王薔-英語教學法教程-第二版-Unit10

第10章TeachingSpeaking一、Characteristicsofspokenlanguage1.Twomainfactorsaffecttheimprovementofspeakingability1)Surroundings;2)Psychology2.Thecharacteristicsofspokenlanguage:1)Speakingisaskillthatcanbeimitatedandpracticed2)Speechisspontaneous:Thefactthatspeechisspontaneousmeansthatitisfulloffalsestarts,repetitions,incompletesentences,andshortphrases.3)Speakingistime-constraint:Anotheraspectofproducingspokenlanguageisthetime-constraint.Thestudentsmustbeabletoproduceunplannedutterancesinrealtime,otherwisepeoplewillnothavethepatiencetolistentothem.AccordingtoBygate,therearefourcommonfeaturesofspokenlanguage:①Usinglesscomplexsyntax②Takingshortcuts,e.g.incompletesentences③Usingfixedconventionalphrases/chunks④Usingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking二、PrinciplesforteachingspeakingGeneralprinciplesofteachingspeakingthatteachersshouldbeawareof：（1）Balancingaccuracy-basedwithfluency-basedpracticesStructure-basedpractice:afocusonforms—grammar,vocabularyandsoon/linguisticcompetence.Fluency-basedpractices:todevelopfluency/toencouragestudentstousethelanguagemorefreelyandstimulatereallanguageuse.Balance:teachingcontext,students’levelofproficiencyandresourcesavailable.Ononehand,weneedtoallowtimeforgrammarandvocabularylearningsothatstudentshavesufficientlinguisticcompetence.Onetheotherhand,weneedtoprovidesufficientopportunitiesforstudentstodevelopfluency.（2）ContextualizingpracticePeopleusedifferentlanguageindifferentcontexts.Itisimportantforstudentstohaveachancetoexperiencethelanguageinmeaningfulcontexts.Teachersneedtoidentifyasituationinwhichatargetstructureiscommonlyused.Studentscanusethelanguagetocarryoutasimulatedtaskintheclassroom.Inthisway,bothmeaningandtheusageofthestructurecanbenaturallyobtained.（3）PersonalizingpracticeWeallrememberthingsbestwhentheyarerelevantandclosetoourpersonalexperiencesorwhenwecanexpressourpersonalviews.Asateacher,weneedtohelpstudentslearnbetterbypersonalizingthecontentandcontextsothatstudentscantalkorwriteabouttheirownlifeexperiencesandtheirpersonalopinions,andaskquestionsforwhichtheyareinterestedinfindingoutanswers.（4）BuildingupconfidenceItisimportantfortheteachertocreatearelaxedandsupportiveenvironmentandhelpthembuilduptheirconfidence.Don’tbeafraidofmakingmistakes.（5）MaximizingmeaningfulinteractionsThetypicalclassroominteractionisteacher-studentinteractioninitiatedbytheteacher.Itsdrawbacks:leavesstudentsinapassiveposition;studentswillspeakoractonlywhentheyaregivenaquestionornominatedtodoso;notallowingmaximumparticipationamongallthestudents.Asoneofthemainobjectivesofteachingspeakingistodevelopstudents’abilitytoinitiateatopic,toaskquestions,totaketurnsinspeaking,tochangetopicsandtohavesomecontroloverthecommunication,itisbestpracticedwithinsmallgroupsorinpairs.Whenwedesignspeakingpractices,weneedtoensurethattheinteractionismeaningfulandparticipationismaximum.（6）HelpingstudentsdevelopspeakingstrategiesSpeakinginvolvesstrategies,suchasinitiatingaconversation,turntaking,askingforclarification,askingforrepetition,gettingothers’attention,gettinghelpfromothers,andendingaconversation,etc.Theclassroomisthebestplacewherestudentscanbecomeawareofthespeakingstrategiesandpracticethemconsciouslyinordertousethemsuccessfullyinreallifesituations.（7）UsingclassroomlearningenvironmentMakingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents.Inchina,studentshavetheopportunitytohearandspeakthelanguageonlyintheclassroom.SocreatinganEnglishspeakingenvironmenttomaximizelearningopportunityiscrucialforstudents.三、Designingspeakingtasks1.Twofactorsconsideredindesigningspeakingtasks①Whenwedesignspeakingtasks,oneimportantconsiderationisthelanguageproficiencylevelofthestudents.Ifweaskthemtodotasksthatareabovetheirlevel,theywillsimplybecomefrustratedanddemotivated.