How forchstone develops the base knowledge that enables speech Kako Touchstone razvija temeljno znanje, ki omogoda govorno zmoZnost Janez Skela Liubliana, 20. april 2010 How to "teach" speaking studcnts always say that they want more speaking, but I don't know how to tcach lt. apart from giving them lots of usefulexpresslons." "[,4y "How much grammar before they can have \ R I, How to "teach" s peaking ,a ( 4 For a long time it was assumed that the ability to speak fluently followed naturally from the teaching of grammar and vocabulary, with a bit of pronunciation thrown in. We now know that speaking is much more complex than this and that it involves both a command of certain skills and several different types of knowledge. Know fg a anguaqe and be ng abe lo speak it are not synonymous Yel. n ma.y yeaE the leach ng ofloregn anglages has cafied on as f know n! and speak ng were lhe samelh nO That s you learn lhe grammar u nd you leam some vocabu ary and you make senlen.es you pronounce proper y .nd hey. ;':if.-. Research and common sense s suggests thal lhere ol more to speak nq than G-,^; lM- " ' 2- SPOKEN PRODUCTION lcan use slmple phrases and sentences to describe where I live and people I know. can present a clear, smoothlyfowing descrlplion or arqument in a style apprcpiate lo lhe context and with an effective logical structure which helps the recipient to notice and rcmember siq.if icant points. c2 A1 DEVELOPING SPEAKING PROFICIENCY AI A2 Bt 82 Ct c2 What's your opinion? Therc is nothins wrons wilh farc dodging on a bus or train if you can qet away wilh t. SPEAKING SPOKEN INTERACT ON A1 T'42 T'81 Y' 82 Y'C1 T' C2 can inle€clin a simple way provided the oiher percon is preparcd to €peat or rephrase things ata slower tate ofspeech and help me formulate what l'm trying to say. I can ask and answer simple questions in arcas of immediate ieed or on very I can use sirnple phrases and sentences lo descrlbe where I live and people I know. A1 A1 SPOKEN INTERACTION can ntemcl nasimpleway provided ihe other person is prepared io repeat or rephrase things at a sower rale ofspeech and help me iormulate what l'm irying to say. I can ask and answer slmple quesUons in areas of immediate need or on very can take pad effoftlessly in any conversation or discussion and have a good lamiliarity with idiomatic e)(pressions and colloquialisrns. I can express myself fluenily and convey finer shades ofmeaning precisely. lf I do have a problem I can backilack and restruciure arcund the difficulty so smoothly lhat other people a.e hardly aware of it. A,I c2 Task What does it take to be able to speak in a foreign language? How have you developed/acq uired your speaking proficiency? How do you teach speaking? The constraints on the student Research based on hours of classroom recordings, even recordings of socalled conversation classes, reveals that the role of the student in teacher-led classroom interaction is generally that of responding. classes as interrogation sessions The constraints on the student Since responding is one third of the typical threepart exchange, and since all students share this one third between them, an average student in a class of 30 will get half a minute's speaking time in a 45-minute lesson. With 4 x 45 minule lessons a week for 36 weeks a year, each student will get one and a quarter hour's talking time a year. This is in fact a generous estimate, it does not allow for times in class where the teacher is in 'lecture' mode, or when students are reading, writing or listening. The constraints on the student tf 1 0 minutes of every lesson is used for pair interaction (all pairs working sim u ltaneously), this allows each learner an extra 20 minutes'speaking a week or 1 2 hours per year, making