Teaching Speaking With the 5 Ps (2)

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2/16/13

TEACHINGSPEAKING

WITH 5 Ps

Canan Duzan & Tamay Ergüven

Orhan

Middle East Technical



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A: ¡Hola! ¿Cómo te llamas?

B: Me llamo Canan, y tu?

A: Me llamo Tamay.

B: Mucho gusto.

A: Encantado.



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IS IT EASY TO WALK IN THESESHOES?



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What do these teachers have in common?

«I am an EFL teacher and I wish Icould know how I should teachspeaking more effectively»

«Please help me!I'm going to teachspeaking for agroup of beginners. This

course will last 16hours within amonth. I find ithard to choose anappropriatecourse book ormaterials forthese learners»

«How can I make my students more fluent? What

is fluency? Is it good pronunciation?»

«My business

students are goodat givingpresentations, butthey can’t have

even the simplestconversations.How can I helpthem improve?



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Learni

ng anewlangua

ge

Using

languageto

communicate in real

life

Speaking practice



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TIME FOR A REALITY CHECK



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CAN SPEAKING BE

TAUGHT?1. Get into groups with the people who have

the same color of lollipops

2. Refer to page 1 of the handout

3. Brainstorm together some possible answersfor the question assigned to your group

4.Take notes to remember what you discussedfor the next stage of the activity

10 minutes



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1. Form groups with people who have

different color of lollipops this time2. Take turns to share with the other

group members what you havediscussed in your first group

3. Take notes to answer the otherquestions in your handout

CAN SPEAKING BETAUGHT?

10 minutes

Stage 2



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SPEAKING



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DEFINITION…

Speaking is an interactive process of constructingmeaning that involves producing and receiving andprocessing information (Brown,1994;Burns & Joyce, 1997)

Speaking is "the process of building and sharingmeaning through the use of verbal and non-verbalsymbols, in a variety of contexts"(Chaney, 1998, p. 13).

Speaking requires that learners not only know how toproduce specific points of language such as grammar,pronunciation, or vocabulary (linguistic competence),

but also they understand when, why and in what ways



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FEATURES OF SPOKEN DISCOURSE

* Composed of idea units

* May be planned or unplanned

*Employs more vague or generic words than writtenlanguage

* Employs fixed phrases, fillers, and hesitationmarkers

* Contains slips and errors

* Involves reciprocity

* Shows variation

Louma, 2004



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DELL HYMES - SPEAKING MODEL

S ETTING & SCENE -

time, place, psychology

P ARTICIPANTS - actors

or speaker & audience

E NDS - purpose, goals,

desired outcome

A CT SE UENCE - form



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HOW DO TEACHERS FEEL?

"I often spend hours preparing for mySpeaking classes as I feel far more vulnerable delivering this subject."

B.S. Teacher, UK

"I want to feel I've done more than encouragethe students to have a chat."

S.P. Teacher, Spain

"I'm never sure if the students have actually learnt an thin new at the end of a s eakin



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SO,WHERE

TOBEGIN?



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What Is "Teaching Speaking"?

To teach ESL learners to:

* Produce the English speech sounds and soundpatterns

* Use word and sentence stress, intonation patternsand the rhythm of the second language

* Select appropriate words and sentences accordingto the proper social setting, audience, situation

and subject matter

* Organize their thoughts in a meaningful andlogical sequence

* Use language as a means of expressing values

and judgments



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FUNCTIONS OF SPEAKING

Brown & Yule (1983)Interactional fuctions

Transactional functions

Richards (2008) Talk as

Interaction Talk as Transaction

Talk as Performance



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TALK AS INTERACTION

*Has a primarily social function

*Reflects role relationships

*Reflects speaker’s identity

*May be formal or casual

*Uses conversationalconventions

*Reflects degrees of politeness

*Employs many generic words

*Uses conversational register

*Is jointly constructed

*Opening & closing conversations

*Choosing topics

*Making small-talk*Joking

*Recounting personal experiences

*Turn-taking

*Using adjacency pairs

*Interrupting

*Reacting to others

*Using an appropriate style

FEATURES

SKILLSNEEDED



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TALK AS TRANSACTION

*It has a primarily information focus.

*The main focus is on the message.

*Participants employ communicationstrategies.

*There may be frequent questions,repetitions, and comprehensionchecks.

*There may be negotiation anddigression.

*Linguistic accuracy is not alwaysimportant.

*Explaining a need/intention

*Describing something

*Asking questions*Asking for clarification

*Confirming information

*Justifying an opinion

*Making suggestions

*Clarifying understanding

*Making comparisons

*Agreeing and disagreeing

SKILLSNEEDED

FEATURE

S



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TALK AS PERFORMANCE

*A focus on both messageand audience

*Predictable organizationand sequencing

*Importance of both formand accuracy

*Language is more likewritten language

*Often monologic

*Using an appropriate format

*Presenting information in anappropriate sequence

*Maintaining audienceengagement

*Using correct pronunciation andgrammar

*Creating an effect on the

audience*Using appropriate vocabulary

*Using an appropriate openingand closing

FEATURE

S SKILLSNEEDED



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PRACTICAL

PURPOSEFUL

PRODUCTIVE

PREDICTIVE

(P) ADAPTIVE

ScottThornbury

DESIGNING & ASSESSINGSPEAKING TASKS



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DESIGNING & ASSESSING SPEAKING TASKS

ANEFFECTIVE

SPEAKIN

G TASK

INTERACTIVITY

CHALLENGE

SAFET Y

AUTHENTICITY

Thornbury, 2007



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Time for a task



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PRACTICING THE 5 Ps

1.Get together with your group members

again2.Refer to pages 5-6 of your handout for

sample speaking activities focusing on

Transaction

3.Evaluate the activities based on the 5

Ps 10 minutes



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PRACTICING THE 5 Ps

1. Get together with your group members

again

2. Refer to pages 7-8 of your handout for

sample speaking activities focusing on

Performance

3. Evaluate the activities based on the 5 Ps

10 minutes



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FOCUS QUESTIONSDesigning Speaking Activities

* What will the focus of the activity be?

* How will the activity be modelled?

* What stages will the activity be dividedinto?

* What language support will be needed?

* What resources will be needed?

*What level of performance is expected?

* How and when feedback will be given?

Jack C. Richards



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“At the classroom level, materialsoften seem more prominent than any other element in the curriculum. They are, in fact, omnipresent in thelanguage classroom and it is difficult to imagine a class without books, pictures, filmstrips, realia, games and so on. Even the more austereclassroom will have some sort of materials.”

(Nunan, 1988)



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Characteristics of a good speaking task

* Learners talk a lot.

* Participation is even.

* Motivation is high.

* Language is of an acceptable

level.

Ur(1996)



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This is what you get

in the end!



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CANAN DUZAN & TAMAY ERGÜVEN [email protected] [email protected]

Teaching Speaking With the 5 Ps (2)

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