Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

Teaching Speaking by Soukaina kouihi

70 vues

Publié le

Teaching speaking skills

Publié dans : Formation
  • Soyez le premier à commenter

Teaching Speaking by Soukaina kouihi

  1. 1. TEACHING SPEAKING by Dougles Brown Presented by : Soukaina Kouihi Ihssane Moudoud Supervised by : Ayad Chraa
  2. 2. Outline 1. Oral communication skills in pedagogical research 2. Types of spoken language 3. Teaching conversation 4. Teaching pronunciation 5. Error’s treatment 6. Assessing speaking in classrooms 7. Speaking activities
  3. 3. Objectives of the presentation 1. Understand current issues and concepts in pedagogical research that are related to teaching speaking 2. Appreciate factors that may make speaking difficult for students 3. Analyze types of spoken language 4. Apply principles of designing speaking techniques for classroom lessons 5. Learn when to treat and when not to treat students errors 6. Recognize basic principles for assessing speaking.
  4. 4. Speaking in pedagogical research 1. Conversational discourse 2. Teaching pronunciation 3. Accuracy vs. fluency 4. Affective factors 5. Interaction effect 6. Genres of spoken language
  5. 5. What makes speaking difficult ? 1. Clustering 2. Redundancy 3. Performance variables 4. Reduced forms 5. Rate of the delivery 6. Stress, rhythm and intonation
  6. 6. The importance of rhythm and stress 1. How many dogs do you have ? 2. I have been to Paris 3. Why do you learn English ?
  7. 7. 1. How many dogs do you have ? I have two 1. I have been to Paris I have, too 1. Why do you learn English ? I have to
  8. 8. Microskills of oral communication  Produce chunks of language of different lengths  Produce differences among the English phonemes and allophonic variants  Produce English stress patterns , words in stressed and unstressed positions  Produce rhythmic structure , and intonational contours .
  9. 9.  Use an adequate number of lexical units  Produce fluent speech at different rates of delivery  Monitor your own oral production and use various strategic devices  Use grammatical word classes , word order , patterns and rules
  10. 10.  Produce speech in appropriate phrases , pause groups , breath groups , and sentences .  Express a particular meaning in different grammatical forms  Use grammatical word classes , word order , patterns and rules
  11. 11. Macro skills of oral communication  Use cohesive devices in spoken discourse  Accomplish communicative functions according to situations , participants and goals  Use appropriate register , implicative and pragmatic conventions
  12. 12.  Convey links and connections between events and communicate the relations  Use facial features , kinesics and body language  Develop and use a battery of speaking strategies
  13. 13. Types of classroom speaking performances  Imitative performance  Intensive performance  Responsive performance  Transactional performance  Extensive performance
  14. 14. Principles for teaching speaking skills • 1) Focus on both fluency and accuracy :  The teacher should focus on activities that capitalize on grammatical pointers and pronunciation tips .  She needs to bear in mind a spectrum of learners needs .  She should make sure that the tasks have linguistic objectives
  15. 15.  She should help students to perceive and use the building blocks of language .  She should not bore the students to death with lifeless , repetitious drills .  She should try as much as possible to make any drill as meaningful as possible
  16. 16. Provide intrinsically motivating technique :  Try to appeal to student’s ultimate goals , interests and needs .  Their needs can be : for knowledge , for status , for autonomy ,or for achieving competence .  Help them to see how each activity can help them .
  17. 17. Encourage the use of authentic language in meaningful contexts  The teacher should consult materials that offer instances of authentic language (American more , inside out , interchange )  Drills is a technique to provide a sense of authenticity
  18. 18. Provide appropriate feedback and correction • It is important that the teacher takes advantage of his knowledge of English to inject the kinds of corrective feedback that are appropriate
  19. 19. Capitalize on the natural link between speaking and listening  The teacher should make sure he links between speaking and listening .  He should use techniques in which the two skills coincide
  20. 20. Give students opportunities to initiate oral communication  In a typical classroom students speak when spoken to  Part of the communication competence is the ability to :  initiate conversations  Nominate topics  Ask questions  Change the subject
  21. 21. Teaching conversation The direct method  Learners are more or less loose to engage in interactions Indirect method  It involves planning a conversation program around the specific micro skills strategies.
  22. 22. Teaching pronunciation 1. Teaching pronunciation before and now. 2. By the mid of the 1980th it gained more attention in language teaching. 3. Bottom-up and top-down approachs 4. Second language Learners’ ultimate goal is to perform an accent-free speech 5. As teachers we have to be familiar with the different factors that influence pronunciation
  23. 23. Factors that affect pronunciation 1. Native language 2. Age 3. Exposure 4. Innate phonetic ability 5. Identity and language ego 6. Motivation and concern for a good pronunciation
  24. 24. The role of feedback 1. Affective feedback a) Positive b) negative 2. Cognitive feedback a) Positive b) negative
  25. 25. Vigil and Oller’s model of feedback
  26. 26. Errors treatment ( to treat or ignore ? )
  27. 27. In case you decided to treat the error
  28. 28. Speaking assessment in the classroom 1. Specify the category of speaking performance 2. Describe the micro –and macro skills that are to be assessed 3. The genre of spoken language that is being assessed
  29. 29. Tasks for assessing speaking 1. Imitative speaking tasks 2. Intensive speaking tasks 3. Responsive speaking tasks 4. Interactive speaking tasks 5. Extensive speaking tasks
  30. 30. Scoring speaking tasks 1. Pronunciation 2. Fluency 3. Vocabulary 4. Grammar 5. Discourse features 6. The Nature of Task
  31. 31. Speaking activities 1) Conversation activities 2)Pronunciation activities
  32. 32. Conversations activities Debate Information gap •
  33. 33. Pronunciation activities
  34. 34. Tongue twisters • Instructions: 1. divide the class into two groups 2. Bring 4 students from each group to the stage 3. Each 4 student will try to read the tongue twisters in a limited time 4. The group who read the tongue twister faster will be the winner
  35. 35. 1
  36. 36. 2
  37. 37. 3
  38. 38. 3
  39. 39. Chinese whisper (minimal pairs) • Instructions 1. Divide students into two groups 2. Bring one students of each group 3. Make them read a set of minimal pairs 4. then make them put headsets with loud music 5. And say the minimal pair and they have to guess which is correct based on your lipsing
  40. 40. Minimal pairs : guess the words game 1. Thank-sank 2. She- sea 3. Sheep-ship 4. Seat-sheet 5. Lake-lack 6. Launch-lunch 7. Think-sing 8. Thick-sick 9. Right-ride 10. Breath-breeze 11. Said-sad 12. Bad-bed 13. Lice-rice 14. Very-berry 15. Feel-veel 16. Fan-van 17. Gate-get 18. Late-get 19. Wait-wet

×