Homework questions How is speaking defined? (p.2) What does communicative competence mean? What are the important elements/components of it? (pp.3-5) What is the difference between accuracy and fluency? Which one is more important? (p.5) What are speech acts? (pp.5-7) What are the components of spoken language? (pp.7-16) What is the difference between the Grammar-translation Method, Direct Method, Audiolingual Method, Total Physical Response, and Communicative Language Teaching? (pp.16-19) What are communication strategies? (pp.19-21) How can we assess speaking? (pp.21-25)

(transactional – predictable vs. interactional – unpredictable speech) Speaking defined An interactive process of constructing meaning that involves producing, receiving and processing information – one that is often spontaneous, open-ended, and evolving, but is not completely unpredictable (transactional – predictable vs. interactional – unpredictable speech)

Communicative competence The ability of language learners to interact with other speakers, to make meaning (as distinct from their ability to perform on discrete-point tests of grammatical knowledge)

Important elements/components of communicative competence 1. Linguistic competence: mastering the sounds, words, and grammar patterns of language 2. Sociolinguistic competence: being able to use language appropriately in various contexts, which involves register (degrees of formality/informality), appropriate word choice, style shifting, and politeness strategies 3. Strategic competence: being able to use language strategies to compensate for gaps in skills and knowledge 4. Discourse competence: knowing how sentence elements are tied together, which includes both cohesion (grammatical and/or lexical relationship between the different parts of a sentence) and coherence (how texts are constructed)

Accuracy vs. fluency Accuracy refers to the ability to speak properly (i.e. selecting the correct words and expressions to convey the intended meaning as well as appropriately use the grammatical patterns of English) Fluency is the capacity to speak fluidly, confidently, and at a rate consistent with the norms of the relevant native speech community Which one you focus on – accuracy or fluency – depends on the learning outcome of your task, activity, or lesson

Speech acts Functions in a language (e.g. thanking, requesting information, apologizing, refusing, warning, complimenting, directing, complaining, etc.)

Components of spoken language

Components of spoken language Phonology (system of sounds) Morphology (formation of words) Syntax (arrangement of words and phrases to create well-formed sentences) Discourse (written or spoken communication) Stress (syllable that is emphasized) Rhythm/Intonation (pattern of strong and weak stress and short and long pronunciation) Distinctive feature (how and where in the mouth a sound is produced) Phoneme (divisible unit of sound that distinguishes meaning) Syllable (unit of pronunciation having one vowel sound) Morpheme (smallest grammatical unit in a language) Word (single distinct meaningful element of speech or writing) Phrase (two or more words that function as a unit – no subject or verb marked for tense) Clause (at least two words that contain a subject and verb marked for tense) Utterance (things that people say – not always a complete grammatical sentence) Text (written language)

Language teaching methods Grammar-translation method (students are taught to analyze and translate from one language to another – with the main goal being able to read the literature of a particular culture > focuses on reading and writing; vocabulary is determined by the reading texts; the sentence is the basic unit of teaching and language practice; the primary emphasis is on accuracy; teaching is deductive; and the medium of instruction is typically the students’ native language) Direct Method (focuses on everyday vocabulary and sentences, and the lessons are conducted entirely in the target > new teaching points are introduced orally rather than in writing; speaking and listening are emphasized and practiced in a carefully graded progression and organized around question-and-answer exchanges between teachers and students) Audiolingual Method (speaking is taught by having students repeat sentences and recite memorized dialogues from the textbook > repetition drills are designed to familiarize students with the sounds and structural patterns of the language; follows the sequence of presentation/practice/production; students learn to speak by practicing grammatical structures until producing those structures become automatic) Total Physical Response (listening precedes speaking; students demonstrate comprehension of the language by following or not following commands provided by the teacher) Communicative Language Teaching (emphasizes interaction as both the means and the ultimate goal of study)

Communication strategies Verbal or non-verbal procedures for compensation for gaps in speaking competence

Assessing speaking 1. Validity: test what we are teaching and what students want to be learning (a valid test measures what it is intended to measure) 2. Reliability: a test or assessment procedure must be reliable, consistent 3. Practicality: a test or other assessment procedure can only be useful if it does not make unreasonable demands on resources, including time, money, and personnel 4. Washback: the effect a test has on teaching and learning – which can either be positive (promotes the development of skills or knowledge to be learned) or negative (hinders that development)

Assessing speaking 1. Direct test: involves a procedure in which the test-takers actually speak the target language, interacting with the test administrator or with other students and generating novel utterances 2. Indirect test: test-takers do not speak (e.g. a cloze test) 3. Semi-direct test: test-takers speak but don’t interact in a conversation, interview, or role-play (i.e. they listen to prompts and tasks delivered by a recorded voice and respond by talking to a recorded-device) 4. Objective scoring: does not involves any judgment during the scoring process 5. Holistic and analytic scoring: involves judgment and an assessment system (whether an overall evaluation or designation versus analyzing the abilities underlying a speaking skill > test-takers are evaluated on how well they perform various sub-skills)

Brainstorm a list of 10 or more social problems here in Seoul

Below is a list of words, which come from a leaflet (i. e Below is a list of words, which come from a leaflet (i.e. a piece of paper that provides information or advertises something) for people who live in a town or city. With your partner or group members, I want you to divide them into two groups: places in a town/city and problems in a town/city. Here is the list: suburbs pollution – air and noise community center schools homelessness crime office buildings unemployment hospital sexual harassment

I’m going to give each one of you a newspaper article I’m going to give each one of you a newspaper article. By yourself, I want you to read the text and then number/rank the improvements in order according to how you think the money should be spent.

Now, I’m going to put you into groups of four Now, I’m going to put you into groups of four. I want you to share/present your ideas. While doing so, you must come to agreement on three improvements that you think are most important. When you have reached agreement, I want you to make a name for your group according to the ideas that you support – for example, “Fight Crime” or “Youth Energy”. Once you name yourselves, you will need to fight for your ideas. I’ll give you some time to think of more arguments to support your opinions.

Okay, I’m going to regroup you all Okay, I’m going to regroup you all. To do this, I will give each person in your group a number between one and four. Once everyone knows their number, I want all the 1s to get together, all the 2s together, etc. Now that you’re with your new group, I’m going to give you seven slips of paper. Each one contains a phrase that is useful in a discussion. Whenever someone correctly uses one of the phrases, he or she gets to take the slip. The person with the more slips wins. Before we start, let’s be clear about when to use each phrase – for example, when do we use the phrase, “Could we go back to the point about...”? How about, “Sorry, I couldn’t catch that”? So catch means… Everyone must now try to persuade the rest of the group to agree with their ideas. Each person should present his or her ideas in turn. After each person has spoken, everyone else can comment and argue – making sure to use the discussion slips whenever possible. You have 10-15 minutes for this. At the end, there will be a vote – on the three things that should be done first.

Seven slips of paper Sorry, I couldn’t catch that. Do you mean…? Could we go back to the point about…? Could I just say something here? Could you explain that (a bit more)? I’d like to mention… I’d like to talk about… That’s all from me.

It’s voting time. Each group must vote on three things they think should be done first. After decisions have been made, we will take a class vote – in an effort to reach an overall consensus.

Of all the problems mentioned today, both via brainstorming and through the discussion, which one affects or troubles you the most on a daily basis? How do you cope or deal with this – and, more importantly, can you think of any ways that would help improve the situation?

As a concerned citizen, write a letter to the Mayor of Seoul about some important social issues and what should be done about each one. Be as specific and persuasive as you can. When everyone is finished, share your letters in groups of four and then decide who has the best one – which we can send to the mayor if you like!