Oct 24, 2014
In speaking and listening we tend to be getting something done, exploring ideas, working out some aspect of the world, or simply being together. In writing we may be creating a record,committing events or moments to paper.
Jones (1996,12)
Luoma (2004):
Composed of idea units May be planned Employs more vague or generic
words than written language Employs fixed phrases, fillers and
hesitation markers Contains slips and errors reflecting
on-line processing Involved reciprocity Shows variation
Varieties of approach while carrying out speaking activities in class.
Direct approaches - focusing on specific features of oral
interaction.
Indirect approaches - create conditions for oral interaction
Has a primarily social functionReflects role relationships Reflects speaker’s identityMay be casual or formalUses conversational conventionsReflect degrees of politenessEmploys many generic wordsUses conversational register Is jointly constructed (Brown and Yule,
1983)
It has a primarily information focus The main focus is the message and not the
participants Participants employ communication
strategies to make themselves understood There may be frequent questions,
repetitions, and comprehension checks There may be negotiation and digression Linguistic accuracy is not always important
There is a focus on both message and
audience It reflects organization and
sequencing Form and accuracy is important Language is more like written
language It is often monologic
Determining students’ competency Determining purpose of the lesson Identifying teaching/learning
strategies Identify suitable activities Review vocabulary, real world
knowledge related to content Practicing and reviewing: e.g: the use
of cue cards and other support