2. Research in the Teaching of Speaking

This qualitative study investigates discourse-level patterns typically employed by a Turkish lecturer based on the syntactic patterns found in the collected data. More specifically, the study aims to reveal how different native and non-native speakers of English perceive discourse patterns used by a non-native lecturer teaching in English. The data gathered from a Turkish lecturer teaching finance, and the interviews both with the lecturer and the students. The lecturer and the students were videotaped and the data was evaluated by content analysis. The results revealed a difference between the way non-native and native speakers evaluate an oral discourse of a non-native lecturer teaching in English. Native speakers of English found the oral performance moderately comprehensible, while non-native speakers found it relatively comprehensible. Keywords: Discourse-level patterns; syntactic patterns; native and non-native speakers

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2019

Systematically and explicitly addressing the teaching of speaking is an aspect of English language teaching that is often underestimated. While teachers may be presenting various speaking activities in the classroom, such activities may amount to ‘doing speaking’ rather than ‘teaching speaking’. In this article, I argue that being a competent teacher of speaking involves understanding the ‘combinatorial’ nature of speaking, which includes the linguistic and discoursal features of speech, the core speaking skills that enable speakers to process and produce speech, and the communication strategies for managing and maintaining spoken interactions. The article concludes by presenting a ‘teaching-speaking cycle’ (Goh and Burns, 2012) that teachers can use to plan tasks and activities that explicitly address these aspects of speaking and that scaffold student learning.

Multilingual Matters eBooks, 2004

Teaching aim at the development of communicative competence in students by engaging them in meaningful interaction. Ability to speak accurate, appropriate and effective English is vital for meaningful interaction that ensures students' communicative competence in English. Unfortunately, in the Nepalese context, especially in government-aided schools and constituent colleges of Tribhuvan University (TU), speaking skill lies on the periphery of English Language Teaching (ELT) owing to several factors. This article attempts to explore those factors that have been a hindrance in developing speaking skill in Nepalese students in general and the students from the above-mentioned institutions in particular. This article draws on the author's experience as a supervisor of student teachers from B.Ed. and M.Ed. programmes and his teaching experience at a constituent campus of TU. Moreover, the article presents some suggestions that can help English teachers to overcome the hindrances.

2019

This paper aims to describe the types of spoken language for English Language teaching. Spoken language’ types considered to be varied and complex particularly to the country which its first language is not English. To implement the spoken language type in the subject, such speaking class, it is crucial to comprehend these types of spoken language. It is found that adjacency, turn-taking, and exchange were the most implemented types during the presenting speaking in the class. It is resolved that the vary the types applied in the class, the more the knowledge and classroom’s situation would be delighted.

Asian EFL Journal, 2005

In this more mobile and globalized world, the concept of what it means to be a native speaker of a language is becoming ever more difficult to define, especially in regards to English. In recent developments in second language acquisition and language teaching, this concept has been the focus of attention for numerous scholars (e.g. to get a better understanding of this concept, and, perhaps, to reevaluate and revise the "native speaker model" in the field of language teaching. In this article, the definition of the native speaker is explored based on the works of various scholars who have investigated this concept. Based on the findings of what it takes to be a native speaker, the issue of whether the native speaker model is the appropriate model in language teaching is discussed.

One of main concern of the most language teachers is how to help language learners to develop satisfying language proficiency. In this regard, speaking proficiency has received the greatest attention among both the language teachers as well as the language learners. This is because speaking is a crucial part of the language learning process. The major goal of teaching speaking skill is communicative efficiency. Language learners should be able to make themselves understood by using their current proficiency. They should try to avoid confusion in the message because of the faulty pronunciation, grammar, or vocabulary. In the same line, a common characteristic of many language classes is a heavy focus on the language system. Vocabulary and grammar seem to gain far more attention than the skills needed to use this vocabulary and grammar. To help students develop communicative efficiency in speaking, instructors can use activities that combine language input and communicative output. To this end, the present paper tries to take a closer look at the type of activities that language teachers can utilize to promote speaking proficiency. Accordingly, effective instructors can teach students speaking strategies by using minimal responses, recognizing scripts, and language to talk about language. These instructors help students learn to speak so that the students can use speaking to learn.

IJEE (Indonesian Journal of English Education), 2016

Teaching and learning to speak English using oral language data drawn from real life communication can be unique experiences for English teachers and students who usually rely on unauthentic written texts of a textbook. This small study focuses on a conversation involving the author and his native speaker counterpart. Entities of the conversation put under analysis and discussion include its register and generic structure, exchanges, prosodic features and communication strategies. The dialogic features of the text are presented in the data collection procedure and description section. The article is expected to provide a perspective for doing similar analysis with other oral data by teachers and advanced learners of English as a second or foreign language. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3092

Chinese as a Second Language Research

This journal issue contains a number of papers/teaching units that are dedicated to the review and analysis of some ways in which authentic language materials can be used for the teaching and learning of Mandarin Chinese from the beginning to advanced levels. We first describe the rationale for the expanded use of authentic language data in classroom instruction, and then we present four exploratory units to showcase some of the effective classroom teaching procedures that are useful to make learners aware of (and eventually use) important features of language interaction in Chinese. The units use two types of authentic materials: natural conversations and entertainment media (TV and movies). Some of the materials, due to the nature of the communicative settings associated with them, raise important theoretical questions about norms and expectations of (intercultural) communication and goals of language learning. This introduction provides a brief review of the theoretical foundatio...

doi: 10.1111/ijal.12084 This article reports on part of a quantitative/ qualitative study investigating the attitudes of pre-service English language teachers in the United States towards native/non-native Englishes in interaction. The study is unique to language attitude research in that participants evaluate speech-in-action of multiple speakers rather than isolated speech samples. It is therefore relevant to linguistic approaches that emphasize communication, such as English as a Lingua Franca (ELF), which until now has been under-represented in North American research. Results indicate a willingness among pre-service teachers to use non-native Englishes as pedagogical models for certain language skills and course types. Implications for English language teacher training are discussed.

The potential of corpora for language learning and teaching has been widely acknowledged and their ready availability on the Web has facilitated access for a broad range of users, including language teachers and learners. However, the integration of corpora into general language learning and teaching practice has so far been disappointing. In this paper, I will argue that the shape of many existing corpora, designed with linguistic research goals in mind, clashes with pedagogic requirements for corpus design and use. Hence, a 'pedagogic mediation of corpora' is required (cf. Widdowson, 2003). I will also show that the realisation of this requirement touches on both the development of appropriate corpora and the ways in which they are exploited by learners and teachers. I will use a small English Interview Corpus (ELISA) to outline possible solutions for a pedagogic mediation. The major aspect of this is the combination of two approaches to the analysis and exploitation of a pedagogically relevant corpus: a corpus-based and a discourse-based approach.

Speaking is one of the four macro skills to be developed as a means of effective communication in both first and second language learning contexts. In the English as a Foreign Language (EFL) pedagogy environment, how to increase speaking competence and confidence for undergraduate students tends to be a crucial question among instructors. This concern led to a qualitative research design as an action study in a regular course employing a task-based approach. The findings indicated that confidence, creativity of topics, and speaking competence were the key aspects of improvement when speaking to the audience.

The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken language proficiency. Oral skills have hardly been neglected in EFL/ESL courses (witness the huge number of conversation and other speaking course books in the market) though how best to approach the teaching of oral skills has long been the focus of methodological debate. Teachers and textbooks make use of a variety of approaches, ranging from direct approaches focusing on specific features of oral interaction (e.g. turn-taking, topic management, questioning strategies ) to indirect approaches which create conditions for oral interaction through group work, task work and other strategies .