英语教学法13.Teaching-Speaking

TeachingSpeakingTeachingContents•1.Whatarethedifferencesbetweenspokenandwrittenlanguage?•2.Whataretheprinciplesforteachingspeaking?•3.Howcanwedesignspeakingactivities?•4.Whatarethetypicaltypesofspeakingactivities?•5.Howtoorganizespeakingactivities.1.Thepurposeoflearningspeaking•Speechisthebasicmediumofcommunication;•Totrainstudentsoralability;•Tofosterstudents’talentinEnglishlanguageandculture;•Tofosterstudents’abilityofthinkinginEnglish;•Learningspeakingcanacceleratethelearningoflistening,readingandwritinginEnglish.I.Thecharacteristicsofspokenlanguage2.Twomainfactorsaffecttheimprovementofspeakingability•Surroundings•Psychology3.Thecharacteristicsofspokenlanguage1)Speakingisaskillthatcanbeimitatedandpracticed.Speakingisaskill,justlikeswimming,drivingacar,orplayingping-pong.Bygate(1987:4)pointsoutone“fundamentaldifferenceisthatknowledgeandskillcanbothbeunderstoodandmemorized,butonlyaskillcanbeimitatedandpracticed”.2)Differencesbetweenspokenandwrittenlanguages•Speechisspontaneous.Inmostsituations,peopledonotplanaheadoftimewhattheyaregoingtosay•Speakingistime-constraint.Thestudentsmustbeabletoproduceunplannedutterancesinrealtime,otherwisepeoplewillnothavethepatiencetolistentothem.AccordingtoBygate(1987),therearefourcommonfeaturesofspokenlanguages:•Usinglesscomplexsyntax;•Takingshortcuts,e.g.incompletesentences;•Usingfixedconventionalphrases/chunks.•Usingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking.3)FeaturesofspokenlanguagesTask•Consideringtheaspectsofthenatureofspokenlanguagediscussedabove,whichofthefollowingactivitiesdoyouthinkwouldhelptopreparestudentsforreallifespeechinEnglish?1.readingaloud2.givingapreparedtalk3.learningapieceoftextordialoguebyheart4.interviewingsomeone,orbeinginterviewed5.doingadrillTask•Mostoftheaboveactivitiesareverycommonintraditionallanguageteaching.Theonlyactivitythatwouldhelpstudentsprepareforspontaneousspeechwouldbe:interviewingsomeoneorbeinginterviewed.•Thisisnottosaythattheotheractivitieshavenovalue;buttheydonothelppreparethelearnerforthetypeofspeakingthatismostcommonineverydaylife.Theonlyotheractivitythatisrealisticisthesecondone:givingapreparedtalk,butthiswouldusuallynotberequiredofanyofthestudentsuntiltheywereatanadvancedlevelofEnglish.Ⅱ.Principlesforteachingspeaking•Balancingaccuracy-basedwithfluency-basedpracticesAllowtimeforgrammarandvocabularylearningProvidesufficientopportunitiesforstudentstodevelopfluency.•ContextualisingpracticeIdentifyasituationinwhichatargetstructureiscommonlyused.Ⅱ.Principlesforteachingspeaking•PersonalisingpracticePersonalizingthecontentandcontextwillhelpstudentslearnbetter.•BuildingupconfidenceArelaxedandsupportiveenvironmentwillhelpthembuilduptheirconfidence.Ⅱ.Principlesforteachingspeaking•MaximisingmeaningfulinteractionsTeachingspeakingistodevelopstudents’abilitytoinitiateatopic,toaskquestions,totaketurnsinspeaking,tochangetopicsandtohavesomecontroloverthecommunication.•HelpingstudentsdevelopspeakingstrategiesSpeakinginvolvesstrategies,suchasinitiatingaconversation,turntaking,askingforclarification,askingforrepetition,gettingothers’attention,gettinghelpfromothers,andendingaconversation,etc.Ⅱ.Principlesforteachingspeaking•Makingthebestuseofclassroomleaningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents.Inchina,studentshavetheopportunitytohearandspeakthelanguageonlyintheclassroom.SocreatinganEnglishspeakingenvironmenttomaximizelearningopportunityiscrucialforstudents.III.TypesofspeakingtasksMaximumforeigntalkEvenparticipationHighmotivationRightlanguagelevel1.Characteristicscommoninsuccessfulspeakingtasks:2.ClassificationofspeakingactivitiesCommunicativeactivitiesSocialinteractionactivitiesFunctionalcommunicativeactivitiesQuasi-communicativeactivitiesPre-communicativeactivitiesStructuralactivitiesLittlewoodsummarizedthespeakingactivitiesasbelow:3.Typesofspeakingtasks1)ControlledactivitiesMainlyfocusonformandaccuracy.2)Semi-controlledactivitiesFocusmoreonmeaningandcommunication.3)CommunicativeactivitiesForrealinformationexchange,whichincludeinformationgapactivities,problem-solvingactivities,discussions,debates,interviews,fluency-focusedgames,etc.3.TypicalspeakingactivitiesInformation-gapactivitieshowtomakethemmorecommunicativeDialogues&roleplayhowtoavoidspeakingintheirnativelanguageintheactivitiesActivitiesusingpicturesThinkofpotentialproblemswhileusingpicturesinactivities3.TypicalspeakingactivitiesProblemsolvingactivitiesFindsomeonewho…BingoActivitiesChangethestory…Ⅳ.Organizingspeakingtasks1.Studentsshouldhavemoreopportunitiestopracticeinclass.2.Speakinginsmallgroupsismorenaturalforstudentsthanspeakinginfrontofclass.Ⅳ.Organizingspeakingtasks3.Groupingaccordingtostudentslevel.4.Smallgroupworkhelpsstudentslearntoworkcooperativelyandithelpsthemdevelopinterpersonalskills.Conclusion1.Thetrickinteachingspeakingistoprovideachanceforstudentstospeakandmakethemspeak.2.Itisbesttokeeptheteacher’stalkataminimumlevel.3.Studentsshouldnotbeforcedtospeakwhentheyarenotreadyyet.4.Designingspeakingactivitiesthatm