a total of around 13 hours. This at least is some improvement. Speaking: pair and groupwork giving pupils sufficient oral practice: some oral practice has to be done simultaneously instead of consecutively What L2 speakers need to know: the knowledge base that enables speech knowledge base intelliglb e ]. What L2 speakers need to know (1): a core grammar present and past simple 'to sequence narratives the continuous and perfect aspect forms of verbs ' to frame and background information in narratives most frequently ocurring modal and semi-modal verbs to formulaie questlons some basic coniunctions (and, so, buf) 'to string together sequences of clausal and non-clausal units one or two all-purpose quoting expressions, of the he said ... and then I said ...lype What L2 speakers need to know (2): a core vocabulary ' a core vocabulary of at least 1000 high- frequency items Native speakers employ over 2,500 words to cover 95% of their needs. A working knowledge of the 1 ,500 most frequent words in English would stand a learner in good stead. Even the top 200 most common words will provide the learner with a lot of conversational mileage. 8. What L2 speakers need to know (3): common discourse markers discourse markers: by the way, while I remember, that reminds me, before I forget, as I was saying, talking of which What L2 speakers need to know (4): a core "phrasebook" of chunks . . . Sentence starters: Do you mind if I .. .?; Do you think you could ...?: The lhing is. .. .: Would it be OK if I . . .?: Do you happen to know . ..? Social formulas and useful expressions: How do you do?; Can I take a rnessage?, See you later.; How do you spell that?; Just looking, thanks. Catchphrases and idiomatic phrases: Betfer late than never.: lt's on the tip of my tongue.: Long time no see.; The sooner the better.; Look who's talking. THE LEXICAL APPROACH . The second major development underlying a lexical approach was the recognition of the important role played by multi-word units or chunks. Reseachers proposed that adult language users have at their command a repertoire of literally hundreds of thousands of these memorised chunks. ll seems that the mental lexicon is not so much a dictionary as a phrase book. THE LEXICAL APPROACH We store a huqe assortment of memorised words, phrases and- collocations. along with their associated "grammar". ln order to maintain conversational fluency, we select from this vast phrase book the chunks we need, and then finelune for grammar. Thus, to make a requesl, we might select the chunk D'you think you could ... and tack on to it another chunk ? turn the volume down? - while at the same time making any appropriate grammatical adjustments to ensure the lwo chunks stick together neatly. 10. rornenrber box Touchstone and the lexical approach WORD CHUNKS: . . idioms, catchphrases, sayings sentence frames . discourse markers GAMBITS or conversational routines A word or phrase in conversation which signals the function of the speakefs next turn in the conversation. They may be used to show whether the speaker's contribution adds new information, develops something said by a previous speaker, expresses an opinion. agreement, etc. 11. GAMBITS Checking Gambits . Are you with me? . . . . . Are you still with me? ls that clear? OK so far? Have you got it? Do you understand so far? MAK Nc r ri. iu brrjre/ rr.:l'! ts! o thi,er 11r,r . . . ln other words, lf I understand you correctly, So you mean that ... coNracr{Johe(hai up tine, ! 1r,ri., !r.riunr ndrr t.rny.!; r!!r: ii ! rlilbr.:her l'r.rd ).niyo!) ts14.i Re-stating . So what you're sayrng is ... . So what you're really saying is ... Noi: h:d ptrilr s t Y.rh rlri.r ir r fo! rn!n hi,'\t:r'jtorrn:re) 5:.atrdr. .r r r. y.L r. nre.t .!'nierei iq 1'rr:!.Lld. .r'n 1rh.r.i r l'.nl r.nurL :owtrierr riq5 'Framework of the | nr. c!!lq rl,rdtr) rliqor ieei : b.r qhrrr. 