Module 22 TEFL Notes With Study Guide Exam.

Module 22 TEFL Notes With Study Guide Exam. Key Points - CORRECT ANSWER Of the four skills, speaking seems intuitively the most important; after all, people who know a language are referred to as 'speakers' of that language, as if speaking encompassed all other kinds of knowing. Interestingly, outside the classroom listening is used twice as often as speaking, which in turn is used twice as much as reading and writing. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. Speaking requires that learners know how to produce specific points of language such as grammar, pronunciation, or vocabulary, all of which comprise a linguistic competence. Speaking also requires that learners understand when, why, and in what ways to produce language, all of which comprise a sociolinguistic competence. Speech has its own skills, structures, and conventions different from that of written language. A good speaker, then, synthesises this array of skills and knowledge to succeed in a given speech act. When presenting tasks, you should always tell learners about the language function to be produced in the task and the real context(s) in which it usually occurs. You should also be careful not to overload a speaking lesson with other new material such as numerous vocabulary or grammatical structures. Fluency is speaking at a normal speed without hesitation, repetition or self-correction, and with cohesion and coherence. Accuracy is speaking, utilising correct forms of grammar, vocabulary, and pronunciation.You will be guiding your learners to attain fluency more than accuracy. As teachers, we can d Unit 1: Speaking Skills - CORRECT ANSWER Structuring and Supporting Young Learners' Speaking Skills You don't need to be a teacher to notice the speaking development of young learners in your native language environment. You'll have noticed this if you have children or your friends or family members have young children. Young children the world over pick up single words (e.g. milk, doll, dog ) from their parents and siblings and later from their teachers. Then they make the leap to using chunks of language they hear (e.g. big dog, the big dog)and later become proficient in using these words and chunks in short sentences. This same pattern is followed by teachers in the TEYL classroom. To ensure your L2 learners increase their proficiency in speaking in natural stages, you need to have a plan. Speaking lessons should follow a pattern of warm-up, presentation, practice and production. Warm-up : A short exercise/activity to get the learners' interest and attention and, where possible, linked to their previous learning. Presentation: In the Presentation stage, you provide learners with a language model that furthers learner comprehension and helps them become more attentive observers of language form, use and meaning. Practice: In the Practice stage, learners reproduce the targeted structure in a controlled activity to focus on accuracy. Production: The Production stage has learners using the material in a free and authentic communicative situation, the focus of which is on developing learner fluency (as opposed to accuracy).