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Untie your tongueSpeaking Skills in the FL classroom
Elena Moreno Fuentes and Luisa María Palacios MarotoTESOL-Spain 35th Annual Convention • Bilbao • Saturday, 10th March 2012
Elena Moreno Fuentes • [email protected]
Luisa María Palacios Maroto • [email protected] 1
Biodata! 2
Abstract! 2
Introduction! 3
Students’ & Teachers’ difficulties! 4
Pedagogical Framework ! 4
Activities ! 5
Bibliography! 6
Elena Moreno Fuentes • [email protected]
Luisa María Palacios Maroto • [email protected] 1
BiodataElena Moreno Fuentes Luisa M. Palacios Maroto
Elena Moreno Fuentes, associate P r o f e s s o r a t t h e E s c u e l a Universitaria de Magisterio “Sagrada Familia” and at the University of Jaén. She has participated in courses on using ICT in the L2 classroom and published papers on the issue of ICT in teaching. Moreover, she is finishing her postgraduate studies and doing research on the implementation of ICT in the development of L2 Writing.
Luisa Palacios Maroto, experienced teacher and researcher. She has taken active part in different L2 teaching courses and talks on using ICT in the L2 classroom . Active teacher and g rea t mo t i va to r develops her job on Cambridge exams preparation. Moreover, she is finishing her postgraduate studies at the University of Jaén on cinema and literature.
Abstract Whenever we try to get our students to participate in the classroom, no
excited faces are found around us. We will offer activities to enhance students
to use English as a means of communication. A dynamic approach is proposed
for acquiring basic speaking skills since we believe that using dynamic
exercises is an effective motivator to create “appropriate pieces of
communication”.
Elena Moreno Fuentes • [email protected]
Luisa María Palacios Maroto • [email protected] 2
Introduction
“You live a new life for every new language you speak. If you only know one language, you
live only once.” (Czech proverb)
Many English students complain that they understand English, but don't feel confident enough to join a conversation and follow it fluently. In this sense, teachers try to create artificial scenarios for the practice of oral skills in the ESL classroom; however, speaking activities usually fail due to some common problems faced by every single teacher all around the world.
Speaking activities require a student to have all eyes on him and exposure to an audience can often give students stage fright. They may also be worried about making mistakes, being criticized or losing face in front of the rest of the class, they think that they lack the strategies necessary to overcome the problems they face when speaking and they can use in L1. As well, teachers sometimes face problems in making adequate pairing due to the difference of age between students and the necessity to create as many opportunities as possible to expose them to the language, which sometimes is stressful and counterproductive.
Our presentation will be mainly divided into three parts. Basically, we will start by introducing the theoretical and pedagogical framework, which shapes the use of speaking activities in the ESL classroom. Secondly, we will roughly analyze some common problems faced in our classrooms, which have become the basis for the design of the activities we intend to show. In this sense, and taking those problems as starting point, we will interact with the audience in the development of the activities. These activities are fluency oriented, but also focused on grammar, vocabulary and accuracy. Moreover, we will also focus on small talk, which makes conversation more effective and natural. As noticed with all the previously stated, we make our students bust the frontier of speaking and going beyond.
3
Students’ & Teachers’ difficulties
Students TeachersLack%of%fluency
Stage%fright
Lack%of%confidence
Use%of%L1
Lack%of%time
Lack%of%creativity
Embarrassment
Noise
Pedagogical Framework
4
ActivitiesFluency
Speed dating.
Crazy chat.
Speak your colour.
Speaker’s corner.
Who gets the goodies?6
Accuracy
Grammar
Tic-Tac-Toe.
Board Games.
Vocabulary
Picture games.
Jenga.
Paul’s games.
Taboo.
Post-it games.
Pronunciation
Tongue Twister Race.
5
BIBLIOGRAPHY
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Brown, H. D. 1994. Principles of Language Teaching and Learning. Englewood Cliffs, NJ: Prentice Hall Regents.
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Bygate, M. 1987. Speaking. Oxford: Oxford University Press.
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Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford University Press.
Lit t lewood, W. (1981). Language teaching. An introduction. Cambridge: Cambridge University Press.
Littlewood, W. 1992. Teaching Oral Communication: A Methodological Framework. Oxford: Blackwell.
Lozanov, G. 1999. Methodologies in Foreign Language Teaching. A brief historical overview. Available in http://www.linguatics.com/methods.htm (02/01/12)
Lynch, T. 1996. Communication in the Language Classroom. Oxford: Oxford University Press.
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Savignon, S., & Berns, M. S. (Eds.). (1984). Initiatives in communicative language teaching. Reading, MA: Addison-Wesley.
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Tejada Molina, G., Mª L. Pérez Cañado & G. Luque Agulló 2005. “Current approaches and teaching methods”, in N. McLaren, D. Madrid & A. Bueno (eds.) TEFL in Secondary Education. Granada: Editorial Universidad de Granada, 156-209.
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