SPEAKING by Tricia Hedge2

8/8/2019 SPEAKING by Tricia Hedge2

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Presented

by:

Mislaiha Binti A.Ghani

M20092000840

Aina Suriani Binti Mahmood

M20092000839


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LEVEL 3 LEVEL 4

Accuracy Pronunciation clearly

intelligible

Grammatical high

Easily Intelligible

Grammatical consistently high

Appropriacy Appropriate language to

function and to context

Use of language must be entirely

appropriate to context, functionand intention.

Range Wide range of language Occasional obvious limitations on

the range of language.

Flexibility Ability to turn-take must beconsistent

Able to turn-take and direct aninteraction

Size Capable of making lengthy

contribution s where

appropriate.

Develop idea with minimal

help

Capable of making lengthy and

complex contributions as

appropriate.

Does not need help.


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Learning to speak competently is a complex

task

Fluency: responding coherently within the

turns conversation, linking words andphrases, using intelligible pronunciation and

appropriate intonation, and doing all of this

without undue hesitation.


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Descriptive framework for speaking situations

and demands:

1. distinguishing types of speaking situation

Not primarily necessitated by a practical task

Any unequal power of participants is partially

suspended

The no. participants is partially suspended

The number of participants is small Turns are quite short

Talk is primarily for the participants and not for

an outside audience. (Cook 1989:51)


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Cook sees conversations:

Relatively unstructured and informal

Purposes for conversation vary

Content; unpredictable and the length of each

speakers turn is unspecified

Falls into: Interactional speaking situation: establishing and

maintaining social relations

Transactional speaking situation: exchanging information

in order to get a job done


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Cortazzi(1994) citing Labov (1972): 6-part structure

to an oral narrative of personal experience: (page

265) Abstract, orientation, complication, evaluation, result

and coda

2. making oneself understood: Faerch and Kasper (1983):

Avoidance behavior

Achievement behavior

Teachers have to decide what to focus Negotiation of meaning

http://www.youtube.com/watch?v=WYu7EB-CaMs


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3.Managing interaction

Opening and closings

Responding appropriately in fixed routines

Taking turnsTopic Management


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1. Choosing a model for pronunciation teaching:

Produce its sounds in ways that are intelligible to

other speakers English as international language, each speaker of

English as a second or foreign language has their

local variety of pronunciation

Teachers therefore have to make sensitive decisionsafter take local needs into account.


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Voice quality and articulatory setting; need to

choose a particular variety as a model, since

each variety has its own articulatory setting

features. (Honikman 1994) Voice quality: general impression of speakers

voice creates a listener through the setting of

the articulatory organs.

Different settings produce different voice

quality, characterizes local accents.

More holistic approach: combination of features

such as rhythm, stress, pitch, volume, pace and

voice setting indicate attitude and mood.


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Wide range features like vowel sounds;

consonants and consonant clusters; and

intonation

Focus for particular students or studentsgroup:

Monolingual and multilingual

Beginners and intermediate

Which learners are motivated to work onpronunciation.


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Discuss with students what is needed for effective speaking in English.

For ex: the use of politeness conventions.

Simple strategies for speaking lesson. Ways of opening conversation.

Ways of asking for repetition, asking someone to speak more

slowly, clarification.

Ways of checking that somebody has understood.

Ways of getting information about language.

Ways of keeping a conversation going.


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Communicative Classroom

To provide the learner with the knowledge & skill

needed for communication.

Approach- to consider what learners need as

preparation & what implications their needs

have for activity design.


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-Personalized practice makes language more

memorable.

- Motivating , help learners to see the way in

which they can make use of languageresources in interpersonal situation.


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a) Free discussion.

- students talk about their interests,opinions, histories and experiences.

# activity in materials extracts 8.D.

(page 276)

Disadvantages:

- students anxiety in expressing theirideas.(not familiar with the topic/ never

have discussed in their first language.


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Involves both competitive and co-operative

elements.

They will practice language which varies

according to the setting, the formality of thesituation, the degree of politeness/emotion

required, and the function required for the

particular role.


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Involves each learner in a pair or group possessing

information which the other learners do not have.

Completing the picture: The two partners have

similar pictures, each with different missing details,

and they cooperate to find all the missing details.


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Selecting activities-relationship between the

range chosen & situations in which learnerswill need to function.

- should ensure activities is offered in terms

of transactional and interpersonal situations.

Find a balance between practice activitieswhich are monologue and those which

involve 2 speakers or more.


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a) Sounds.

- young learners are usually more willing to practice

repeatedly sound that they have difficulties with.

- ask them to make animal sounds.The cow says moo, The chick says cheep-cheep,

The donkey says hee-haw

b) Practice long and short vowels pit-peat

sit- seat

cut-cart

bid-bead


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c) Tongue twisters

- a good way of practicing the positioning

and movement of the speech organs.

- They help students open their mouths and

shape their lips correctly.


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What to correct

How frequently to correct

How to correct.


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The ideal size of a group for a particular

activity.

The best way of selecting group members.

The length of time that groups should keepthe same composition.

How to cope when groups finish an activity at

different time.


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SPEAKING by Tricia Hedge2

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