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1、Understanding and Teaching Spoken English,金 利 民 北京外国语大学英语学院,Outline,Features of the spoken language Teaching spoken English: Principles and practice How to use A Speaking Course,Part One: Preview,Features of the spoken language Prosodic features Shortened forms Features resulting from limited proces
2、sing time Organizational features Accent and dialect Functions of the spoken language,1. Features of the spoken language (1),1.1 Prosodic features: stressrhythm pitchtempo intonation e.g. She sells seashells on the seashore, the shells she sells are seashells Im sure.,Contraction:,a reduced form oft
3、en marked by an apostrophe in writing e.g. cant = cannot Ill = I will,Elision:,the omission or slurring (eliding) of one or more sounds or syllables e.g. gonna = going to wanna be = want to be wassup = whats up,Ellipsis:,the omission of part of a grammatical structure e.g. “You bored?” “A bit”,1. Fe
4、atures of the spoken language (3),1.3 Features that result from the limited processing time False start Repairs Fillers,False start:,when a speaker stops after beginning an utterance and then either repeats or reformulates it. e.g. right well lets er -= lets look at the applications - erm - let me j
5、ust ask initially this (The CHRISTINE Project: ,Repairs:,an alteration suggested or made by the speaker, the addressee or the audience to correct or clarify a previous conversational contribution.,Fillers:,- no particular meanings - provides time to think, to create a pause or to hold a turn e.g. “e
6、r”, “uhm”, “ah”, “well”. Compare with the Chinese filler “neige”.,1. Features of the spoken language (4),1.4 Organizational features Back-channeling Turn-taking,Back-channeling:,Feedback for a speaker, meaning “I understand you” or “Im listening”. e.g. “I see”, “really”, “uh huh” or “oh”,Turn-taking
7、:,a typical, orderly arrangement in which participants speak with minimal overlap and gap between them. Short-turns: one or two sentences; long turns: can be an hours lecture.,1. Features of the spoken language (5),Accent: the ways in which words are pronounced. Factors: age, region or social class,
8、 e.g. RP Dialect: The distinctive grammar and vocabulary associated with the regional or social use of a language, e.g. Bernard Shaws Pygmalion.,1. Features of the spoken language (6),Different functions Interactional talk: Conversational language for interpersonal reasons and/or socializing. E.g. c
9、hitchat. Primarily listener-oriented. Transactional talk: Language to get things done or to transmit content or information. Primarily speaker-oriented.,Part Two: Preview,What should be taught and what can be taught? The roles of a spoken English teacher Basic principles in teaching spoken English S
10、ome suggestions for the design of activities,2.1 What should be taught and what can be taught? (1),What are the possible aims of a spoken English course? Notions; Situations; Topics; etc. Which spoken model should we present to our students? RP or a standard American accent?,2.1 What should be taugh
11、t and what can be taught? (2),What should be corrected and what should not be corrected? What are the possible sideline productions? Training of communication skills, public speaking skills, and skills to organize thoughts within a short time,2.2 The roles of a spoken English teacher,Three stages an
12、d respective teachers roles: Presentation: an informant (+ a model provider?) Practice: a conductor or a classroom manager Production: a guide or a facilitator Does teaching have to be in this order?,2.3 Basic principles in teaching spoken English (1),The importance of stress and rhythm Difference b
13、etween English and Chinese English: stress-timed Chinese: syllable-timed e.g. I saw a big tree on the top of the mountain. The use of songs in the teaching of pronunciation: Do Re Mi (Unit 1),2.3 Basic principles in teaching spoken English (2),Communicative stress: the less the better How to reduce
14、this stress? The listener: peers; one is better than many The situation: private; familiar; relaxing The language: same for speaker and listener Status of knowledge: information about the topic or issue and the vocabulary needed So: group and pair work are better than individual and class work.,2.3
15、Basic principles in teaching spoken English (3),Information gap: basic principle in the design of tasks Always ask: Is there a reasonable purpose for the speaker to perform the task? Does the listener need that information?,2.3 Basic principles in teaching spoken English (4),Correction: when and how
16、? Relaxed attitude towards mistakes, esp. at the beginning. Beginning of a semester: establishing a good rapport with the students; help learners to build confidence in speaking in English,2.3 Basic principles in teaching spoken English (5),Correction: when and how? Relatively privately, e.g. in the process of pair or group work. In class if necessary without mentioning names of students. Take notes while supervising pair or group work.,2.3 Basic principles in teaching spoken
