Enhancing Oral Skills: Practical Application and Assessment Methods

1. Developing oral skills Introduction to oral skills

2. Presentación del profesor Luisa Cervantes lm.cervantes@ufv.es

3. Contents Título de la Presentación

4. Topic 1. Introduction to oral skills (19/03/2019) • Topic 2. Oral skills (02/04/2019) • Topic 3. Communicative identity (23/04/2019) • Topic 4. Practice of oral skills (07/05/2019)

5. Evaluation system Título de la Presentación

6. “Convocatoria ordinaria” • Participation: –10% (28th of June) • two forums • each one 5% • One task: –40% (28th of June) • Exam –50% (6th of July)

7. “Convocatoria extraordinaria” • One task –50% • Exam –50% (6th of July) Título de la Presentación

8. Forum 1 • How can we help students to develop their identities through language? Use concepts studied and read (Sevilla Vallejo, Santiago. Why should teachers tell stories at class. Narration for Educative and Identity Purposes, pp. 287-294. https://www.academia.edu/34059462/Why_should_teachers_tell_stories_at_class_Narration_for_Educative_and_Identity_Purposes) and give a practical example

9. Forum 2 • How Multimedia Computer-Enhanced Language Learning helps to comprehension? Use concepts studied and read (Hoven, Devra. “A MODEL FOR LISTENING AND VIEWING COMPREHENSION IN MULTIMEDIA ENVIRONMENTS”. Language Learning and Technology. July 1999, Vol. 3 (1). https://scholarspace.manoa.hawaii.edu/bitstream/10125/25058/1/03_01_hoven.pdf) and give a practical example

10. Evaluation of forum participation

11. Task: Oral skills application • Topic: general description/title • Aims: The statements will begin with infinitive verbs • Age / level

12. Introduction (contents): Its wording must begin with a nominal syntagma, often through an abstract noun: eg. Research. It is not compulsory to divide the three types of content but you have to keep in mind the three types

13. Conceptual level: Elaboration or representation of abstract general ideas that are obtained from the consideration of certain aspects of objects, facts, symbols, phenomena... that have certain common characteristics. E.g. Life, work, argument, stages, characteristics...

14. Procedural level: a set of actions aimed at achieving a goal. They are tools for learning to learn. Students acquire skills, strategies, methods and techniques to confront situations of knowledge with them. E.g. Synthesis, research, verification, systematization, writing, analysis, production...

15. Attitudinal level: acquired and relatively lasting disposition to evaluate in a certain way an object, person, event or situation... E.g. Respect, interest, valuation, participation...

16. Procedure. Should include: • Teacher strategies (e.g. semantic commentary) • Student Tasks (P. E. Comment on the kindness or evil of the characters) • Techniques for carrying out the tasks (P. E. Scheme)

17. Time • Materials • Bibliography

18. It is recommendable to send an e-mail with a draft with the issue «Draft by [stundent name and surname)» and preliminary ideas of the mentioned contents to receive feedback

19. 12 Times new roman • 1,5 line spacing • Free extension (there must be enough detail to explain the activitiy and coherence between sections) • There is a squematic example in lesson_plan_no_tobacco_day

20. EVALUATION RUBRIC FOR TASK • 0-4 –The student doesn’t answer the question proposed, uses a poor language, and uses unreliable resources or no resources at all. • 5-6 –The student shows some effort in answering the question, but it is incomplete and it only answers the question partly. The student may also not use any resources or use unreliable ones. The English is poor. • 7-8 –The student shows a great deal of efficiency in answering the question, but there are elements which are still unclear. The student may not use any resources or use unreliable ones. The level of English is competent but still needs improvement. • 9-10 –The student does an excellent job. He/she answers the question perfectly, shows a degree of autonomy and command of the English language, uses reliable and clear resources, shows ample knowledge of the content and knows how to apply it in practical terms.

21. Exam • Online test exam • Contents from lessons (written and spoken) • It is necessary to pass the exam to be assesed Título de la Presentación

22. Bibliography • Topic 1. • Chomsky. ASPECTS OF THE THEORY OF SYNTAX • Sevilla Vallejo, Santiago. Development of linguistic skills: comprehension and oral expression, comprehension andwritten expression. Communicative competence in English • Sevilla Vallejo, Santiago. Valuation of knowledge of foreign language as an instrument of communication among people and countries. Interest in linguistic diversity by knowing a new language and its culture Título de la Presentación

23. Bibliography • Topic 2 • Gettysburg Speech by Lincoln. • Vygotski. The Development of Scientific Concepts in Childhood. • Standford speech by Steve Jobs.

