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Teaching Oral Communication

Rhodalyne [email protected]

COTSEAL Workshop

University of California, LA, CA

Speaking

Listening



Presentation Outline

Issues in Teaching Oral Communication

Listening Approaches

Speaking Approaches

Principles in Designing Listening and Speaking

Strategies and Activities

Assessment



Issues in Teaching Oral

Communication

The Place of Pronunciation

Accuracy and Fluency Affective Factors

The Interaction Effect

The Role of Listening



Approaches that Promote

Listening Total Physical Response (TPR) worked by James Asher

(1977) which gives emphasis to comprehension where

students were given ample amount of language to listen before they were encourage to respond orally.



The Natural Approach also recommended a significant

silent period

Stephen Krashen (1982) emphasized the importance of ³comprehensible input´.

Other studies also showed the importance of training

students to use different cognitive strategies to process the

input. These strategies may include the following: ± Retention

± Feedback

± Interaction



Principles for Designing Listening and

Speaking Techniques(Brown, 1994)

Techniques should cover the spectrum of learner needs from language based focus on

accuracy to message-based focus on

interaction, meaning and fluency



Techniques should be intrinsically

motivating

Techniques should utilize authentic

language and contexts



Provide appropriate feedback and correction

Capitalize on the natural link between

speaking and listening

Give students opportunities to initiate oral

communication

Encourage the development of listening and

speaking strategies



Listening Strategies Looking for key words

looking for nonverbal cues to meaning

predicting a speaker¶s purpose by the

context of the spoken discourse

associating information with one¶s existing

cognitive



TYPES of Classroom Listening

Performance

Reactive

Intensive

Responsive Selective

Extensive

Interactive



Speaking Strategies

Asking for clarification

Asking someone to repeat something Using fillers and conversation maintenance

cues

Getting someone¶s attention



Using paraphrases for structures one can¶t

produce

Appealing for assistance

Using formulaic expressions

Using mime and one-verbal expression



TYPES OF SPOKEN

LANGUAGE (Nunan, 1991)

Monologue (planned and unplanned)

± storytelling

± news broadcast

± readings (short stories, poems, etc.)

Dialogue (Interpersonal and Transactional)



Types of Dialogues Scripted Dialogue

Semi-Scripted

Using Picture Cues to present scenario for

dialog

Discourse Chain





Semi-Scripted Dialogue

ALING TOYANG: Hoy, Mila _______? Matagal natayong hindi nagkita.

MILA: Oo nga, lumipat na kasi kami ng ______.

ALING TOYANG: Saan?

MILA: Doon sa ___________. ALING TOYANG: Talaga, may ______ ako sa San Juan.

Ibigay mo sa akin ang _____ mo para pagpunta ko,

mabisita na rin kita.

MILA: O¶ Sige, doon ako sa _______. Malapit sa

munisipyo at istasyon ng ______.

ALING TOYANG: Parang hindi naman mahirap hanapin

ang ______. Magtatanong na lang ako.

MILA: Aasahan ko ang _________ mo.





Discourse Chain

send your son to the

store

Tell mother you will go buy

what she needs

Greet the store keeper. Tell

her/him what you want to

buy, ask how much.

Pay her and say goodbye.

Store Keeper

Tell what you have

and how much

MotherSon



Techniques for Teaching Oral

Communications Pronunciation

± Stress, Intonation, Pitch,

Grammar

Discourse (Speaking and Listening)

Interactive Techniques

± Interviews, Guessing Games, Discussions, Roleplay,

Simulations, Problem Solving Activities

Individual Practice (Oral Dialogue Journal)



ASSESSMENT

Activity-Based

Oral Interviews Recorded journals

Documents

Speaking Workshop - English Speaking Course Lucknow (CDI) –