1L. 1 ., What L2 speakers need to know (5): performing common speech acts There is a good case for the explicit teaching of these forms. Apart from anything, they are typically realized in short, memorable formulas, and therefore can be learned and stored as extended lexical items, much in the way tourists use phrasebooks to get by with. 11 What L2 speakers need to know (6): context factors Learners will also need lo know how to adapt these speech-act formulas for different situalions, according to such context variables as the status of the person they are talking to. Exposure to different registers of speech should be sufficient to sensitize learners to this area. Role-plays are probably one of the best ways of practicing different constellations of register va ria bles. Speaking in Relation to the Other Language Skills All the language skills are expressions of the same language system, and as such they are all interrelated. Therefore, practice in one should lead to higher levels of competence and increased communication potential in each of the other three skills. infelligible (orfunctons) speech acts This is my mot |lt[tnllftl r.rrr er: ny ftienl David. Ni.e to meet vou. raro ;;;;;;;;# Good morninq, Mr / Mrs / Tako nekoqa prednav 5 Miss Good afrernoon, Sir/Miss. . Lo' a 6rdo droqop,eo.'d! Tako podravis odrasleqa Tako pozdravil uaileljatut te jir:o. Tako vpraiai, kakoje nekdo l'm OK, ll'rin"' .. t'unr'. Im very well, d"oodao.ors Not bad, 15. Sllins rox arc borcd (Actua ry ) it bo€s me slifi . looks/sounds/seems etcralher boring. s dead yhwiu ly/rncrediby er. Can twork up much enthusiash ior ( m arraid) To be qu le s A lrnd I d ficlll iran( lind lo be rathetve.y !ery exciting/interestrng spi€l aiiangement of functions (speech acts) 'Snakes and ladders' syllabusl functions & qrammatical items r--v 16. Box 18 Kusretl Satveer: Kusret: Satveer: Kusret: Satveer: Kusrei: Satveerl Kusret: Satveer: Hiya Satveer How are you doing? 0h, nottoo bad. Your hair looks nice. Thanksvery much. l'vejlst had it cut. Lisien. Do you want to come for a drink? l'm afraid lcan't.l've gottoo nr{rchworkto do. You always saythat! No I don't. 0h, goon. l'llhelpyo!whenwe getback. 0h alrightthen, justa q!ick one. makirg an oifer giving a compliment makinganexcuse responding to a compliment denying accepting making a suggestion insisting greeting complaining responding io O (lambridee Unive6iiyl\ess 2oo7 ref using and apologising a greeting ______-___e44@ .=__.+€c'4|4 ij Availabil ity for use: tm plications for teaching Perldrminq memorized dialoques I d fficulty Availability for use: implications for teaching non-communicative Colltrol r I I I Crealivlty Perto.minsmsmodzeddi.loqucs Conrerluali3eddrillr cued dialoques Discomechains nor' ouy. lmprcvisations 11. Availability for use: implications teachi ADVANCED LEARNERS Drilling and chants Dialogues Availability for use: implications for teaching BEGINNERS --'' -1 ADVANCED LEARNERS Presentations and talks Stories, jokes, and anecdotes Drama, role-play, and simulation Discussions and debates conversation and chat Lo. 7 :::::::,:1":jr L'' *':' t,,h.n" rr:l,nrrd :' Matp d rFdfdobe!o,eroun.r idt\ n9. ! l Dhma, role-play, and simulation THE BURGLAR -w"le,pl A huiglo, I i, en rr Yru re rightl There 5 q ho,se rn the t<itcheh Lisien, Jrmi .,,] I b outthe scene above- Work in t 5lup nah po tr Od qr.i qo.n L1 DialogUES AND ORAL DISCOURSE DISCOURSE Oral discourse {nd tcxlbook dialogucs I John Helo Tom Joh n how are you? nr fine thanl' you How l'm also fine thank you. John She s very wel thank you. How s yourwife? She's also very well thank Do... has this ever... does this cause you any any problems? I mean do you get, do you get a loi of attention that you don't want from the media? zL. DIALOGUES Dialogues as a model for real-life interaction Dialogues as a source of language input (i.e. used as contexts in which to present grammar and functional expressions) Dialogue as language practice (e.g. controlled, information-gap activities, simulation and roleplay) +' 2005 ll 7 Everyday Conversation s *1 2\. With a partner, tatk :bout the .ollectiont ol rhete people. 