y >_< i y 一,一一,一 i speaking strategy 93410019 魏佩慈 sarah 93410023 施慧瑩...

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Speaking StrategySpeaking Strategy

93410019 魏佩慈 Sarah

93410023 施慧瑩 Winnie

93410031 戴宛修 Yvette

93410046 劉育珊 Susan

93410047 黃意婷 Evelyn

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COGNITIVE STRATEGIES -RECOGNITION AND USING FORMULAS AND PATTERNSRECOGNITION AND USING FORMULAS AND PATTERNS

93410031 Yvette 戴宛修

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Cognitive Learning StrategiesCognitive Learning Strategies

A. Direct effect of learner’s language learningB. A specific task/ learning objective

(O’Malley, 1987; Oxford, 1990)

C. Grammatical accuracy

• Recognition and using formulas and patterns

• Recombining

• Practicing naturalistically

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Recognition and using formulas and patternsRecognition and using formulas and patterns

• Manipulative activities

– Rigidly structured pattern

a less controlled situation– Function/purpose: particular occasion

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Recognition and using formulas and patternsRecognition and using formulas and patterns

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RECOMBINING (RECOMBINING (COGNITIVE STRATEGIES)

93410047 Evelyn 黃意婷

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RecombiningRecombining

• Recombination involves constructing a meaningful sentence by recombining known elements of the L2 in a new way.

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• Activity: Moving it Around

• Strategy: Direct cognitive, practicing by recombining

• Aim: To help learners put together already known elements in new ways.

• Task: Read the patterns below that were extracted from the monologue and try to recombine them in new ways.

RecombiningRecombining

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• E.g.

• Pattern: The most difficult thing about….

Recombination: The thing that is most difficult about…

• Pattern: I’m not saying that…

Recombination:

….

RecombiningRecombining

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interaction strategies (group discussion)

• 1 expressing agreement

• 2 expressing disagreement

• 3 seeking clarification

• 4 clarifying

• 5 directing interaction within the group

RecombiningRecombining

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• The lessons were planned based on the strategies for practicing under the cognitive strategies (Oxford, 1990) such as repetition, formally practicing with sounds, recombining or generative use of words in different contexts and practicing naturalistically (Oxford, 1990 & Nation, 2001).

RecombiningRecombining

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PRACTICE AUTHENTICALLY((COGNITIVE STRATEGIES)

93410023 Winnie 施慧瑩

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Practice authentically

• putting what students’ have learned into practice in real situations

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Going to Party exercise

• Situation oneLost your invitation of a Halloween partyCall school1. What information do you need to get?

2. What clarification strategy will you use to be sure you completely

understand the information you are given?

3.What else will you want to include in this conversation?

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• Situation two

your best friend's birthday

1. What will you say to your host? (After you have entered and given him/ her the cookies,

you don't see any other guests and realize you are the first.)

2. What can you say to make your host and yourself feel

more comfortable?

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Speaking strategies Speaking strategies dealing with commonly seen dealing with commonly seen

problems of English learners problems of English learners

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How do you improve your pronunciation?How do you improve your pronunciation?

• Imitation

• Shadowing

• Standing in front to mirrors

• Speaking more words step by step

• Listing down difficult words

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How could you get more chances on How could you get more chances on practicing speaking English? practicing speaking English?

• Seize chances to practice speaking English

• Think how you would answer the questions

• Teachers / classmates / clubs

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How do you overcome the fear of How do you overcome the fear of making mistakes in speaking? making mistakes in speaking?

