Práticas Orais em Língua InglesaProfessor: Fabio Nunes

Aula 1: Princípios de produção oral em língua inglesa (parte 1)

Content

1. Oral communication skills

2. Types of spoken language

3. What makes speaking difficult

4. Microskills of oral communication

5. Types of classroom speaking performance

#1 Oral

communication skills

Conversational discourse

1. Oral communication skills

Teaching pronunciation

1. Oral communication skills

Accuracy and fluency Accuracy: Speaking using correct forms

of grammar, vocabulary, and pronunciation

Fluency: Speaking at normal speed, without hesitation, repetition, or self-correction, and with the smooth use of connected speech

1. Oral communication skills

Affective factors Language Ego: you are what you

speak.

Provide the kind of warm, embracing climate that encourages students to speak , halting or broken their attempts.

1. Oral communication skills

The interaction effect One learners performance is always

colored by that of the person he/she is talking with.

1. Oral communication skills

#2Types of spoken language

Monologue

Planned Unplanned

Dialogue

Interpersonal

Unfamiliar Familiar

Transactional

Unfamiliar Familiar

2. Types of spoken language

2. Types of spoken language

Monologue Planned: manifest little redundancy.

Example: speech

Unplanned: exhibit more redundancy. Example: long stories in conversations

2. Types of spoken language

Dialogue Interpersonal: promote social

relationships

Transactional: convey propositional or factual information

#3 What makes

speaking difficult

Clustering: Fluent speech is phrasal, not word by word.

Redundancy: The speaker has an opportunity to make meaning clearer through the redundancy of language.

Reduced forms: Contractions, reduced vowels, etc., all form special problems in teaching spoken English.

3. What makes speaking difficult

Performance variables: Process of thinking as you speak allows you to manifest a certain number of performance hesitations, pauses, backtracking & corrections.

Colloquial Language: make sure your students are reasonably well acquainted with words, idioms & phrases of colloquial language and that they get practice in producing these forms.

3. What makes speaking difficult

Rate of delivery: Help learners achieve an acceptable speed along with other attributes of fluency.

Stress, rhythm, and intonation: Stress-timed rhythm of spoken English & its intonation patterns convey important messages.

Interaction: Produce waves of language in without interlocutors would rob speaking skills of the creativity of conversational negotiation.

3. What makes speaking difficult

#4Microskills of oral communication

a) Produce chunks of language of different lengths.

b) Orally produce differences among the English phonemes & allophonic variants.

c) Produce English stress patterns, words in stressed & unstressed positions, rhythmic structure & international contours.

4. Microskills of oral communication

d) Produce reduced forms of words & phrases.

e) Use an adequate number of lexical units in order to accomplish pragmatic purposes.

f) Produce fluent speech at different rates of delivery.

g) Monitor your own oral production & use various strategic devices, pauses, fillers, self-corrections, backtracking to enhance the clarity of the message.

4. Microskills of oral communication

h) Express a particular meaning in different grammatical forms.

i) Use grammatical word classes, systems, word order, patterns, rules, and elliptical forms.

j) Produce speech in natural constituents in appropriate phrases, pause groups, breath groups and sentences.

k) Use cohesive devices in spoken discourse.

4. Microskills of oral communication

l) Accomplish appropriately communicative functions according to situations, participants and goals.

m) Use appropriate registers, conventions, and other sociolinguistic features in face-to-face conversations.

n) Convey links and connections between events and communicate such relations as main idea, supporting idea, new or given information, generalization and exemplification.

4. Microskills of oral communication

o) Use facial features, body language, and other nonverbal cues along with verbal language to convey meaning.

p) Develop and use speaking strategies, such as emphasizing key words, rephrasing, providing a context, and accurately assessing how well your interlocutor is understanding you.

4. Microskills of oral communication

#5Types of classroom

speaking performance

Imitative: is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.

Intensive: goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language.

5. Types of classroom speaking performance

Responsive: short replies to teacher or student –initiated questions or comments.

Teacher: How are you?

Student: Pretty good , thanks, and you?

5. Types of classroom speaking performance

Transactional (dialogue): carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language.

Teacher: What is the main idea in this essay?

Student: The United Nations should have more authority.

Teacher: More authority than what?

Student: Than it does right now…

5. Types of classroom speaking performance

Interpersonal (dialogue): carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.

Amy: Hi, Bob, how's it going?

Bob: Oh, so-so.

Amy: Not a great weekend, huh?

Bob: Well, far be it from me to criticize, but I'm pretty miffed about last week…

5. Types of classroom speaking performance

Extensive(monologue): students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches.

5. Types of classroom speaking performance

Source

BROWN, H.D. Teaching by principles: An interactive approach to language pedagogy. Chapter 17. White Plains, NY: Longman, 2000.