5 soSol.em^oao ko se poAovarlal C How many namps has Math€w gor? e Fe3 got 700. e How many coins has he gori He's got 50 300 matchboxes/30 pictLres 500 Kinde. Suprise Toys / 400 poncards/20 marb es Ask your partnerwhat he/5he colte.ts. Vpraiaj toto .aAol! ko, talzb g Whal do,ou cotlecr? 'a i g Io C e e lloh' many have you gorr led posrcardi and bufiorr I collecr I donl g node/ .a6. e Oh, that s a lot!/ Oh, tha|s a bq.o ecton! col ect anythifq I wo'. in pai6.P'actiserhe lollowinq didlogue JD 'oqo. e can ,e lry thesel?a,i on) -a OI.o!6e Over rheF p! Iinq th" prru'6below. po o poo d ," language ln pairs, pracri5e naking suggeltions. You can oakeyourown sugg€st'on5. trdv.l,.ah vad .rckinle D.edlo!ov Podaa ahlo LLrd 5voie predoge Alr qht OK <gF \\t'r 'R su & Foc YoUR v^JN cou"r' A\D,. r!rsH... 2L U a b work in pairs Fac$e thit dialosle. t t\tt. s t.,tdt a s.nP. htt en rarl f,l r w",Lr, odir.o e,o,o...roo\",n"drhom h"rcruard p ad,.e r A,rlou ndyioo'da) . ter,dtag r eas? r r,f'rer+.pref rL,R dkroqur ^nJthrnqel!e) bnet a whtu) wa tool{ c .t you ph.rer below, hakh then and nat. rr rourdyoL bfiq rh4 b' r phtrr) the rmtd(6t ''!('^llyd'aftdwhali/h.doe' ' rh.i' r/he ir.nry,love*rurr, friqht.ne4 el.. ,.r, d wdk ivirn a pa*is. A,r n r matnaresyousd laiqry,happy,neNour,d.)r 11, DISCOURSE CHAIN rf your,le you.ar urclhisdi:9ran: opposG(i!,nextto,bdwe.n, in fionr oi behhd)ih.banr rum kft/hqhr ,r ,t. rhoo/ lar $? ratr "'l ,4hr) rar. thc nd 1r<o^d, ihndl t.firiqhr ., T I ! z8 wo'l with.partne' and praclue ihe fo lowrrgdiatoqu. rall about a film vouve reen o' !a!eyou fen nDt nflvona,n.8r.om n nr yeo tar teen ea,.t pa(e' d.t1th. ..b!t at tn? yett qzre No. h:ven 1a1!a ty rrtrnds r riaf blr !e h.rrd to d me Rearyrw.f mlnrdnr u/htrt d'd yoL. Mea fsw.rh +.n, lgood |o.r! thrnr ofLtr . !.s l'etr Jri rel/.iloyalit F th.ughl 1llas i:ntast. N. irea lyid di i rle/entotn i rir (rybor nq k ly ir ! a ) r i r dtrt iri i! l dEsppo rtinq. frs io|i , I rarjl rv)my.rportea n9 t. \!rr.rohe about ( (,ea Mare@a-h p,a DISCOURSE CHAIN ase€tu Z*" .,," DnlNKs .m: ;-",d SNACKS I l,b DES5ERTS li, "'ffiy*' ' o' Lt. worrif p,,s Adourrh€fo|dwinqsjtu ioB, te i,t !t Br erdLorJwst.rr brr. 1no.ht. Prrore ) p{holi:niq y.!r n eRd bo'o$ryo!r b re rhanh4rhe \o1., n yoLr f,i.nd hrl5 s.nk a .oho indqer l4l r.ul,.Ly€riogclherwnhrrrrndwh. ors ing (51 Y,L, niends qDto the {rtrlya,,r 16l YoLrfi.id !.nr fiEnd (ir rsl r'e iid smrh son! drlqs r.s: I qr.tt. r|e.n ha; : nqhr for rl 19r rDLrn erdgo$ nj a I d..i, nroio(}. ir.l Yo!r Y.ur rPrd L!:nr ro !r. irou: e rh.rt L,9 'dbP 30. DlscusstoN Dno6s 5one of rie quenions betow HNlou _qoron rar cd bdl} !q rom h.rer{rm|, nctrrd)d1e9 r: oneprr( tDridIfr b9.in ioidiJi d.)) : hold,l)tsippt sid, wirr !13r \( r!r )r in lsomefn.sbec:iq4rut and f ib runiurrornniqer.oro!rhnrih*o{rrr ri!!..rn:r DrscusstoN tr r.E 4l(rnom5:1dfi.d trho e{n n9 r. DoJouw n h. dir5 ronr n5iorr[.!pn.r Nor.niponantrre,3igurq$ rdfo rJhr we ln.i)i rrk DISCUSSION N Ddr,.i?,i,{ ?mrjn dbhr k, t+t {ah\h, . U: r9 Ll-e dLq'cm oe ow <) ''r.ll r." \rory abo .r lrr" ianjni itnt d-.orc1 or A*.-na. < ) 32, 3 Uring the rid map lelow, iay ,omething about tle Srtlddyr .hanty feetival. soltDAYs OUR GUIDE TO wl{AT's IN ANO OU' Af PROJECTBASED ACTIVITTES rk!6t|$,4.'19!tl,i'61 3 33.