PowerPoint Presentation

II. Problems in teaching speaking English for EF Ss in USSH

Handout (pt.2)

1. Significance of teaching speakingImportance of oral fluencyLearner belief: Mastery of speaking is a measure of success.most foreign language learners are primarily interested in learning to speak. (Ur, 2006, as cited in Murad, 2009, p. 14).They [language learners] regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. (Bukart, 1998)The mastery of speaking skills in English is a priority for many second-language or foreign-language learners. (Richard, 2008)Ss: acquired knowledge real life situations3 areas of knowledge of speakingMechanics Pronunciation Grammar VocabularyFunctions Transaction/information exchange Interaction/relationship buildingSocial and cultural rules and normsSpeakers Circumstances Topic Reason1. Significance of teaching speakingSpeaking - most challenging skill to Ss2. Reasons for choosing Freshmen1. Ss problems2. Ts problems

Framework1. Summary14TBL is a refinement of CLT / a strong version of CLTHigh motivation:Authentic tasks are intrinsically motivating. Meaning is primary.Targeted real-world tasks have much clearer outcomes that can be more easily assessed.In speaking, implicit knowledge: memories of previously experienced utterances (Ellis, 2011, p. 42) Implicit & explicit learning TBL is a refinement of CLT / a strong version of CLTLanguage is acquired through communication TeachingActivating an existing knowledge of the languageStimulating the development of the language system itself(Howatt, 1984, p. 279, as cited in Lochana & Deb, 2000, p. 468) Fluency in second language performance is due to what we have acquired, not what we have learned (Krashen, 1981, as cited in Brown, 2007, p. 294).2 kinds of knowledgeExplicit: awareness Implicit: no awareness (Ellis, 2003)Doing the task implicit learning Language focus explicit learning (Schmidt 2001)Fluency & AccuracyAttention to form, one way or another, can occur in any (or indeed all)of the phases of a task-based lesson. (Ellis, 2006, p. 38)Planning stage: emphasis is on clarity, organization, and accuracy (Richards, 2006, 33)Report stage: focus on fluency and accuracy.Language focus stage: focus on form based on learner questions, mistake noted and suggestions from TForm-based and meaning-based can operate synergistically (Spada, 1997, cited in Zhao, 2011)Bringing meaning and form together can have positive learning outcome (Ellis, 2011; Spada & Frohlich 1995, as cited in Wesche & Skehan, 2002) TBLT should be adopted to teach speaking English for EF students.TBLT: emphasis on fluency at the expense of accuracy?TBL is a refinement of CLT / a strong version of CLTTBLT: a dual focus Fluency AccuracyAction (Task stage)Reflection (Language focus)TBL is a refinement of CLT / a strong version of CLTPrivate and Public FactorsTask cycle: Doing tasks in pairs/groups Planning (1st) Report to the class (2nd)Language focus (3rd) consolidate their knowledge and improve their performance There is no such opportunity in other methods.RepetitionB. TS ASSISTANCE IN FAMILIARIZING FRESHMEN WITH NEW ENVIRONMENTPre-Task

Uh ohIm lost

?!

StudentsGroup AGroup B

Maps of the same areaDifferent marked placesWork in pairsTake turns to give the directionsWrite the name of the places directed on the mapsPlan and give reportsTASK CYCLE

Work in pairs (10 minutes)Ask and give directionsWrite them on the mapsPlan a reportTeacher:Monitor from a distanceEncourages SsNot interveneTASKStudents:Use language they already have to perform the task

Work in pairs (10 minutes)Ask and give directionsWrite them on the mapsPlan a reportTeacher:Advise Ss on language (Emphasis: clarity, organization, and accuracy)PLANNINGStudent:Draft and rehearse their reports

REPORT3 pairs (chosen by lucky draw)Report the resultsREPORTTeacher:Comment on the content of Ss reportsGive no overt public correctionLanguage FocusStageStudentTeacherAnalysis

ReadUnderline all expressions used to request directionsIdentify the type of sentence used to give directionsCircle new words related to the topicGive Ss the script of the clip (in Pre-task)PracticeMatch the direction with the right pictureRepeat following the teachers model

Listen to the audio, do the exercise (Exercise 2, p. 40, Interaction 2)Ask Ss to do the exercise in the handout (1 2 3) Model words, phrases, or sentences related to the topicInstruct the students to do the listening exercisesmaterialsReferencesBrown, H. D. (2007). Principles of Language Learning and Teaching, 5th edition. White Plains, NY: Pearson Education Inc.Burkart, G. S. (1998). Spoken language: What it is and how to teach it . Modules for the professional preparation of teaching assistants in foreign languages. Washington, DC: Center for Applied Linguistics.Ellis, M. (2011). Taking a hard look at the task-based approach: Do learners speaking skills really developed and if so, how?. In M. Pawlak (ed) Extending the Boundaries of Research on Second Language Learning and Teaching. Berlin: SpringerEllis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19-45. Retrieved October 25, 2013, from www.asian-efl-journal.com/September_2006_EBook_editions.pdfLochana, M. & Deb, G. (). Task based teaching: learning English without tears. In P. Robertson and R. Nunn (eds) The Study of Second Language Acquisition in the Asian Context. Asian EFL Journal Press.Long, M. 1991. Focus on form: A design feature in language teaching methodology. In de Bot, K., Ginsberg, R., & Kramsch, C. (eds.) Foreign Language Research in Cross-cultural Perspectives. Amsterdam: John Benjamins.ReferencesMurad, T. M. (2009). The effect of task-based language teaching on developing speaking skills among the Palestinian secondary EFL students in Israel and their attitudes towards English. The Asian EFL Journal. Retrieved March 24th, 2013, from asian-efl-journal.com/Thesis/Thesis-Murad.pdf.Richards, Jack C. (2006). Communicative language teaching today. Cambridge. Cambridge University Press.Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press. (19-44)Wesche, M. & Skehan, P. (2002). Communicative teaching, content-based instruction,and task-based learning. In R. B. Kaplan (ed.) The Oxford handbook of applied linguistics. Oxford: Oxford University Press.Willis, J. (1996). A Framework for Task Based Learning.Zhao, H. (2011). How Far Do the Theories of Task-Based Learning Succeed in Combining Communicative and from-Focused Approaches to L2 Research. Journal of Cambridge Studies, 6(1), 41-56. Retrieved October 25, 2013 from http://journal.acs-cam.org.uk/data/archive/2011/201101-article4.pdf.