Differences between spoken language and written language P(156-157)
speaking ⭐
①spontaneous（即时性）: full of false starts, repetitions, incomplete sentences & short phrases. (speakers cannot prepare)
②time-constraint（时限性）: unplanned utterances in real time, otherwise people will not have the patience to listen. (listeners cannot wait)
4 Common Features of Spoken Language (by Bygate (1987)
Using less complex syntax (简化句法)
Taking short cuts, e.g. incomplete sentences. (采用捷径)
Using fixed conventional phrases/chunks. (固定用法)
Using devices such as fillers, hesitation device to give time to think before speaking. (运用技巧)
10.2 Principles for teaching speaking
Balancing accuracy-based with fluency-based practices. (平衡练习)
Rubrics for speaking
a. Accuracy
b. Fluency
c. Naturalness (pronunciation & intonation)
d. Appropriateness
e. Originality
Contextualising practice (创造语境)
Personalising practice (个性化练习)
Building up confidence (建立自信)
a. Simplify your questions (P83 question types).
b. One single point already deserves your praise (P71 assessor).
c. Help them finish a sentence or develop a point (P71 prompter).
d. Allow them to resort to you (P72 resource-provider).
Maximising meaningful interactions. (最大化互动)
Helping students develop speaking strategies. (培养策略)
Making the best use of classroom learning. (利用课堂)
10.3 Designing speaking tasks (TBLT)
Characteristics/principles of a successful speaking activity
Maximum foreign talk (尽量多用外语)
Even participation (平衡参与机会)
High motivation (保持高积极性)
a. an interesting topic (话题有趣)
b. a clear objective (目标明确)
Right language level (语言水平适度)
10.4 Types of speaking activities
Categories of Speaking activities
Controlled activities: focusing on form and accuracy
Semi-controlled activities: focusing more on meaning and communication
Communicative activities: allowing for real info. exchange
activities
① Information-gap activities
Describe and draw – completion of task
② Dialogues and role-plays
1. Two problems with textbook dialogues
2. How to make dialogues more communicative
Turn the dialogues into role-plays (变成表演)
Change the actual words (变换词汇)
Make the dialogue longer by adding more lines (增加情节)
Use cue cards to increase info. gap (提示卡片)
③ Activities using pictures
④ Problem-solving activities
⑤ Other speaking activities
10.5 Organising speaking tasks
Arguments for small group work
Time-saving and more efficient (节省时间)
More natural and real (贴近生活)
Fully-motivated (different tasks according to students’ L proficiency level) (难度分组)
Improving cooperative and interpersonal skills. (合作沟通)
My experience of teaching speaking
Pre-speaking
using video, listening or reading materials (input) before letting students to speak (output), giving them enough useful vocabulary and expressions
While-speaking
accuracy work →more corrections; fluency work→less corrections; taking notes for later feedback. (refer to P87 middle: When to correct)
Post-speaking
giving feedback and pointing out errors
Use interesting topics that can fully motivate students to speak and try to include information gap in designing your speaking activities
Keep learning more vocabulary and broadening your own horizon to become the walking dictionary of your students (resource-provider P72 top).
(拖延策略)
① confirming; ② compliment;
③ topic sentence; ④ eliciting sentence
(填充词)
well; you know;
I mean; uh-huh
