Developing oral English

Developing Oral
English.
MONTSE IRUN

Index
Oral English
Developing oral
English in class
Developing
listening skills in
class
Oral evaluation
(c) Oral Skills in EFL - Montse Irun

Oral English

Oral versus written language?
 How is oral
language different
from written
language?
 Which language is
being taught at
schools?

Oral English has
 real time/speed control
 reductions, blends, false starts, fillers
 loose organization of speech:
 short, vague language
 non-fluent
 little subordination
 use of gestures and body language

Bottom up processing
 How do we
decode
language?
 What do
learners need to
know?

Motor perceptive microskills
Notice
Remember
Articulate

How do we decode language ?
Unbroken
stream of
sounds
Groups of
sounds
recognised
as word
Meaning is
accessed

Word stress
in ter es ting
In tres ting

Sentence stress
and reduced
forms

Basic intonation patterns

Cognitive Processes
 Speaking stages:
 Conceptualization: we think what we would like
to say
 Formulation: we search how
(communicative competence components)
 Articulation: sounds
When the stages are automatically fluency

What speakers need
 Communicative strategies
 Circumlocution: I get a red in my head .
 Word Invention: vegetarianist
 Word foreignization: a carpet.
 Approximation: work table.
 Use of an empty word: stuff, thing, make, do.
 Another Language use
 Paralinguistic elements
 Help asking “The taxi driver gets angry and he loses his ...
erm what do you say?”

What speakers need
 Abandon strategies
 Speaker gives up or says sth simpler.
 Discursive strategies
 S1: When did you last see your grandfather?
S2: Last see your grandfather last month.

Nonverbal
communication

Directness and indirectness

Cultural differences
Cultural
differences

Oral Communication
Speaking
Interacting
Reading aloud ?
Message to share (focus on information). Monologue
or dialogue
Emphasis on the establishment or holding social
relationships (focus on social needs)

When things are ambiguous or unclear, we
use
 Real-world knowledge
 The immediate context
 Word-order strategies
 Pauses, stress, intonation

Developing
oral English in
the EFL class

Who is doing most of the
talking?

Students’ Oral English
 Which speaking
activities do students
carry out in class?
 Is there interaction?
 What about listening?

Oral English at school
 Not tradition
 Not developed outside
classroom
 New challenges
 Lack of confidence
 Not assessed

Frustrations and
challenges in
teaching
speaking

Types of oral productions
• Exposition: description,
instruction, comparison, …
• Evaluation: explanation,
justification, prediction,
decision, ...
Informative
• Service: job interview,
shopping, ...
• Social: party, gathering, ...
Interactive

Beginning students and poor listeners in
general often lack bottom-up skills.
 They can’t segment speech
 They don’t recognize words
 They use the words they do know, even if implausible
 They may get some specific information, but have a hard time
with main ideas.

Too much going on

Good teaching practice
Which
characteristics do
effective oral
activities have?

Important criteria for effectivity
Motivation
Communication
Meaningfulness
Authenticity

Motivation
Show they are improving.
Leave them time to speak
freely.
Show them to take profit
from the language they
know.
Mistakes are good.

Motivation
Aim to the students’ level.
Aim to real communication.
Listen to the person.
Enjoy with the activities.

Communication
 Communicative purpose: information
or opinion gap
 Communicative desire: need to
communicate
 Content not form: message to convey
 Variety of language: free to
experiment
 No teacher intervention
 No materials control(c) Oral Skills in EFL - Montse Irun

Meaningfulness
More or less meaningful
Stimulus to convey meaning
Pay attention to:
 Relevance
 Teachers’ orientations

Authenticity
Relation to the real world.
Not out of the blue
Type of discourse

Implications in the classroom
 Use language for practical reasons
(tasks)
◦ Meaning
◦ Communication
◦ Final Product
 Don’t avoid communicative obstacles.
 Solve problems interactively.
 Give responsibility for management(c) Oral Skills in EFL - Montse Irun

Speaking and interacting
Identify turns
Give models

Controlled to less controlled
activities

Variety

Information gap activities

Free
conversation

Structure –
direction and
narrowing the
topic

Developing
listening skills in
the EFL class

The basic framework
 Pre-listening prepare to listen.
 While listening attention on the listening text
 Post-listening integrate what they have learnt from
the text into their existing knowledge.

Pre-listening stage
Motivation
Contextualization
Preparation

While listening
 for a reason.
 graded activities
 more detailed
understanding of the text.
 'thinking' space between
listenings.

Post listening
 Reaction to the text
 Analysis of language.

Oral
Assessment

When do we assess formatively?
What for?
Initial Evaluation
Evaluation during the learning
process
Final evaluation
Identify where difficulties are
Understand the reasons
• Identify learning and value the
quality of the teaching-learning
process
Diagnose and learn the starting
point and the objectives

Assessment Instruments
Complete the first
column with the
things you would like
your students to self-
assess in relation to
the use of English as a
classroom language
Which effects may it
have? (c) Oral Skills in EFL - Montse Irun

I use English in
the classroom
to
I can say it on
…
I used it in
class on …
Ask for the
meaning of a
word
10th October 15th October

PARTICIPATION IN A DIALOGUE
What do I have to do? It will be perfect if ...
1. Setting up the
interview
1.1 es presenta
1.2 explica què el vol entrevistar i el tema
1.3 diu el temps que trigarà
2. Preparation 2.1 preguntes preparades abans de l’entrevista
2.2 preguntes assajades
3. Politeness 3.1 Dóna les gràcies
3.2 No el fa anar de presa
3.3 No interromp .................
4. Follow up question 4.1 Fa preguntes a partir del que ha dit l’entrevistat
4.2 Són preguntes rellevants
5. Listening to the
interviewee
5.1 …

http://rubistar.4teachers.org/index.php

STUDENT’S PORTFOLIO
(c)OralSkillsinEFL-MontseIrun
Collection of information
that shows students’ skills and successes
HOW
think
ask
create
produce
analyze
summarise

I can add something in my
portfolio when:
 I worked hard to do it.
 I enjoyed working with others (family, friends) when I did it.
 I don’t have anything else like it in my portfolio.
 It’s a better version of an earlier work sample.
 My teacher suggested it.
 I think it’s very interesting.
 It shows I use my English outside the classroom.
 It shows my English is getting better.
 I like it a lot.

Important ideas to
assess oral English
 1.- Use authentic tasks
 2.- Use a global approach (classroom
management)
 3.- Develop communicative strategies
in a systematic and explicit way.
 4.- Give speaking and interaction a
high percentage in the summative
assessment.
 5.- Use clear and explicit oral
assessment criteria.

Digital portfolio

Developing oral English

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Semelhante a Developing oral English

Semelhante a Developing oral English (20)

Mais de Montse Irun _Chavarria

Mais de Montse Irun _Chavarria (20)

Último

Último (20)

Developing oral English