SUMMARY - CHAPTER THREE- Apresentação

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SUMMARY - CHAPTER

THREE: SPEAKING

Nunan, D. Practical English Language

Teaching; Chapter

Disciplina: Estgio Supervisionado

Profa: Rosana do E. Santo

Grupo: Dbora, Helena e Vanderlia


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1. WHAT IS SPEAKING?


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Many people fell that speaking in a new language is harder thanreading, writing, or listening for two reasons: First, speakinghappens in real time. Second, when you speak, you cannot editand revise what you wish to say, as you can if you are writing.

In language teaching, the four skills (listening, speaking, reading,writing) are described in terms of their direction. Languagegenerated by learner (in speech or writing) is referred to asproductive. Language directed at learner (in reading or listening)

is called receptive. Channel refers to the medium of the message(aural/ oral or written).

Thus, speaking is the productive aural/oral skill. It consists ofproducing systematic verbal utterances to convey meaning.

Spoken language and written language differ in many significantways. Here are some key contrasts (van Lier, 1995, p. 88):


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Spoken language

Auditory

Temporary; immediate reception Prosody (rhythm, stress intonation)

Immediate feedback

Planning and editing limited by channelWritten language

Visual

Permanent; delayed reception Punctuation

Delayed or no feedback

Unlimited planning, editing, revision


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BACKGROUND TO TEACHING

SPEAKING


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A. For many years people taught speaking by havingstudents repeat sentences and recite memorizedtextbook dialogues.

B. AUDIOLINGUAL repetition drills were designed tofamiliarize students with the sounds and structuralpatterns of the target language (the language whichlearners are aiming to learn).

C. People supposedly learned to speak by practicinggrammatical structures and then later using them inconversation.

D. The concept of habit formation, of behaviorism, is

the theoretical basis of the audiolingual method. Sostudents might spend several semesters repeating afterthe teacher, studying grammar rules, reciting dialogues,and learning vocabulary.


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E. During the late twentieth century, infants

acquiring their first language and people

acquiring second languages learn the pieces byinteracting with other people.

F. So, if we believe that people learn languagesby interacting, then learners should interact

during lessons. As a result, a method called

communicative language teaching arose.


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G. There are many linguistic elements involved in speaking.

So spoken texts are composed of utterances. An utterance is somethingsomeone says. It may not be a full sentence, as the concept is used in

writing.

The next two levels, clauses and phrases, are often confused. Phrase istwo or more words which function as a unit but dont have a subject or averb marked for tense. Clauses are two or more words that do contain averb marked for tense.

Such clauses and phrases dont usually appear alone in formal writing,but they are quite common in speech.

Both clauses and phrases can be utterances, as can words.

A word is called a free morpheme- a unit of language which can stand onits own and have meaning (hat, flee, already, etc). Bound morphemes arealways connected to words. These include prefixes, such as un- or pre-,as well as suffixes, such astion ors ored.


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Phonemes is a unit of sound in a language that distinguishes meaning.Phonemes ca be either consonants (like /p/ or /b/ in the words pit andbit) or vowels (like /I/ and /ae/ in bit and bat).

Consonants and vowels are segmental phonemes. Sometimes aspoken syllable consists of one phoneme (/o/ in okay). But syllablesalso consist of combined sounds (the second syllable of okay), and ofboth free and bound morphemes.

Distinctive feature, smaller unit, relates to how or where a sound is

produced when we speak. For example: when /b/ is pronounced, thevocal cords are vibrating, but when /p/ is pronounced, the vocal cordsare not vibrating.

Stress, rhythm, and intonation are called the suprasegmentalphonemes, because when we speak, they carry meaning differencesbut they operate above the segmental phonemes.

Conclusion: All the levels of language operate when we speak, andconversation is not simple at all. It is important for language teachersto understand these units of language and how they work together.


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3. PRINCIPLES FOR TEACHING SPEAKING


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1. Be aware of the differences between

second language and foreign language

learning contexts. Foreign language (FL) context is one where the

target language is not the language of

communication in the society (e.g., learning Englishin Japan or studying French in Australian).

Second language (SL) context is one where the

target language is the language of communication inthe society (such as English in the UK or Spanish in

Mexico). Second language learners include

refugees, international students, and immigrants


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2. Give the students practice with both

fluency and accurancy

Accuracy: is the extent to which students

speech matches what people actually say

when they use the target language.

Fluency: is the extent to which speakers

use the language quickly and confidently,with few hesitations or unnatural pauses,

false starts, word searches, etc.


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3. Provide opportunities for students to

talk by using group work or pair work, and

limiting teacher talk.

Pair work and group work activities can be

used to increase the amount of time thatlearners get to speak in the target language

during lessons.


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4. Plan speaking tasks that involve

negotiation for meaning

It involves checking to see if youve understood

what someone has said, clarifying yourunderstanding, and confirming that someone

has understood your meaning.


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5. Design classroom activities that involve

guidance and practice in both

transactional and interactional speaking. When we talk with someone outside the

classroom, we usually do so for interactional or

transactional purposes. Interactional speech is communicating with

someone for social purposes. It includes bothestablishing and maintaining social

relationships. Transactional speech involves communicating

to get something done, including the exchangeof goods and/or services.


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4. CLASSROOM TECHINIQUES ANDTASKS


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Information gap: useful activity in which one person has informationthat other lacks. They must use the target language to share thatinformation.

Jigsaw activities: are a bidirectional or multidirectional information

gap. Each person in a pair or group has some information the otherpersons need.

Tango seating: to work in pairs, in tango seating one students rightshoulder is next to the other students right shoulder and they arefacing opposite directions. This arrangement allows them to hearone another but not see what is being drawn or constructed on their

partners desk. Role-plays: excellent activities for speaking in the relatively safe

environment of the classroom. In a role-play, students are givenparticular roles in the target language.

Simulations: are more elaborate than role-plays. In a simulation,props and documents provide a somewhat realistic environment forlanguage practice.

Contact assignments: involve sending students out of theclassroom with a stated purpose to talk to people in the targetlanguage. You can also use contactassignments in FL contexts ifthere are tourists, exchange students, or internationalbusinesspersons for your students to talk to in the target language.


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5. SPEAKING IN THECLASSROOM


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Research has demonstrated that teacher-dominatedclassroom talk is one type ofunequal powerdiscourse. That is, the teacher usually has the power

to determine the topics, distribute the turns, givefeedback, and ask most of the questions, among otherthings.

Speaking including the oral production of many differentgenres. For example: poetry, debates, class

discussions, etc. Perhaps the most common type ofspeaking is conversing.

In conversations among equals, people are normallyfree to take turns, ask questions, and change topics. Ifyou are teaching speaking, it is important to plan

activities for small groups or pairs in languageclassrooms so the learners have a chance to practicethese conversation skills without the teacher dominatingthe discussion.


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6. CONCLUSION


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Speaking is a productive oral skill;

We contrasted speech with writing;

Speaking- especially in a language other thanour own- is quite a complex undertaking whichinvolves using all the different levels oflanguage.

This chapter focused on 5 principles for planningspeaking lessons in language classrooms.

Some classroom discourse and some teachingmaterials do not sound very much like realconversations outside of classrooms.

Several teaching strategies were suggested thatcan be used to help language learners gain

practice in speaking in the target language.


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BIBLIOGRAPH:

Nunan, D. Practical English Language

Teaching; Chapter 3; Speaking

SUMMARY - CHAPTER THREE- Apresentação

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