• Talking to yourself

• Thinking in your brain

• Don’t afraid of making mistakes

• Being aware of vicious circle

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COMPENSATORY STRATEGIES

93410046 Susan 劉育珊

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CompensatoryCompensatory strategies strategies

• set of communication devices involves compensation for missing knowledge and strategic options designed to overcome self-perceived weaknesses in communication

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• 1. Circumlocution:

• 2. Approximation: (e.g., superordinate term--ship for sailboat; ‘bird’ for owl)

• 3. Use of all-purpose words: (e.g., the overuse of thing, stuff, what-do-you-call-it, thingies)

• 4. Word coinage: ‘fish zoo’ for aquarium

• 5. Prefabricated patterns: Using memorized stock phrases, usually for “survival” purposes

Compensatory strategiesCompensatory strategies

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• 6. Nonlinguistic signals: Mime, gesture, facial expression, or sound imitation

• 7. Literal translation:

• 8. Foreignzing :

• 9. Code-switching:

• 10. Appeal for help: (eg.,’Pardon?’) or (eg.,”How do you say jinja in English?

• 11. Stalling or time-gaining strategies: Using fillers or hesitation devices to fill pauses and to gain time to think

Compensatory strategiesCompensatory strategies

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CIRCUMLOCUTIONAPPEAL FOR ASSISTANCE(COMPENSATORY STRATEGIES)

93410019 Sarah 魏佩慈

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Circumlocution

• Charade

-Ss are divided into groups/ pairs

-guess of some words representing objects or actions.

-Ss can neither mention the words nor show the actions while describing the words.

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CircumlocutionCircumlocution• Word Finders

-procedural vocabulary and paraphrasing), there is a list of useful expressions such as:

It’s used for __.

It looks like __.

riddle/guessing game

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CircumlocutionCircumlocution

• Paraphrasing Races

-divide into teams.

-T. gives a sentence,

-Ss rephrasing as they can in three minutes.

-Each group reads their paraphrases aloud, and are judged for acceptability.

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CircumlocutionCircumlocution

• For a pair work activity, students are to make definitions using some all-purpose word and relative clauses.

Ex. A: What’s a broom?B: It’s a thing that’s used for sweeping floors.A: What’s glue?B: It’s stuff that’s used to stick things

together. (p. 75)

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Appeal for AssistanceAppeal for Assistance• Role Play

-Ss perform a dialogue in pairs. -A must pretend to forget important content words & ask for help through questions to the other speaker (i.e., circumlocution)

A: Did you tell the ... er... I can’t remember the word for the person who takes care of the patients...what do you call her?... the woman in white... What’s the word...?

B: Nurse?A: That’s it! Did you tell the nurse? (p. 69)

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Appeal for AssistanceAppeal for Assistance

• blah blah-Useful phrases are given-Ss fill in the blanks of dialogues and then practice appeals when their partners say ‘blah blah.’

Ex. A: I’m planning to go to blah blah on my next

vacation.B: Excuse me, you’re going where?

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PREFABRICATED PATTERN(COMPENSATORY STRATEGIES)

93410046 Susan 劉育珊

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Where is the _____ ? “How much does this cost?”

“Where is the toilet?” “I don’t speak English.”

“I don’t understand you.”

Prefabricated patternPrefabricated pattern

The prefabricated patterns will differ in different contexts.

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a. Substitution drilla. Substitution drill

• T: I went to the store yesterday.

• Ss: I went to the store yesterday.

• T: Bank.

• Ss: I went to the bank yesterday.

• T: Hospital.

• Ss: I went to the hospital yesterday.

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b. Slot substitution drillb. Slot substitution drill

T: I went to the store yesterday.Ss: I went to the store yesterday.

T: Bank.Ss: I went to the bank yesterday.T: He. Ss: He went to the bank yesterday.T: In the morning.Ss: He went to the bank in the morning.T: Will go.Ss: He will go to the bank in the morning.

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c. Meaningful drillc. Meaningful drill

T: The woman is outside. [pointing out the window at the woman] Where is she?

S1: The woman is outside.

T: Right, she’s outside. Mary, where is she?

S2: She’s outside.

T: Good, Mary, she’s outside. Now, class, we are inside. David, where are we?

S3: We are inside.

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Thank you for listening