TEACHING SPEAKING WITH 5 Ps

Canan Duzan & Tamay Ergven

Asl alt balk stilini dzenlemek iin Orhan tklatn

Middle East Technical 2/16/13

A: Hola! Cmo te llamas? B: Me llamo Canan, y tu? A: Me llamo Tamay. B: Mucho gusto. A: Encantado.
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IS IT EASY TO WALK IN THESE SHOES? 2/16/13

What do these teachers have in common?

I am an EFL teacher and I wish I could know how I should teach speaking more effectively My business Please help me! I'm going to teach speaking for a group of beginners. This course will last 16 hours within a month. I find it hard to choose an appropriate course book or materials for these learners

students are good at giving presentations, but they cant have even the simplest conversations. How can I help How them make my students more fluent? What can I improve? 2/16/13 is fluency? Is it good pronunciation?

Speaking practice Learni ng a new langua ge

Using language to communic ate in real life

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TIME FOR A REALITY CHECK

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CAN SPEAKING BE TAUGHT?

1.

Get into groups with the people who have the same color of lollipops

2. Refer to page 1 of the handout 3. Brainstorm together some possible answers for the question assigned to your group 4.Take notes to remember what you discussed for the next stage of the activity 10 2/16/13 minutes

CAN SPEAKING BE TAUGHT?

Stage 2
1. Form groups with people who have
different color of lollipops this time 2. Take turns to share with the other group members what you have discussed in your first group 3. Take notes to answer the other questions in your handout

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10 minutes

SPEAKING

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DEFINITION
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown,1994; Burns & Joyce, 1997) Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), 2/16/13 but also they understand when, why and in what ways

FEATURES OF SPOKEN DISCOURSE

* Composed of idea units * May be planned or unplanned *Employs more vague or generic words than written
language * Employs fixed phrases, fillers, and hesitation markers * Contains slips and errors * Involves reciprocity * Shows variation Louma, 2004
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DELL HYMES - SPEAKING MODEL

ETTING & SCENE time, place, psychology ARTICIPANTS - actors or speaker & audience NDS - purpose, goals, desired outcome

P E

CT SEQUENCE - form

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HOW DO TEACHERS FEEL?

"I often spend hours preparing for my Speaking classes as I feel far more vulnerable delivering this subject." B.S. Teacher, UK

"I want to feel I've done more than encourage the students to have a chat." S.P. Teacher, Spain

2/16/13 "I'm never sure if the students have actually learnt anything new at the end of a speaking

SO, WHERE TO BEGIN?

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What Is "Teaching Speaking"?

To teach ESL learners to:

* Produce the English speech sounds and sound

patterns * Use word and sentence stress, intonation patterns and the rhythm of the second language * Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter * Organize their thoughts in a meaningful and logical sequence * Use language as a means of expressing values 2/16/13 and judgments

FUNCTIONS OF SPEAKING
Brown & Yule (1983) Interactional fuctions Transactional functions

Richards (2008) Talk as Interaction Talk as Transaction Talk as Performance

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TALK AS INTERACTION
* *Reflects role relationships *Reflects speakers identity *May be formal or casual *Uses conversational
FEATURE S Has a primarily social function

conventions *Reflects degrees of politeness *Employs many generic words *Uses conversational register *Is jointly constructed

* * Choosing topics * Making small-talk * Joking * Recounting personal experiences * Turn-taking * Using adjacency pairs * Interrupting * Reacting to others * Using an appropriate style
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SKILLS NEEDED Opening & closing conversations

TALK AS TRANSACTION
* SKILLS *The main focus is on the message. a need/intention * ExplainingNEEDED *Participants employ communication * Describing something strategies. *There may be frequent questions, * Asking questions repetitions, and comprehension * Asking for clarification checks. * Confirming information *There may be negotiation and * Justifying an opinion digression. * Making suggestions *Linguistic accuracy is not always * Clarifying understanding important. * Making comparisons * Agreeing and disagreeing 2/16/13
FEATURE S It has a primarily information focus.

TALK AS PERFORMANCE
FEATURE S

* A focus on both message

and audience * Predictable organization and sequencing * Importance of both form and accuracy * Language is more like written language * Often monologic

SKILLS NEEDED * Using an appropriate format * Presenting information in an

appropriate sequence * Maintaining audience engagement * Using correct pronunciation and grammar * Creating an effect on the audience * Using appropriate vocabulary * Using an appropriate opening and closing
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DESIGNING & ASSESSING SPEAKING TASKS

PRACTICAL PURPOSEFUL PRODUCTIVE PREDICTIVE (P) ADAPTIVE Scott Thornbury

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DESIGNING & ASSESSING SPEAKING TASKS

CHALLENG E AN EFFECTIV E SPEAKIN G TASK INTERACTIVI TY

AUTHENTICI TY

SAFET Y
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Thornbury, 2007

Time for a task

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PRACTICING THE 5 Ps
1. Get together with your group members
again

2. Refer to pages 5-6 of your handout for

sample speaking activities focusing on Transaction

3. Evaluate the activities based on the 5

Ps
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10 minutes

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PRACTICING THE 5 Ps
1. Get together with your group members
again

2. Refer to pages 7-8 of your handout for

sample speaking activities focusing on Performance

3. Evaluate the activities based on the 5 Ps

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10 minutes

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FOCUS QUESTIONS Designing Speaking Activities

* What will the focus of the activity be? * How will the activity be modelled? * What stages will the activity be divided

into? * What language support will be needed? * What resources will be needed? * What level of performance is expected? * How and when feedback will be given? Jack C. Richards
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At the classroom level, materials often seem more prominent than any other element in the curriculum. They are, in fact, omnipresent in the language classroom and it is difficult to imagine a class without books, pictures, filmstrips, realia, games and so on. Even the more austere classroom will have some sort of materials. (Nunan, 1988)
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Characteristics of a good speaking task

* Learners talk a lot. * Participation is even. * Motivation is high. * Language is of an acceptable

level.

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Ur(1996)

This is what you get in the end!

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CANAN DUZAN ucar@metu.edu.tr

&

TAMAY ERGVEN ORHAN etamay@metu.edu.tr

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