Lesson 8 Speaking Speaking skill 1 Overbearing elder

Lesson 8. Speaking 영어교육론 이희경

Speaking skill (1) - Overbearing elder sister - Communicative competence 1) Hymes(1974): Communicative Competence · What a speaker needs to know in order to be communicatively competent in a speech community (Chomsky’s theory of competence/performance: abstract abilities speakers possess that enable them to produce grammatically correct sentences) · grammaticality, feasibility, appropriateness, practicality

Speaking skill (2) 2) Canale and Swain(1980) grammatical competence, sociolinguistic competence, discourse competence, strategic competence 3) Savignon(1983) - the ability to function in a truly communicative setting - dynamic, not static skills - context-specific - Competence is what one knows, performance is what one does.

Speaking skill (3) 4) Bachman(1990) A. Language Competence a. Organizational Competence (i) grammatical competence (ii) textual competence b. Pragmatic Competence (i) illocutionary competence (ii) sociolinguistic competence B. Strategic Competence C. Psychophysiological Mechanism

Typology of speaking - Function of speaking: · transactional vs. interactional - Purposes of speaking in terms of routines · Informational routines: expository, evaluative · Interactional routines: service vs. social encounters - Useful for designing speaking classes - Routines can be helpful for learners to expect lg: prefabricated chunks and formulae

Factors affecting speaking performance Cultural: prior learning experience · Speaking was not encouraged · Use effective management of classroom interactions - Linguistic: L 1, difficulty of L 2, lack of cultural or social knowledge to process meaning - Psychological/affective: culture shock, motivation, anxiety, shyness -

Motivation - - effort + desire to achieve the goal of learning lg + favorable attitude toward the learning the lg Reasons of being unmotivated. P. 233 Factors accounting for reluctance of speakers · students’ perceived low proficiency · fear of mistakes · teachers’ intolerance of silence · uneven allocation of turns · incomprehensible input

Dealing with reluctant speaker - Lengthen the amount of time for response. (wait for more than 3 sec. ) Improve questioning techniques. Give learners opportunities to rehearse their responses. Focus on content than on form. Establish good rapport. Create low anxiety. Increase the role of listener to become a better speaker.

Factors affecting task difficulty - the degree of a task embeddedness in a context - cognitive demands on the learners: the degree of abstraction - the degree of background knowledge used - the amount of assistance - the complexity of language to produce - the degree of emotional stress - the interest and motivation of the learner - interlocutor effect: the degree of comfort with the interlocutor, degree of competence of the interlocutor

Steps to design a classroom lesson 1. 2. 3. 4. 5. 6. 7. Identify the overall context. Develop an aim. Note the lg event sequence within the context. List the texts arising from the sequence. Outline the sociocultural knowledge students need. Record or gather sample of texts. Develop units of work. : - 3 Ps - Design pedagogical tasks. - Try creative tasks.