24. Topic 3 • Lovecraft. The outsider (uploaded) • Valjean's Soliloquy - Les Miserables • Sevilla Vallejo, Santiago. Why should teachers tell stories at class. Narration for Educative and Identity Purposes, pp. 287-294. https://www.academia.edu/34059462/Why_should_teachers_tell_stories_at_class_Narration_for_Educative_and_Identity_Purposes

25. Topic 4. • Scrievener. Learning Teaching. https://es.scribd.com/doc/155806568/Learning-Teaching-3rd-Edition-2011-by-Jim-Scrivener • Hoven, Devra. “A MODEL FOR LISTENING AND VIEWING COMPREHENSION IN MULTIMEDIA ENVIRONMENTS”. Language Learning and Technology. July 1999, Vol. 3 (1). https://scholarspace.manoa.hawaii.edu/bitstream/10125/25058/1/03_01_hoven.pdf

26. PLAGIARISM

27. Topic 1. Introduction to oral communicative skills

28. 1. Grammar and communication

29. 1.1 Human language • What does creative language means? • Which relation do we have with grammar rules? • Why is the biological character of language important? Título de la Presentación

30. https://www.youtube.com/watch?v=E3U6MsdBalg • https://www.youtube.com/watch?v=DIJ5jD1jHwo

31. Some questions Título de la Presentación

32. Discourse versus text DISCOURSE: systems of thoughts composed of ideas, attitudes, courses of action, beliefs, and practices that systematically construct the subjects and the worlds of which they speak (Foucault) TEXT: object that can be read, whether it is a work of literature, a lesson written on the blackboard, or a street sign. It is a coherent set of signs that transmits some kind of informative message Título de la Presentación

33. MEANING COMES FIRST • Vygostsky: making meaning in interaction • Bruner: scaffolding • Common symbolic systema, emotional bond – Infants, sounds, intonation, gesture, social bonding, physical contact, inner desire for coherence • Children need to construct understanding • If language is not enought, we need social context and motivation • Growing up Categorizing • Therefore, WE NEED TO BUILD UP A SOCIAL SITUATION

34. COMMUNICATIVE SKILLS As language is used to communicate in many different situations, we can say that human beings have communicative competence. According to Granville W. Pillar: “Communicative competence is the ability of learners to interact meaningfully, as distinct from their ability to perform competently on discrete-point tests of grammatical knowledge, and comprises four areas of knowledge and skill”(Pillar: 24)

35. Chomsky sustains that we have a language-acquisition system, an instinctive mental capacity which enables us to acquire and produce language, “as a property to be realized under appropriate external conditions”. Language-acquisition device receives primary linguistic data, which are particular sentences and other expressions, and constructs a theory of language “as the empirical basis for language learning” (32). Título de la Presentación

36. Although, Jorge Luis Borges imagined an infinite book in “El libro de arena”, no real text can contain all the possible sentences, because the number of sentences in a language is infinite and books are limited. Since learning a language means being able to produce and understand, new sentences never spoken before, language is creative. This doesn’t mean that every speaker is an artist, but everybody who knows a language can create and understand new sentences

37. “We thus make a fundamental distinction between competence(the speaker-hearer’s knowledge of his language) and performance(the actual use of language in concrete situations). Only under the idealization set forth in the preceding paragraph is performance” (4)

38. “A grammar of a language purports to be a description of the ideal speaker-hearer’s intrinsic competence. If the grammar is, furthermore, perfectly explicit— in other words, if it does not rely on the intelligence of the understanding reader but rather provides an explicit analysis of his contribution — we may (somewhat redundantly) call it a generative grammar” (Chomsky: 4).

39. “an essential property of language is that it provides the means for expressing indefinitely many thoughts and for reacting appropriately in an indefinite range of new situations” (Chomsky: 6). Language teaching must guide students to improve their performance in different situations or, in other words, we should help them to adapt their expression to what the situation requires.

40. In oral communication, we should talk about acceptable expressions. This refers “to utterances that are perfectly natural and immediately comprehensible without paper-and-pencil analysis and in no way bizarre or outlandish” (Chomsky: 8 ff.)

41. Read the following sentences and say which ones are more grammatical and acceptable

42. Examples: • (1) (i) I called up the man who wrote the book that you told me about • (ii) Quite a few of the students who you met who come from New York are friends of mine • (iii) John, Bill, Tom, and several of their friends visited us last night

43. (2) (i) I called the man who wrote the book that you told me about up • (ii) The man who the boy who the students recognized pointed out is a friend of mine

44. “The more acceptable sentences are those that are more likely to be produced, more easily understood, less clumsy, and in some sense more natural”. Acceptable and grammatical are characteristics that appear together frequently, but they don’t coincide one hundred percent. Título de la Presentación

45. “Acceptability is a concept that belongs to the study of performance, whereas grammaticalness belongs to the study of competence”. Título de la Presentación

46. MEANING IN SPEAKING AND LISTENING • Listenign (RECEPTIVE) and Speaking (PRODUCTIVE) • Listening in one language doesn´t involve mental processing in the language. Children understand although they don´t produce as much • Speaking is much more demanding –imagine re-telling. How is that? • Do we need grammar in order to understand?

47. PPP Principlehttps://seetefl.com/ppp-tefl-teaching-methodology/ https://www.youtube.com/watch?v=8wp51XS_acE Pronunciation; meaning; form Controlledpractice Free practice Título de la Presentación

48. PRESENTATION (3PPP) • Attention in the classroom • Perception and grading of language • Target language understanding • Short-term memory in the classroom https://www.youtube.com/watch?v=RLWTuauUrKo

49. PRACTICE (3PPP) • Practice validity • Pre-learning • Amount of practice • Success orientation • Issuing activity instructions and managing the activity https://www.youtube.com/watch?time_continue=2&v=vD8cTHHrqw4

50. PRODUCTION (3PPP) • Amount of production • Production validity • Production contextualization • Student autonomy • Issuing instructions for an activity • Correcting errors during the activity https://www.youtube.com/watch?time_continue=2&v=gh7BsBBwHsc