Oral communication skills in teaching adult ESL
Outside of class , is used to listen to twice as much as talk , which in turn is used twice as reading and writing ( Rios , 1981). Inside the classroom, talking and listening are skills that are used most frequently ( Brown , 1994 ) . They are recognized as essential to the functioning in the context of English language , both by teachers and by students. These skills are also educational logical starting points when students have low levels of literacy ( in English or your native language ) or limited formal education , or when they come from language backgrounds with non-Latin characters or predominantly oral tradition . In addition, unit readiness skills include workforce in adult ESL education , practice time is given to this type of speaking skills as reporting , negotiation , clarification and resolution of problems ( Grognet , 1997 ) .The speaker is
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown , 1994 ; Burns & Joyce , 1997 ) . Its form and meaning depends on the context in which it occurs, including the participants themselves , their collective experiences , the physical and speaking purposes . It is often spontaneous , open and constantly evolving. However, no speech is always unpredictable . Language functions (or patterns) that tend to recur in certain discourse situations ( for example , in rejecting an invitation or request time off work ) , can be identified and mapped (Burns & Joyce , 1997 ) . For example , when a salesperson asks " I can help ? " Expected discourse sequence includes a statement of need , the answer to the need , the supply of appreciation, recognition rate appreciation and farewell . Speaking requires students not only know how to produce specific points of language such as grammar , pronunciation or vocabulary ( linguistic competence ), but also that they understand when, why and in what ways to produce language ( sociolinguistic competence ) . Finally , the discourse has its own abilities , different structures and conventions of written language (Burns & Joyce , 1997 , Carter and McCarthy , 1995 ; Cohen , 1996 ) . A good speaker synthesizes this set of skills and knowledge needed to succeed in a given speech act .What makes a good speaker
Skills of the speaker and speech habits have an impact on the success of any change (Van Duzer , 1997 ) . Speakers must be able to anticipate and produce expected patterns of specific discourse situations . They must also manage discrete elements such as taking turns , rephrasing , providing information , or redirect (Burns & Joyce , 1997 ) . For example , a student participating in the exchange with the seller described above must meet the usual pattern is that such interaction and access to knowledge as he goes exchange. The student must choose appropriate vocabulary to describe the element sought, rephrase or emphasize words to clarify the description, if the employee does not understand , and use appropriate facial expressions to indicate satisfaction or dissatisfaction with the service. Other skills and knowledge that instruction could address are:production of sounds, stress patterns , rhythmic structures and rhythms of the language ;
using grammar accurately ;
assessment characteristics of the target audience , including shared knowledge or shared reference points , status and power relations of the participants , interest levels , or differences in perspectives ;
select the language that is understandable and appropriate for the audience, the subject being discussed , and the setting in which the speech act occurs ;
implementation of strategies to enhance understanding , as underlining key words , rephrasing , or checking for listening comprehension ;
using gestures or body language , and
paying attention to the success of the interaction and adjusting components of speech, such as vocabulary , rate of speech , and the complexity of grammatical structures to maximize listener comprehension and participation ( Brown , 1994 ) .
Teachers should monitor students' speech production to determine what skills and knowledge they already have and what areas need development. Bailey and new forms of teacher discourse Savage (1994) and Lewis of new forms of teaching Adults ( 1997 ) offer suggestions for activities that can address different skills .
General scheme of a language class
Speaking lessons can follow the usual pattern of the preparation, presentation, practice , evaluation and extension. The teacher can use the preparation stage to establish a context for the task of speaking (where, when , why, and who is going to happen ) and start the knowledge of the ability to speak being white ( ask for clarification , emphasizing keywords, using reduced forms of the words ) . In the presentation, the teacher can provide students with a pre -production model that promotes student understanding and helps them to be more attentive observers of language use . Trainees practice involves the reproduction of the target structure , typically in a controlled manner or highly compatible . Evaluation involves directing attention to the ability to be tested and asks students to monitor and evaluate their own progress. Finally , the expansion consists of activities that ask students to use the strategy or skill in a different context and authentic communicative situation , or to integrate the use of the new skill or strategy with previously acquired (Brown , 1994 ; Burns & Joyce , 1997; Carter and McCarthy , 1995).Example of a lesson that speaks:
The choice of appropriate topics for small talk
1. Preparation . Show students a picture of two people talking in a casual family . (The setting is determined by a needs assessment first. ) Ask them to think what people might be discussing (ie , what topics , vocabulary , typical phrases ) .
Two . Presentation . Displays various video clips of the talk in informal situations . Students must complete a worksheet in which they describe or list the topics discussed, the context in which the discourse is taking place , and all phrases that seem to characterize small talk . Follow up with an analysis of the types of issues that are appropriate for small talk, the factors in the specific situations that affect the selection of topics (eg , relationships of participants , physical environment ) , and catchphrases used in small talk . Chart this information.
Three . Practice. Give them specific information about the participants and the establishment of a scenario where the talk was held. In pairs , ask them to list the topics that could be discussed by the participants and they can use simple phrases . Students engage in improvised dialogue based on these simple phrases .
April . Evaluation. Give couples a teacher ready dialogue depending on your situation from the s . Ask them to compare their improvised dialogues prepared dialogue , analysis of the similarities , differences, and the reasons for both.
May . Extension. Have students go individually or in small groups in different community contexts (work, school , church , bus stop ) and record the conversations they hear. Ask them to report their findings to the class , and then have the class to discuss these findings.
Speak in class Task
Although the dialogues and conversations are the most obvious and most used speaking activities in language classes , a teacher can select the activities of a variety of tasks . Brown (1994 ) lists six possible categories of tasks:imitative -
Exercises in which the student is merely repeating a phrase or structure (eg , " Sorry . " Or " Can you help me ? " ) For greater clarity and precision ;
intensive -
Drills or reps focus on phonological or specific grammatical points , such as minimal pairs or repetition of a series of imperative sentences ;
sensitive -
Short answers to questions or comments , as a series of answers to yes / no teacher or student ;
transactional -
Dialogues conducted with the purpose of exchanging information, such as information gathering interviews , role plays , or debates ;
interpersonal -
Dialogues for establishing and maintaining social relationships , such as personal interviews or casual conversations RPGs , and
broad -
Extended monologues such as short speeches , oral reports , or oral summaries .
These tasks are not sequential . Each can be used independently or integrated with other , depending on the needs of the students. For example , if students are not using proper sentences intonation when participating in transactional activity that focuses on the ability to interrupt politely to make a point , the teacher may decide to continue with a brief lesson imitative orientation of this feature.
In the presentation of the tasks , teachers should inform students about the role of language that will occur in the actual task and context ( s ) in which it usually occurs . They provide opportunities for interactive practice and build on the previous statement, as required ( Burns & Joyce , 1997 ) . Teachers should also be careful not to overload a lesson talking with other new materials as numerous vocabulary or grammatical structures . This can distract students from speaking the main objectives of the lesson.
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