Teaching Language Skill: Speaking and Writing
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The document outlines strategies for teaching speaking and writing skills, emphasizing the need for interaction and effective communication in English. It details teaching methodologies, characteristics of spoken language, types of speaking activities, and the writing process with specific focus on classroom implications and feedback mechanisms. Strategies include fostering a supportive environment and guiding learners through various writing formats and communication tasks to enhance their abilities.
Teaching Language Skill: Speaking and Writing
- 1. Teaching Language Skills: Speaking and Writing Musfera Nara Vadia 18716251035 Awaliawati Wahyullah 18716251043
- 2. Outline 01 02 Speaking Skill Introduction Reasons for Speaking Speaking Skill and Communicative Language Theory Characteristic of Spoken Language Teaching Pronunciation Conversation Analysis Classroom Implication Types of Speaking Activity Feedback to Learners Writing Skill • Reasons for Writing • Writing Materials in the Language Class • The Written Product • The Writing Process • Correcting Written Work
- 4. Introduction With the growth of English as an international language of communication (Graddol, 2006, 2010), there is clearly a need for many learners to speak and interact in a multiplicity of situations through the language, be it for foreign travel, business or other professional reasons. “ “
- 5. Reasons for Speaking Asking for assistance and advice Making an appointment 01 02 03 04 05 06 Asking for directions Discussing and negotiating arrangements Talking socially to a variety of people Sorting out arrangements
- 6. Speaking Skills and Communicative Language Theory A B C D Language is a system for the expression of meaning The primary function of language is for the interaction and communication The structure of language reflects its functional and communicative uses The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse In their analysis of the theoretical base of communicative language teaching, Richards and Rodgers (2001: 161) offer the following four characteristics of a communicative view of language:
- 7. Characteristic of Spoken Language A B Motor-receptive speaking skill Social and interactional skills
- 8. Teaching Pronunciation Individual sounds Sentence stress and rhythm Intonation Sound and spellingWord stress
- 9. Conversation Analysis McCarten and McCarthy (2010: 23) propose general principles that can be applied to reflect the features of real conversation: Keep turns generally short, except for narratives Allow speakers to react to the previous speaker. Do not overload speech with densely packed information 01 02 03 Include some repetition, rephrasing, fragmented sentences and other features of speech, but maintain transparency. 04 05 Keep speakers ‘polite’
- 10. Conversation Analysis Cont. Ellipsis (i.e. incomplete utterances) Use of conjunction Very few passives Not many explicit logical connectors Replacing/refining expressions The use of vague language Repetition of the same syntactic form The use of pauses, ‘fillers’ and lexical phrases Burns (2012) also provides a useful summary of typical features of speech.
- 13. Classroom Implication Cont. Tomlinson and Dat (2004: 215) suggest ways of counteracting various difficulties learners face in speaking and point out that ‘. . . students will only reveal their real ability to speak in English if their teachers encourage and value oral participation, foster a positive and supportive atmosphere, provide constructive feedback, encourage peer interaction and give thinking and rehearsal time’. “ “
- 14. Types of Speaking Activity Communication games Problem solving Simulation/Role-play materials Materials requiring personal responses Materials illustrating tendencies Materials to enhance academic speaking skills
- 15. Types of Speaking Activity Drilling and chants Writing tasks Reading aloud Dialogues Communicative tasks Task repetition
- 16. Feedback to Learners As a parent interprets the child’s intended meaning and then echoes by providing more effective and richer models, teachers’ affirmative and supportive rephrasing in response may be beneficial and also welcomed by the learners. “ “
- 18. Writing Skill
- 19. Reasons for writing We initiate to write or we respond to someone else’s initiation. A typical “writing profile” covers a wide range of style. In terms of frequency, people write less than they talk and listen 01 02 Six categories of types of writing (Hedge, 2005) 03 The implication for teaching writing
- 21. Traditional writing activity 1. Controlled sentence construction • Focus on accuracy • Focus on writing output • The activities: • providing a model sentence and asking students to construct a parallel sentence with different lexical items. • inserting a missing grammatical form • composing sentences from tabular information, with a model provided • joining sentences to make a short paragraph, inserting supplied conjunctions (but, and, however, because, although . . . )
- 22. 2. Free composition • Requires learners to ‘create’ an essay in a given topic, often as part of examination. • Sometimes learners simply ask to write a personal topic or parallel topic. 3. The ‘homework function’ • Writing is as a supplementary activity or as a homework.
