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- 1. Integrated-skill Teaching —Focusing on Speaking —
- 3. Nature of tasks in real world • Language tasks involve more than one skill. Example 1: Daily conversation -speaking -listening to what the interlocutor says Example 2: Giving a presentation -speaking (giving a presentation) -listening (dealing with questions from the audience) Integrated-skill teaching reflects the real-life experience.
- 4. Nature of the speaking skill • Speaking is one of the most complex and demanding of all human mental operations (Field, 2011). • An expert speaker of English produces utterances at a typical rate of about 150 words per minute, or 2.5 per second (Levelt, 1989). 4
- 5. Stages in speech production (Field, 2004, p. 284) 1. Conceptual stage: where the proposition that is to be expressed first enters the mind of the speaker 2. Syntactic stage: where the speaker chooses an appropriate frame into which words are to be inserted, and marks parts of it for plural, verb agreement etc. 3. Lexical stage: where a meaning-driven search of the speaker’s lexicon or vocabulary store takes place, supported by cues as to the form of the word (e.g., its first syllable) 5
- 6. Stages in speech production (Field, 2004, p. 284) 4. Phonological stage: where the abstract information assembled so far is converted into a speech-like form 5. Phonetic stage: where features such as assimilation are introduced, which reduce articulatory effort 6. Articulatory stage: in which the message is uttered 6
- 7. Speaking in L2 • The complicated speaking process becomes even more complicated. • How can teachers help their students go through the complicated speaking process smoothly? At which stage in speech production do we want to offer help?
- 8. Integrated skills teaching • Input first? Output first? • From input to output Combination of multiple receptive/productive skills 8 Reading Listening Writing Speaking INPUT OUTPUT
- 9. What’s special about EFL? • Amount of input e.g., Sugiura et al. (2002) In the case of a student coming into university after spending six years studying English at junior & senior high schools English class 3 times per week × listening to English for 10 minutes in each class × 35 weeks of classes per year × 6 years (junior & senior high schools) = 6,300 minutes = 105 hours → How big or small is this number? 9
- 10. • When taking courses given in English (when studying abroad) listening to English for 5 hours every day 105 hours = 21 days = 3 weeks • Such a small amount of input!! 10
- 11. From input to output • Purpose of reading/listening (input) – Background information about a topic – Useful expressions, which can be used later in the output activity
- 12. Example from a high school textbook Mainstream: English expression I (p. 49) 12 Tasks provided in the textbook Skill 1. Listening to a dialogue between two people talking about a store they often go to listening 2. Working in pairs to interview each other about a store they often go to and take memo about the partner’s answer in English speaking listening writing 3. Preparing and giving a short speech, introducing a shop to which their friends often go reading writing speaking
- 13. Example from a high school textbook Mainstream: English expression I (p. 49) 13 Tasks provided in the textbook Skill 1. Listening to a dialogue between two people talking about a store they often go to listening 2. Working in pairs to interview each other about a store they often go to and take memo about the partner’s answer in English speaking listening writing 3. Preparing and giving a short speech, introducing a shop to which their friends often go reading writing speaking This can be a source of input for another activity.
- 15. Pronunciation • Segmental phonemes (vowels, consonants) • Suprasegmental phonemes (stress, intonation, etc.) 15
- 16. Pronunciation practice • Oral interpretation – Interpret written work and express the interpretation orally
- 17. References Field, J. (2004). Psycholinguistics: The key concepts. London: Routledge. Field, J. (2011). Cognitive validity. In L. Taylor (Ed.), Examining speaking: Research and practice in assessing second language speaking (pp. 65-111). Cambridge, UK: Cambridge University Press. Levelt, W. J. M. (1989). Speaking. Cambridge, MA: MIT Press. Sugiura, M., Takeuchi, S., & Baba, K. (2002). リスニング能力養 成のための自律学習：ディクテーションの効果. Retrieved from http://www.lang.nagoya- u.ac.jp/proj/genbunronshu/23-2/sugiura.pdf Takashima, H. (ed.) (2013). Mainstream: English expression I. Osaka, Japan: Zoshindo. 17