual characteristics of their
  • personalities.

177
  • Acting out dialogues
  • Giving time to student, rehearsal as well,
  • and preparing the presentation. Choose
  • the presenter who is not the shyest one.
  • Make sure teacher need to create the right
  • kind of supportive atmosphere in the class.

178
  • Communication games
  • Information gap games
  • Using puzzle, draw a picture or in a map
  • with the RD, and building and find out
  • the difference between pictures.

179
  • Television and radio games
  • Asking question as TV show or radio-
  • Can you use it in the kitchen? or is it
  • bigger than a person? The answer is not
  • long as yes or no. they get the points if
  • they guess the answer in 20 questions or
  • fewer.

180
Discussion
  • Buzz groups
  • Instant comment
  • Formal debates
  • Unplanned discussion
  • Reaching a consensus

181
Prepared talks
  • Students make presentation
  • Decide on criteria and give feedback
  • Give students tasks

182
Simulation and role-play
  • To encourage general oral fluency
  • Students need to be given enough information
  • Three advantages

183
Example 1 Experts
  • Activity communication game
  • Focus controlled language processing
  • Age any
  • Level elementary above
  • Pre- choose 4-5 students and choose a subject
  • During-class make questions and teacher checks
  • Post- experts use one word to answer

184
Example 2 Films
  • Activity questionnaire
  • Focus lexis and grammar interacting with
  • others
  • Age young adult and above
  • Level lower intermediate and above
  • Pre- choose 5-6 films and make the questionnaire
  • During- discuss and interview
  • Post
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