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Developing Oral and Written Interpersonal Communication

Developing Oral and Written Interpersonal Communication. Proficiency: the ability to use language to perform global tasks or language functions within a variety of contexts/content areas, with a given degree of accuracy, and by means of specific text types.

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Developing Oral and Written Interpersonal Communication

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  1. Developing Oral and Written Interpersonal Communication • Proficiency: the ability to use language to perform global tasks or language functions within a variety of contexts/content areas, with a given degree of accuracy, and by means of specific text types.

  2. The Influences on Enhancing Proficiency via Interpersonal Communication • The ACTFL (American Council for Teachers of Foreign Languages) Oral Proficiency Guidelines • The OPI (Oral Proficiency Interview)

  3. ACTFL Guidelines • Provide detailed information about performance in listening, speaking, reading, and writing at four major levels. • Each level indicates performance in terms of functions, context, content, accuracy, and text type. • Language proficiency increases exponentially.

  4. Oral Proficiency Interview (OPI) • Standardized procedure for the global assessment of oral proficiency. • Face-to-face, recorded interview lasting from 5-30 minutes. • One has to be a certified OPI tester in order to be able to conduct and assess the OPI. • Not designed to be used as a classroom test.

  5. The Impact of the ACTFL Proficiency Guidelines and the OPI on foreign language teaching • They have encouraged the development of instructional materials that focus on communicatively-based and performance-based instruction. • They have influenced the interpersonal nature of face-to-face oral tests. These tests are more meaningful and contextualized. • They have had an impact on classroom testing in that they have stressed the need for an oral component in testing.

  6. Influence of the OPI on Testing of Oral Skills • Interviewing • Role plays • Oral monologues • Conversation cards • Situation cards • Narration/Description of topics

  7. Types of activities to reach proficiency levels • Novice: acquiring vocabulary through physical activities; using contextualized vocabulary in short conversations and presentations • Intermediate: Engaging in spontaneous conversations involving familiar topics; asking questions; negotiating meaning in conversations.

  8. Types of activities to reach proficiency levels • Advanced: Conversing in a participatory manner; speaking in paragraphs using connector words; narrating and describing in present, past, and future; participating in situations with unanticipated complications. • Superior: Discussing topics concretely and abstractly; supporting and defending an opinion; hypothesizing; conversing in linguistically unfamiliar situations; engaging in circumlocution.

  9. Interactive Activities • Movement activities • Paired activities and interviews • Conversation cards • Role plays – present the situation card in the native language so that students completely understand the task. • Sharing opinions, debating, narrating, describing, explaining: advanced classes.

  10. The need to bring in culture • Language and culture are intertwined; they gain meaning from each other. • Knowledge of L2 culture is necessary for successful interaction with the culture. • Knowledge of other cultures can increase students’ awareness of and appreciation for diversity.

  11. Incorporating Culture Cultural mini-drama: Students listen to, watch, or read a series of scenarios in which miscommunication is taking place; each successive episode reveals additional information; the reason for the misunderstanding is revealed in the last episode.

  12. Simulations and Gaming • Help the teacher overcome the limitations of the classroom. • Great in lowering the affective filter. • Develop language skills. • Can teach and evaluate language and cultural awareness. • Can change attitudes by placing students in “real-life” situations.

  13. Teaching Interpersonal Writing • Dialogue journal: • Written conversation in which students communicate one-on-one with the teacher or with one another. • Recommended for all ages and all levels of language development. • Can be conducted through e-mail.

  14. Teaching Interpersonal Writing • Key Pal and Pen Pal Exchanges • Very effective way to obtain new information and cultural perspectives. • Students should be told that the main focus of the communication should be on meaning and not on linguistic accuracy.

  15. Teaching Interpersonal Writing • Synchronous Electronic Interaction • Offers more equal participation than face-to-face interaction. • Provides more time for processing input and monitoring and editing output through self- pacing and assessment.

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