4. Oral versus written language?
How is oral
language different
from written
language?
Which language is
being taught at
schools?
(c) Oral Skills in EFL - Montse Irun
5. 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
(c) Oral Skills in EFL - Montse Irun
6. Bottom up processing
How do we
decode
language?
What do
learners need to
know?
(c) Oral Skills in EFL - Montse Irun
12. 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
(c) Oral Skills in EFL - Montse Irun
13. 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?”
(c) Oral Skills in EFL - Montse Irun
14. 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.
(c) Oral Skills in EFL - Montse Irun
18. 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)
(c) Oral Skills in EFL - Montse Irun
19. When things are ambiguous or unclear, we
use
Real-world knowledge
The immediate context
Word-order strategies
Pauses, stress, intonation
(c) Oral Skills in EFL - Montse Irun
21. Who is doing most of the
talking?
(c) Oral Skills in EFL - Montse Irun
22. Students’ Oral English
Which speaking
activities do students
carry out in class?
Is there interaction?
What about listening?
(c) Oral Skills in EFL - Montse Irun
23. Oral English at school
Not tradition
Not developed outside
classroom
New challenges
Lack of confidence
Not assessed
(c) Oral Skills in EFL - Montse Irun
26. 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.
(c) Oral Skills in EFL - Montse Irun
29. Important criteria for effectivity
Motivation
Communication
Meaningfulness
Authenticity
(c) Oral Skills in EFL - Montse Irun
30. Motivation
Show they are improving.
Leave them time to speak
freely.
Show them to take profit
from the language they
know.
Mistakes are good.
(c) Oral Skills in EFL - Montse Irun
31. Motivation
Aim to the students’ level.
Aim to real communication.
Listen to the person.
Enjoy with the activities.
(c) Oral Skills in EFL - Montse Irun
32. 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
33. Meaningfulness
More or less meaningful
Stimulus to convey meaning
Pay attention to:
Relevance
Teachers’ orientations
(c) Oral Skills in EFL - Montse Irun
34. Authenticity
Relation to the real world.
Not out of the blue
Type of discourse
(c) Oral Skills in EFL - Montse Irun
35. 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
44. 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.
(c) Oral Skills in EFL - Montse Irun
46. While listening
for a reason.
graded activities
more detailed
understanding of the text.
'thinking' space between
listenings.
(c) Oral Skills in EFL - Montse Irun
50. 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
51. 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
52. (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
53. 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 …
(c) Oral Skills in EFL - Montse Irun
56. 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.
(c)OralSkillsinEFL-MontseIrun
57. 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.
(c)OralSkillsinEFL-MontseIrun
