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Speaking Homework with VoiceThread
AngelosBollas@TESOLItalyAnnualConven4onCELTATutor|EAPTutor
CambridgeEnglishExaminer|IELTSExaminerIATEFLConferenceCommiCeemember|#ELTchatCo-Moderator
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“If communica/on prac/ce is one of the mostimportant components of the language learning/teachingprac4ce, it isoneofthemostproblema/cal.It is much more difficult to get learners to expressthemselvesfreelythanitistoextractrightanswersinacontrolledexercise.”
Ur(1981:2)
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“Few if any people achieve fluency in a foreignlanguage solely within the confines of theclassroom.”
(Brown,2007:1)
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Ideal Scenario
“[For students to improve on their fluency, teachers]must be willing to let go of some of the control in[their] classrooms; …[they] must be willing to set upsitua4ons in which fluency can develop, and thenencouragethestudentstoactuallycommunicate.”
(Brown,2003:7)
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No9cing
language featuresmust be consciously aCended to inordertobetrulyacquiredbythelanguagelearner.
(SeeSchmidt,1990)
This, in turn, “func4on[s] as a facilitator, helpinglearners to no4ce features in the input which theywouldotherwisemissandalso to comparewhat theyno4cewithwhattheyproduce.”
(Ellis,1994:362)
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Speaking Homework is an ideal opportunity forlearners toprac4ceusingthe language inanEFLcontext (i.e. where English is NOT used ineverydaylife)
(seeBarker,2005;Schneider,2001)
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Characteris9cs of Speaking Homework:
• Low-stress,• Low-stakes,• NNEST–NNEST,à LowerSSanxietyà Loweraffec4vefilterà Progresstowardsfluency
(seeKrashen,1982)
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Other characteris9cs of Speaking Homework:
• Out-of-classsekngà allowslearnerstofocuslessonaccuracy,leavingthemfreetoconcentrateonimprovingfluency
(LiClewood,1984)
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Long-term goal
• Oralinterac4oninEnglish• Self-selectedtopics• RelevanttoSSowninterests• Onaregularbasisà Confidencebuilding,mo4va4nglanguageexperience
(Bassano,1986)
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Students’ report that…
“theynolongerfeelsuchanxietyaboutusingthelanguage and are able to give a much beCeraccount of themselves when the opportunityarises.”
(Barker,2005:83)
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Ideas for Speaking Homework
Studentsactoutthedialogue(s)/monologue(s)theyweretaughtinclass.àStudentsprac4ceassocia4ngleCerstosounds;accuracyinpronuncia4onandintona4onpaCerns.
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Ideas for Speaking Homework
Predic4ontasks:Uploadthepictures/4tleofthetext(s)youareabouttouseinfollowingclassandaskthemtopredictthecontent.àFluency;RespondingandIni4a4ng
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Ideas for Speaking Homework
OnlineDebateClub:Assigndifferenttopicstodifferentpairs/groupsandaskSStoprovideargumentsfororagainst.àFluency;Appropriacy;Turn-Taking;RepairandRepe44on;DiscourseMarkers
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Ideas for Speaking Homework
Summary:Uploadasitua4onandsomecharacteris4csrelevanttoitinbullet-pointformat.AskSStosummarisetheinforma4on.àFluency;Accuracy;RelevantLength;RepairandRepe44on;Linguis4cRange
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Ideas for Speaking Homework
RolePlays:Upload a text and give each SS a cue card with aspecificcharacteris4c(e.g.Readthelinesasifyouareaparent and you’ve realised your 16-year old is not athomeandit’salmostmidnight)àIntona4onPaCerns;Fluency;Func4ons
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Ideas for Speaking Homework
Storytelling:Dependingonlevel,supportthemasmuchasyoufeelisnecessary.Thegoalisforthemto(re)tellastory.à Fluency, Accuracy and Range (both word choice,grammar, pronuncia4on, intona4on, etc.), RelevantLength,DiscourseMarkers
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Ideas for Speaking Homework
Reporterforaday:Sendyourstudentsoutonamissiontoexploreatopicor interviewpeople. Let themrecord theirexperienceandpresenttheirfindings.à Extended Speech, Fluency, Accuracy and Range,Func4ons
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Ideas for Speaking Homework
Podcasts/Interviews:Assignoneumbrellatopictowholeclassandaskthemtointerviewpeople(friends,rela4ves,teachers,etc.)aboutanaspectofthetopic.àTurnTaking,DiscourseMarkers,RespondingandIni4a4ng,Fluency,AccuracyandRange
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Ideas for Speaking Homework
Oral(Learning)Diary:Askthemtokeepaday-to-daydiary,onlynotinwri4ngbutspeaking.à Fluency; Accuracy; Relevant Length; Repair andRepe44on;Linguis4cRange
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www.celt.edu.gr [email protected]
www.celt.edu.gr [email protected]
www.celt.edu.gr [email protected]
www.celt.edu.gr [email protected]
www.celt.edu.gr [email protected]
www.celt.edu.gr [email protected]
Join one of our courses in Athens
CambridgeCELTAandDeltacoursesAllyearround
CELTA:IntensiveandPart-Timeop4ons
Delta:Intensive(face2face)andPart-Time(blended)Takeyourcareertothenextlevel!
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Thank you!
Angelos Bollas T: @angelos_bollas FB: Angelos Bollas E: [email protected]
See you in Glasgow @ IATEFL 2017 Annual Conference
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References
Barker,David.(2005).Encouragingstudentstotaketheirlanguagelearningoutsidetheclassroom.JALTHokkaidoJournal,8,79-86.
Bassano,Sharron.(1986).Helpinglearnersadapttounfamiliarmethods.ELTJournal,40(1),13-19.
Brown,H.Douglas.(2007).Principlesoflanguagelearningandteaching(5thed).NewYork:Longman.
Brown,JamesDean.(2003).Promo4ngfluencyinEFLclassrooms.Proceedingsofthe2ndannualJALTPan-SIGconference.RetrievedJune7,2010,fromhCp://jalt.org/pansig/2003/HTML/Brown.html
Ellis,Rod.(1994).Thestudyofsecondlanguageacquisi4on.Oxford:OxfordUniversityPress.
Krashen,Stephen.(1982).Principlesandprac4ceinsecondlanguageacquisi4on.London:Pergamon.
LiClewood,WilliamT.(1984).Foreignandsecondlanguagelearning.Cambridge:CambridgeUniversityPress.
Schneider,PeterH.(2001).Pairtaping:Increasingmo4va4onandachievementwithafluencyprac4ce.TESL-EJ,5(2).1-32.
Schmidt,Richard.(1990).Theroleofconsciousnessinsecondlanguagelearning.AppliedLinguis4cs,11,129-58.
Ur,Penny.(1981).Discussionsthatwork:Task-centredfluencyprac4ce.Cambridge:CambridgeUniversityPress.
