Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе
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Шеттілдік
| 1. Learners talk a lot. As much as possible of the period of time allotted to the
activity is in fact occupied by learner talk. This may seem obvious, but often most time is taken up with teacher talk or pauses. 2. Participation is even. Classroom discussion is not dominated by a minority of talkative participants, all get a chance to speak, and contributions are fairly evenly distributed. 3. Motivation is high. Learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. 4. Language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. Problems with speaking activities 1. Inhibition. Unlike reading, writing and listening activities, speaking requires some degree of real-time exposure to an audience. Learners are often inhibited about trying to say things in a foreign language in the classroom worried about making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts. 61 2. Nothing to say. Even if they are not inhibited, you often hear learners complain that they cannot think of anything to say, they have no motive to express themselves beyond the guilty feeling that they should be speaking. 3. Low or uneven participation. Only one participant can talk at a time if he or she is to be heard, and in a large group this means that each one will have only very little talking time. This problem is compounded by the tendency of some learners to dominate, while others speak very little or not at all. 4. Mother-tongue use. In classes where all, or a number of, the learners share the same mother tongue, they may tend to use it because it is easier, because it feels unnatural to speak to one another in a foreign language, and because they feel less 'exposed' if they are speaking their mother tongue. If they are talking in small groups it can be quite difficult to get some classes – particularly the less disciplined or motivated ones – to keep to the target language. The other factor is the fact that the pupil needs words, phrases, sentence patterns and structures stored up in his memory ready to be used for expressing any thought he wants to. In teaching speaking the teacher should stimulate his students’ speech by supplying them with the subject and grammar they need to speak about the suggested topic or situation. The teacher should lead his pupil to unprepared speaking through prepared speaking. 2. Strategies for developing speaking skills. 1. Use group work This increases the sheer amount of learner talk going on in a limited period of time and also lowers the inhibitions of learners who are unwilling to speak in front of the full class. It is true that group work means the teacher cannot supervise all learner speech, so that not all utterances will be correct, and learners may occasionally slip into their native language; nevertheless, even taking into consideration occasional mistakes and mother-tongue use, the amount of time remaining for positive, useful oral practice is still likely to be far more than in the full-class set-up. 2. Base the activity on easy language In general, the level of language needed for a discussion should be lower than that used in intensive language-learning activities in the same class: it should be easily recalled and produced by the participants, so that they can speak fluently with the minimum of hesitation. It is a good idea to teach or review essential vocabulary before the activity starts. 3. Make a careful choice of topic and task to stimulate interest On the whole, the clearer the purpose of the discussion the more motivated жүктеу/скачать 1,01 Mb. Достарыңызбен бөлісу:
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