②Ontheotherhand,itisgoodtogivethestudentstasksattimesthatchallengethem,becauseifspeakingtasksareallwastooeasy,theycanalsobecomedemotivated.2.Commoncharacteristicsinsuccessfulspeakingtasks（1）MaximumforeigntalkThestudentstalkalotintheforeignlanguage.Onecommonprobleminspeakingactivitiesisthatstudentsoftenproduceoneortwosimpleutterancesintheforeignlanguageandspendtherestofthetimechattingintheirnativelanguage.Anothercommonproblemisthattheteachertalkstoomuchofthetime,thustakingawayvaluablepracticetimefromthestudents.（2）EvenparticipationWhetherthetasktakesplaceamongthewholeclassorinsmallgroups,asuccessfultaskshouldencouragespeakingfromasmanydifferentstudentsaspossible.Thetaskshouldbedesignedinawaysothattheoutspokenstudentsdonotdominatediscussions.Whennecessary,theteachermayinterferetoguaranteeequalopportunitiesforstudentsofdifferentlevels.（3）HighmotivationMotivationisoneofthemostimportantvariablesinsuccessfullanguagelearning.Teacherscandoalottoincreaseandmaintainthemotivationofstudentsbythetypesoftasksthattheyorganizeinclass.Studentsareeagertospeak,whenthetopicisinterestingorthereisaclearobjectivethatmustbereached.Againgreatcareshouldbetakentomakesurethetaskisinlinewiththestudents’abilitytodealwith.Ifthetaskistooeasy,thestudentsmaythinkitischildishandthusloseinterest.（4）RightlanguagelevelInasuccessfulspeakingtask,thelanguageisattherightlevel.Thetaskmustbedesignedsothatstudentscancompletethetasksuccessfullywiththelanguagethattheyhave.Ifthestudentslacktoomuchvocabularythetaskwillbecomefrustratingandthestudentsarelikelytogiveuporrevertbacktothenativelanguage.四、TypesofspeakingtasksItisimportanttogivethestudentsavarietyofspeakingactivitiessothattheywillbeabletocopewithdifferentsituationsinreality.Varietyalsohelpskeepmotivationhigh.1．TwomajorpurposesforlisteningOneistogetinformationandtheotherisforsocialreasons.Thesameistrueofspeaking.2.Twotypesofcommunicativespeakingactivities:Littlewoodsummarizedthespeakingactivitiesasbelow:Pre-communicativeactivitiesareintendedtoprepareleanersforcommunicativeactivities.Structuralactivitiesandquasi-communicativeactivitiesundertheheadingofPre-communicativeactivities.Functionalcommunicativeactivitiesandsocialinteractionactivitiesundertheheadingofcommunicativeactivities3．Classificationofspeakingactivities（口語活動類型）（1）ControlledactivitiesMainlyfocusonformandaccuracy.Theyforcestudentstopayattentiontocertainstructuresorfunctionssothatthesecanbeaccuratelyproduced.（2）Semi-controlledactivitiesSemi-controlledactivitiesfocusmoreonmeaningandcommunication.Theteacherstillhassomecontroloverthelanguagewhichstudentsareexpectedtoproducebutstudentshavemoreroomfortheirproduction.（3）CommunicativeactivitiesCommunicativeactivitiesallowforrealinformationexchange,whichincludeinformationgapactivities,problem-solvingactivities,discussions,debates,interviews,fluency-focusedgames,etc.4.Typicalspeakingactivities:(1)Information-gapactivitiesIninformation-gapactivities,thestudentshavedifferentinformationandtheyneedtoobtaininformationfromeachotherinordertofinishatask.(2)Dialoguesandrole-plays①Dialogue:Adialogueisalwaysbetweenatleasttwopeople,sowecanneverpredictwhattheotherpersonwillsaynext.②Arole-play:Arole-playmeansthestudentscanpretendtheyareactingassomeoneelse.(3)ActivitiesusingpicturesAppropriatepicturesprovidecues,prompts,situationsandnon-verbalaidforcommunication.(4)Problem-solvingactivitiesThistypeofactivitytendstobeproductivebecausethereisaclearobjectivetobereachedorproblemtobesolved.Problem-solvingactivitiesrequireahigherleveloflanguageproficiency,howeverthedifficultylevelcanbecontrolledsomewhatbythetopic.(5)Otherspeakingactivities①Findsomeonewho...Standupandwalkaroundtheroom.Askyourclassmateswhattheyliketodo.Onceyoufindsomeonewholikessomething,writedownhis/hernameintheblanknexttotheactivity.Continueaskinguntilyouhaveadifferentnamewrittendownforeachactivity.Thefirstpersontofillinalltheblanksisthewinner.②ChangethestoryEachstudentwritesashortstoryordescriptionandunderlinesalltheverbs.Thegrouptogether