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ConceptsforTeachingSpeakinginL2LanguageClassroom获奖科研报告

Abstract:Teachersmaybepresentingvariousspeakingactivitiesintheclassroom,whilesuchactivitiesmayamountto‘doingspeaking’ratherthan‘teachingspeaking’.Thisarticlereviewssomeimportantconceptsforteachingspeakingfromatheoreticalperspective,includingthedirectandindirectapproach,discourseanalysisandinterculturalconsiderations,basedonwhichteacherscanplantasksandactivitiesthataddressmethodsofteachingspeakingsoastoscaffoldstudents’learning.

KeyWords:Speaking;discourse;cooperativeprinciple;intercultural

Introduction

Whileteachersmaybepresentingvariousspeakingactivitiesintheclassroom,suchactivitiesmayamountto‘doingspeaking’ratherthan‘teachingspeaking’.AccordingtoNunan(1989),twomajorcurrentshavearouseddebatesontheteachingoforalskills:thefirstisonthedevelopmentforaccurateproductionofformswhilethesecondfocusesonachievingfluencythroughcommunication.Accuracypracticefocusesonthelanguageelements,suchasphonology,grammar,structureanddiscourse;whilefluencyfocusesmuchonlearners’usingnewitemsinmorenaturalcommunications(Brown,2000).InordertoacquireaccuracyandfluencyinL2languageteaching,teachersneedtohaveacomprehensiveconsiderationofcomekeyconceptsregardingteachingspeaking.

Direct&Indirectapproach

Twomajorapproachescategorizedas‘direct’and‘indirect’relatetotheapproachesandactivitiessupportingthedevelopmentoforalskills.Directapproach,focusingonform,dealswithspecificelementsofcommunicativeability;whileindirectapproach,emphasizinguse,focusesontasksthatmediatethroughlanguage,negotiationandthesharingofinformationtoenhancelearnerautonomy(Burns,1998).Accordingtodirectapproach,teachersmightincludepatterndrillsinthespeakingclassroomtodevelopenablingskillsthatcanfurtherdevelopstudents’awareness.Inindirectapproach,some“real-life”(Nunan,1989)activitiesmightbepracticedinspeakingclassroom,suchasdiscussionandroleplay.

Discourseperspective

Althoughthesetwoapproachesconstituteaconceptualmap,moreextensiveresearcheshavebeencarriedouttoviewtheteachingofspeakingfromadiscourseperspective.Someworkexaminestheimplementationofspeakingtasksintermsoffluency,andaccuracy.Pre-taskplanningwouldhelplearners’oralproductionwithregardtofluencyinparticular.Theyalsofindthatonlineplanninghaspositiveeffectonaccuracyandteachersaresupposedtoplaytheroleofprovidingscaffoldingtohelplearnersdeveloptheiroralcompetence.Thereareagrowingnumberofpeopleholdingtheideathatconversationanalysiswouldbeaneffectivemeansofunderstandingandimprovingspeakinginpedagogicalcontext.Burns(2001)attemptstoshowshowdiscourse-basedconceptionsoflanguagecanbeaframeworkoftheteachingofspeakingandarguesthattheapproachbasedondiscoursecouldbeanessentialdirectionforthefuturelanguageteachingpedagogy.

Cooperativeprinciple

Pragmatics,thestudyoflanguageincommunication,examinesthemeaningascommunicatedbythespeakerandinterpretedbythelistener;itisthestudyoftherelationshipbetweenlinguisticformsandtheusersoftheform(Brown&Yule,2000)i.e.therelationshipbetweensentencesandcontextsandsituationtheyareused.Theimportanceofpragmatictheoriesinlanguagelearningandteachingliedintwoaspects:thedivergenceoffunctionandformrequiresteachingtoextendform;thelinkingofformtofunctionhelpslearnerstoexplorewithinadiscourse(Cook,1989).

Itisproposedthatallspeakers,nomatterwhattheirculturalbackgroundis,adheretotheprinciplethatgovernstheconversation--co-operativeprincipletermedbyGrice.Weallassumethattheparticipantsofaconversationwillcooperatewitheachotherwhentheyareinvolvedin.Thecooperativeprincipleisbasedonfourconversationalmaxims:themaximofquality,themaximofquantity,themaximofrelationandthemaximofmanner..

Interculturalcharacteristics

Besidesthelanguageelements,manyinterculturalcharacteristicsalsoneedtobeconsideredinteachingspeaking.Culture,anall-pervasivefactor,isdeeplyembeddedinlanguagebutnoteasilytobenoticed,analyzedandtaught(Crozet&Liddicoat,1999).EvenfortheEnglishlearnerswhosecommunicativecompetenceisdistinguishing,culturalfactorswillprobablyrestricttheircommunicationandsetupbarriersfortheirunderstandingoftheoutsideworld.Asaresult,itisurgentforteacherstomergecultureintocommunicativeclassroomsoastobridgelanguageandculture.Meanwhile,languageteachersneedtogetridofthemisrepresentedforeignculturesprovidedbystereotypesandconstructedasmonolithicratherthanadynamicentitysoastofollowanewperspective(Guest,2002).

Conclusion

Aspragmaticsinterprethowpeoplecreatemeaningandmakesenseofwhatissaidinparticularcircumstances(Cook,1989),teachersaresupposedtobeawarethatlanguageteachingmustgobeyondtheteachingofform.Inclassroompractice,teachersshouldprovidemoreauthenticmaterialstostudentsinordertoenhancetheirunderstandingofwhatitwouldbelikeinrealsituationandhowtobehaveandtalkappropriatelyaswellasinformatively.

References

[1].Brown,G.&Yule,G.(2000).Teachingthespokenlan

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