Teaching oral skills

1. M.Sc. Stephanie Brooks

2.  Pronunciation in Teaching
 Should there be a focus on pronunciation?
 Accuracy and Fluency
 Affective factors
 Anxiety and insecurity
 Need of war and secure learning climate
 The interaction effect
 It may be the greatest difficulty that some
learners may face.
M.Sc. Stephanie Brooks

3.  Clustering
 Redundancy
 Reduced forms
 Performance
variables: hesitation, pauses, backtracking,
and corrections. You actually teach learners
how to pause and hesitate (think time)
M.Sc. Stephanie Brooks

4. Colloquial language
Rate of delivery
Stress, rhythm,
and intonation
Interaction
M.Sc. Stephanie Brooks

5.  Becoming "accent free", is it possible?
 Native language
 Age
 Exposure
 Innate phonetic ability
 Identity and language ego. Acquiring a second
identity
 Motivation and concern for good pronunciation
M.Sc. Stephanie Brooks

6. Affective feedback
Cognitive feedback
Avoiding fossilization
Effective feedback, development of
teacher intuition
M.Sc. Stephanie Brooks

7. CONTINUE
CONTINUE
COGNITIVE
FEEDBACK
MESSAGE
RED (-)
YELLOW (0)
GREEN (+)
AFFECTIVE
FEEDBACK
ABORT
RECYCLE
M.Sc. Stephanie Brooks

8.  Imitative: short, simple,
snappy, and purposeful.
 Intensive
 Responsive
 Transactional
 Interpersonal (dialogue)
 Extensive
M.Sc. Stephanie Brooks

9. Techniques should
 Cover learners needs of accuracy,
intention, meaning, and fluency.
 Be intrinsically motivating
 Encourage the use of authentic language
in meaningful contexts.
 Provide appropriate feedback and
correction.M.Sc. Stephanie Brooks

10. Techniques should
 Focus on the natural link between
speaking and listening.
 Give opportunities to initiate oral
communication.
 Encourage the development of speaking
strategies.
M.Sc. Stephanie Brooks

11. M.Sc. Stephanie Brooks