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Teaching Speaking - Coggle Diagram
Teaching Speaking
學生Competence
Social appropiate
Strategies & type of knowledge
Genre
Skills: p277
pronunciation skills
intelligibility (how easy to understand L2 speakers canmake their speech)
comprehensibility (how easy to understand interlocutors find L2 speakers’ speech)
goh and burns(2012)
knowledge of language and discourse
communication strategies.
core skills
The role of speaking in L2 development (立勛)
Natural Approach
Krashen & Terrell (1983)
提供input豐富的環境
Noticing Hypothesis
Schmidt (1983, 1993)
requies attention to linguistic forms in the input
Output Hypothesis
Swain (1985)
學習者要藉由活動產出有意義的output
Interaction Hypothesis
Long (1985)
當溝通發生問題時，雙方會嘗試不同方法來讓溝通完成
Practice(裴恩)
comminucative tasks:
create a real need for learners
to interact meaningfully
discussion task
可以讓學生角色扮演進行討論
ex: organise information, resolve some issue, evaluate a situation and reach a consensus
Interviews
Story Retelling
monologic tasks
（即興）演講
communication gap
information gap task：
學生將得到不同的訊息，得資訊共享一起完成任務
ex: here & now描述圖片, invovling structured information
context gap task
學生都得到一樣的資訊（圖片），有好幾種人物的圖，因此學生描述的内容可能不一樣
Pronunciation Instruction
teaching both form-focused and meaning-focused instruction
Responding to Spoken Language 糾錯方面
Clarification, Elicitation, Explicit correction, Recasting, Repetition, Metalinguistic clues
Speech的種類 (立勛)
Richards (2008)
talk as interaction
small talk
casual conversations
personal recounts
talk as transaction
classroom discussion
problem solving
booking accomodation
exchanging currency
talk as performance
public talk
classroom resentations
lectures
Brown & Yule (1983)
socially-motivated speech
establishing and maintaining social relationship
pragmatically motivated speech
exchanging information, goods, or service
Approaches（禮懿）
傳統
The grammar translation method
IRF (Initiation–Response–
Feedback) sequence
analysing and memorising grammar rules
PPP model
teaching speaking 著重在語言本身的操練，如語法、發音
現在
communicative approach
practised by means of a variety of interactive activities
role-plays
problem solving
debates
information gap
discussions
interviews
(focus on both accuracy and fluency development
train
(a) knowledge of language and discourse
(b) core skills,
(c) communication strategies.
doing speaking 有意義的溝通、互動、回饋
21世紀的老師
teacher beliefs
Nation and Macalister (2009)：教師在課室做的事是本身信念的投射
Borg (2006) & Phipps & Borg (2009) ：教師在課室中做的活動與本身的學習經驗有很大的關係
linguistics knowledge
Understanding the sound system
individual sounds
phonemes
segmentals
prosodic phenomena
suprasegmentals
pragmatics
sociolinguistics
morphology
register