- 23. The Written Product 1. Levels of writing Functional categories include: • sequencing; chronological order • comparison and contrast • classification • cause and effect • description of objects and of processes • definitions • writing instructions • predicting and speculating • expressing opinion • expressing reasons • discursive essays
- 24. Technique of Writing 1. Providing a text to read as a model for a particular function. 2. Answering questions on a text, then using the answers as the basis for a piece of writing. 3. Using non-verbal information in many forms 4. Selecting appropriate connectives in a paragraph. 5. (Re)constructing a paragraph from sentences given in the wrong order, or a whole text from a set of jumbled paragraphs. 6. Paragraph or story completion, which can be done by adding not only an ending, but also a beginning or a middle section. 7. Parallel writing. 8. Choosing an appropriate title for a piece of writing, such as a newspaper article. 9. Working on identifying and creating ‘topic sentences’ as the basis for developing paragraphs.
- 25. Audience1. to other students: invitations, instructions, directions. 2. for the whole class: a magazine, poster information, a cookbook with recipes from different countries. 1. for new students: information on the school and its locality. 2. to the teacher (not only for the teacher) and the teacher can reply or indeed initiate. 3. for themselves: lists, notes, diaries to penfriends. 4. to other people in the school: asking about interests and hobbies, conducting a survey. 5. to people and organizations outside the school: writing for information, answering advertisements. Teacher can ask students to write
- 26. The Writing Process (Hedge: 2005) Writingproduct IDEAS when the teacher and the class collaborate to improve the quality of writing through awareness activities such as conferencing on plans and drafts, peer editing, reformulation and checking accuracy IMPROVING Learners are guided to produce well- structured written work CRAFTING to help learners become used to writing as self- discovery and as a means of communication. COMMUNICATING learners experience the mental processes of gathering and organizing ideas before actually starting to write by making mind maps, using a diagram of ideas, brainstorming and cubing. COMPOSING
- 27. WRITING IN THE CLASSROOM Gathering ideas: pre-writing and planning Working on drafts Preparing the final version The classroom can provide an environment for writing at each of the three main stages:
- 28. Classroom activities 2 3 4 5 1 Preparing interview questions, perhaps for a collaborative project. Editing another student’s draft Jigsaw’ writing, for example, using a picture stimulus for different sections of the class to create a different part of the story Co-operating at the planning stage, sometimes in pairs/groups, before agreeing a plan for the class to work from ‘Brainstorming’ a topic by talking with other students to collect ideas
- 29. Three different possibilities for the sequencing of materials and activities Varying/increasing the size of the linguistic ‘building blocks’, from single lexical items → sentences and sentence joining → the construction of paragraphs and finally → whole texts. Paralleling the stages in the process of putting a whole piece of writing together. Task complexity. It can be argued that personal (expressive) writing is in some sense ‘easier’ than its institutional or professional counterpart. 60% 80% 50%
- 30. Correcting Written Work 1 2 3 4 1 LEARNERS’ PROFICIENCY 2 direct correction, indirect indication of problems for the learners to solve MANNER OF FEEDBACK 3 treatable ones that the learners can overcome, untreatable errors KINDS OF ERRORS 4 formative feedback during the writing process, post- feedback on errors TIMING OF FEEDBACK
- 31. Harmer (2001b: 261–2) regards the teacher as ‘motivator’ and ‘feedback provider’. The feedback given to students is in this view both ‘formative’ –as well as ‘summative’. The feedback takes place at different level of writing, and sentence grammar is not only subject of attention. The feedback typically involve: • Communicative quality • Logical organization • Layout and presentation • Grammar • Vocabulary • Handwriting, punctuation and spelling
- 32. Feedback guidelines Prioritize Be encouraging Avoid imposing their own ideas on student writers, leaving the final decisions in the hands of the writer. Treat students as individuals Be clear and helpful D D
- 33. Ferris (2003: 122) provides an example of process-orientated feedback procedures: D DD 01 02 0403 05 1st draft – in class peer response 2nd draft – expert feedback 3rd draft – focused editing workshop Final draft – careful editing and proof- reading Grade and final comments
- 34. Grade X
- 35. Thank you Any question and suggestion?