영어교육론 - Teaching Speaking (2)

6. teaching cycle for developing students' speaking

① focus learner's attention on speaking

② provide input or guide planning

③ conduct speaking tasks - students need planning time(rehearsal time) for preparing what to say before they actually speak, which enhance fluency, accuracy, complexity

④ focus on language, discourse, skills and strategies(focus on form)

⑤ repeat the task

⑥ direct learners' reflection on learning

⑦ facilitate feedback on learning

 

7. Two typical models of TBLT

⑴ Willis's TBI model - ①pre-task, ②task, ③planning time(rehearse), ④report, ⑤language focus(focus on form)

⑵ Nunan's TBLT model - ① pre-task(schema building), ② meaningful controlled activity with target features, ③ form-meaning mapping(association), ④ main task(from reproductive to creative language use), ⑤ language focus

 

8. speech acts(function - meaningful or interactive purpose of language)

① students need to learn the appropriate ways of speech(speech acts) to accomplish their goals(function, purpose) when they are speaking - different forms can be used to accomplish the same speech act

② role play is the ideal way for practice speech acts - make students use appropriate English utterance in potentially different situation in order to achieve intention(goal, purpose, function)

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9. teaching conversation

① indirect approach - Ss acquire conversation competence, peripherally, by engaging in meaningful task

② direct approach - plan and teach a conversational program that explicitly draws students' attention to rules, conventions, and strategies (consciousness-raising elements of focus on form including oral grammar practice)

 

10. six possible criteria for evaluating and scoring speaking tasks - pronunciation, fluency, vocabulary, grammar, discourse features(coherence, cohesion, sociolinguistic appropriateness), and task(accomplishing the objective of the task)

 

* teaching pronunciation

1. bottom-up - the main focus is on accurate articulation of segmental features(phonemic difference, consonants and vowels), word stress, and phonics in a minimal pair(meaning difference occurs because of phoneme or stress) - accuracy

+ meaningful minimal pair - develops students' ability to recognize sound contrasts in meaningful context

 

2. top-down - the purpose of teaching pronunciation is to enhance intelligibility(이해도). Within communicative framework, suprasegmental(rhythm and intonation, pause, and stress at the discourse(sentence) level(different meanings due to different sentence stress within a dialogue)) - fluency