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1、Understanding and Teaching Spoken English金 利 民北京外國(guó)語(yǔ)大學(xué)英語(yǔ)學(xué)院 OutlineFeatures of the spoken languageTeaching spoken English: Principles and practiceHow to use A Speaking Course Part One: PreviewFeatures of the spoken language Prosodic featuresShortened formsFeatures resulting from limited processing tim

2、eOrganizational featuresAccent and dialectFunctions of the spoken language 1. Features of the spoken language (1)1.1 Prosodic features: stress rhythmpitch tempo intonatione.g. She sells seashells on the seashore, the shells she sells are seashells Im sure. 1. Features of the spoken language (2)1.2 S

3、hortened formsContractionElisionEllipsis Contraction:a reduced form often marked by an apostrophe in writing e.g. cant = cannotIll = I will Elision:the omission or slurring (eliding) of one or more sounds or syllables e.g. gonna = going towanna be = want to be wassup = whats up Ellipsis: the omissio

4、n of part of a grammatical structure e.g. “You bored?” “A bit”, 1. Features of the spoken language (3)1.3 Features that result from the limited processing timeFalse startRepairsFillers False start: when a speaker stops after beginning an utterance and then either repeats or reformulates it. e.g. rig

5、ht well lets er -= lets look at the applications - erm - let me just ask initially this (The CHRISTINE Project: http:/ Repairs: an alteration suggested or made by the speaker, the addressee or the audience to correct or clarify a previous conversational contribution. Fillers: - no particular meaning

6、s - provides time to think, to create a pause or to hold a turn e.g. “er”, “uhm”, “ah”, “well”. Compare with the Chinese filler “neige”. 1. Features of the spoken language (4)1.4 Organizational featuresBack-channelingTurn-taking Back-channeling: Feedback for a speaker, meaning “I understand you” or

7、“Im listening”.e.g. “I see”, “really”, “uh huh” or “oh” Turn-taking: a typical, orderly arrangement in which participants speak with minimal overlap and gap between them. Short-turns: one or two sentences; long turns: can be an hours lecture. 1. Features of the spoken language (5)Accent: the ways in

8、 which words are pronounced. Factors: age, region or social class, e.g. RPDialect: The distinctive grammar and vocabulary associated with the regional or social use of a language, e.g. Bernard Shaws Pygmalion. 1. Features of the spoken language (6)Different functionsInteractional talk: Conversationa

9、l language for interpersonal reasons and/or socializing. E.g. chitchat. Primarily listener-oriented.Transactional talk: Language to get things done or to transmit content or information. Primarily speaker-oriented. Part Two: PreviewWhat should be taught and what can be taught?The roles of a spoken E

10、nglish teacherBasic principles in teaching spoken EnglishSome suggestions for the design of activities 2.1 What should be taught and what can be taught? (1)What are the possible aims of a spoken English course?Notions; Situations; Topics; etc. Which spoken model should we present to our students? RP

11、 or a standard American accent? 2.1 What should be taught and what can be taught? (2)What should be corrected and what should not be corrected? What are the possible sideline productions?Training of communication skills, public speaking skills, and skills to organize thoughts within a short time 2.2

12、 The roles of a spoken English teacher Three stages and respective teachers roles: Presentation: an informant (+ a model provider?) Practice: a conductor or a classroom manager Production: a guide or a facilitator Does teaching have to be in this order? 2.3 Basic principles in teaching spoken Englis

13、h (1)The importance of stress and rhythm Difference between English and ChineseEnglish: stress-timedChinese: syllable-timed e.g. I saw a big tree on the top of the mountain.The use of songs in the teaching of pronunciation: Do Re Mi (Unit 1) 2.3 Basic principles in teaching spoken English (2)Communi

14、cative stress: the less the betterHow to reduce this stress? The listener: peers; one is better than manyThe situation: private; familiar; relaxingThe language: same for speaker and listenerStatus of knowledge: information about the topic or issue and the vocabulary needed So: group and pair work ar

15、e better than individual and class work. 2.3 Basic principles in teaching spoken English (3)Information gap: basic principle in the design of tasks Always ask:Is there a reasonable purpose for the speaker to perform the task? Does the listener need that information? 2.3 Basic principles in teaching

16、spoken English (4)Correction: when and how? Relaxed attitude towards mistakes, esp. at the beginning. Beginning of a semester: establishing a good rapport with the students; help learners to build confidence in speaking in English 2.3 Basic principles in teaching spoken English (5)Correction: when a

17、nd how?Relatively privately, e.g. in the process of pair or group work.In class if necessary without mentioning names of students. Take notes while supervising pair or group work. 2.3 Basic principles in teaching spoken English (6)The importance of encouragement: Pygmalion Effect - Rosenthal and Jac

18、obson (1968), children aged six to twelve years, all drawn from the same school, given an IQ test. Children were then assigned to an experimental or control group. When teachers were told that the children in the experimental group were high achievers, these children showed significant IQ gains over

19、 the course of one year, despite allocation to group having been in fact random. 2.4 Some suggestions for the design of activities The use of picturesThe use of jigsawThe use of gamesThe use of dramaThe use of role play and simulation Part Three: PreviewBrief introduction to A Speaking CourseTeachin

20、g spoken English to big classesTeaching spoken English to mixed ability classesMotivating the students 3.1 A Speaking CourseAn integrated syllabus: Book 1: Pronunciation; Functions (I); Functions (II); SituationsBook 2: What will you say? What will you do? How to complete the project? What is your o

21、pinion? 3.1 A Speaking CoursePrinciples in organization and design of content 1) Objectives, warming-up, activities, review, tips2) Presentation, practice, production Models are usually provided.3) Situations and topics are close to the life and future needs of the students. 3.2 Teaching big classes

22、Big classes: 50-60 students in one classDifficult, but not mission impossible. 1) Carefully design tasks with clear learning goals2) Use pair work and group work3) Maintain discipline: Be firm and fair 4) Feedback: One or two groups or pair 3.3 Teaching mixed ability classesLet the more competent st

23、udents do some of the teaching.Pair work and group work benefit the more capable students more.Leave different types of assignments for the students to choose from. 3.4 Motivating the studentsInvolve the students in the design of tasksInteresting tasks Varied design of activitiesEncouragement and some training of learning skillsMake learners aware of the sideline products of the training of spoken English. Tell me and Ill forget;Teach me and Ill remember;Involve me and Ill learn.Benjamin Franklin? Thank You