Hello Class!
This blog entry is dedicated to a productive macro skill, speaking.
We already know that speech is often spontaneously produced and in a very limited time frame. As speakers, we do not have a lot of time to analyze what the other speaker is saying and prepare what we will respond.
Please read chapter 11 in our blog textbook and watch the video below. Then answer the following questions with your own words:
- What are some functions and forms of speaking?
- Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
- Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
- Out of the six statements on page 79, Which one do you disagree the most with? Why?
- After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
Remember that opinions can not be exactly the same, and if you do not answer every question to the detail, you will not get all the points for your comments.
1. Functions and forms of speaking.
ResponderBorrar*To establish and maintain social relationship.
*Share views and opinions on a variety of subjects.
*Share or pass information.
*To discuss options and solve problems.
*And to ensure that the interaction proceeds smoothly.
2. I disagree because when we are talking we can express all the ideas that come to our minds, also our feelings and opinions. And in a presentation sometimes we just memorise what do we have to say and we forget some thing.
3. Affective filter: it is the fifth hypothesis. The affective filter hypothesis, accounts for the influence of affective factors on second language acquisition. Affect refers to non-linguistic variables such as motivation, self-confidence and anxiety, which help students to speak more in the classroom.
4. I disagree with: pair and group work will only lead to students learning the mistakes of their colleagues because when students work in groups each one provide differents ideas and the others members learn from other.
5. Mention and explain three recomendations to apply in class.
* Warmer:it is so important because the students are going to have a chance to settle down into the class and get their minds foccused on the lesson ahead.
* Grouping: Several People arranged to work together. It is useful because students help each other.
* Instruction: It is an integral part of being a teacher. it is telling students what to do. We as teacher have to give clear instructions to our students understand what they have to do and do it in a correct way.
1.-What are some functions and forms of speaking?
ResponderBorrarSome functions and forms of speaking are:
-To share information, ideas or opinions.
-To invite others to speak.
-To maintain existing social relationships and to make new ones.
-To pool and exchange information.
-To entertain each other by making jokes and telling anecdotes and stories.
2.-Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
It can be harder for the fact that speakers need an awareness of cultural conventions, which may limit what is appropiate to say, or how something is expressed, this is more spontaneous and even fairly high level learners can find it difficult to participate effectively while giving a presentation in a class can give the chance to just memorize what has to be said.
3.-Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
It is about a certain affective variables in second language acquisition which includes: motivation, self-confidence and anxiety. He mention that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety makes easier the success in second language acquisition. On the other hand, low motivation, and anxiety can combine to 'raise' the affective filter and form a mental block which impides language acquisition. It is important in order to develop the speaking skill bacause it allows students to feel comfortable, and free to express their ideas by having self-confidence and a low level of anxiety.
4.-Out of the six statements on page 79, Which one do you disagree the most with? Why?
I desagree with #5. It mentions that "as soon as the learners start talking about something other than the given taskm, the teacher should ensure that learners refocus on what they shouild be doing". It must be in the other way around because if they start to speak about other things that maybe they related with what they have learned, it means that they are producing the output through the use of the input that the teacher just gave them.
5.-After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
Intruction: Let learners know what they are going to do and then go for it. As teachers we have to make sure that they got the instructions by watching them and if they do not start with the task it means that they have not understood so, go back again and try to do it more clear.
Target Language: If you want students to practice a particular language it important to do some controlled oral practice in the target language before practicing in group.
Useful Language: As teachers we have to think about the language that they are going to need in order to complete a task sucessfully.
1. What are some functions and forms of speaking?
ResponderBorrarSome functions and forms of speaking that can be mentioned are:
- To establish and maintain social relationships.
- Share views and opinions on a variety of subjects.
- To share or pass on information.
- To perform a transaction of some kind.
- To discuss options and solve problems.
- To manage interaction itself.
- To maintain existing social relationships and to make new ones.
- To pool and exchange info, and also to ease the performance of transactions.
2. Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
No, casual conversations are easier than giving presentations, due to the fact that when we interact with a friend, we are not forced to use the correct grammar in sentences, or even to say complete ideas, we just communicate in the way we consider appropriate with that person. It is different then, than when we give a class presentation because we must express ourselves with appropriate words and grammar, we must move lips, tongue and so on to form the appropriate sounds, monitor what comes out and be prepared to correct it.
3. Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
Krashen’s hypothesis says that if learners’ affective filter is high, they can learn more efficiently a second language, and that some of the factor that can affect their filter are the motivation, the needs, the attitude, the emotional states, the anxiety, self-consciousness and nervousness among others.
This theory is very important when it comes to developing speaking in the class because we as teachers have to keep in mind all the aspects that will influence students’ performance, and to find a way to bring all those aspects to our benefice.
4. Out of the six statements on page 79, Which one do you disagree the most with? Why?
“3: All mistakes should be corrected”
Correcting too much students’ mistakes will destroy completely their affective filter. We have to remember that speaking is a skill that requires a lot of self-confidence, and getting teacher’s corrections all the time might end up in destroying that self-confidence. So, not all the mistakes should be corrected, but only the ones that have a level of importance in grammar very high.
5. After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
*Teacher’s organization during the lesson.
* A ‘Warmer’ to get students relaxed. And;
*Giving Instructions and to make sure all students are aware that some instructions for a particular task are about to be given, so that they don’t get lost.
1.-Establish and maintain social relationships.
ResponderBorrar-Share views and opinions on a variety of subjects.
-Share or pass information.
-Performing a transaction.
-Work context.
-Maintain existing social relationships and to make new ones.
2. I think that a casual conversation is harder to an L2 speaker since the awareness of cultural conventions is more quickly in native speakers than in the ones as a foreign language. Remember there are idioms and phrases that native speakers use so the understanding of a casual conversation becomes more difficult that study to give a presentation in class.
3. Yes, is the 5th hypothesis of Stephen Krashen's in his “Theory of Second Language Acquisition”. It is the influence of affective factors on second language acquisition. These factors refer to non-linguistic variables such as motivation, self-confidence, and anxiety. According to the affective filter hypothesis, it can have an effect in acquisition, but not learning. When the affective filter blocks comprehensible input, acquisition fails or occurs to a lesser extent then when the affective filter supports the intake of comprehensible input.
It is important because the affective filter is crucial when it come to speak a second language since is not our native language our students have many fears and ideas of how wrong can the conversation can end that they rather not to said a word before doing something wrong. So as teachers we have to encourage the affective filter of our students to develop self-confidence, continuously giving motivation and sharing techniques to work the anxiety.
4. I do not agree with any one, because I think that is necessary not only the speaking activities in the classroom but also outside in real life situations. So sometimes can be helpful a conducted class other times depending on the object we want to achieve we can leave a more freedom of expressing their ideas. As teacher I cannot expect that all my students speck the same amount of time but what I have to do is give the opportunity to all of them get the chance of presenting their point of views. Some time the pair work or group works feel more safety environment to speak that do it in front a whole classroom due to this fact we have to construct the best environment for our students to develop the speaking skills. When learning a second language the purpose is to communicate not all the time will be accurately as we want, not even in our native language we are accurate all the time. Relation with affective filter sometimes we need to develop self-confidence and correcting mistakes all the time can affect the affective filter of our students and the reaction could be that they do not want to speak in the classroom.
ResponderBorrar5. One of the recommendations it encourage in the video is the use of warmers. It can help to arrange the groups for the development of the task in the classroom. The teacher has to be relax and can manipulate the groups to organize in a way that are more equal in the abilities of the students. It also can help that the students speak for example if you give pictures and they have to find their matches they will be speaking to find their group.
Another recommendation is not lead the warm up activity to be lost continue with the activities by giving the instructions. The teacher has to put in a spot were all the students can see you, explain the instructions but it is important that students received one instruction at a time, then ask a student to repeat the instruction. After that check in the groups if they understand by observing if they develop the task they understand if they don´t we can get near the group and repeat the instruction.
A third recommendation is to use controlled oral practice in the target language of the vocabulary they will use in the task, the teacher acts as a model and do not speak at the same time as the students so he can hear the students pronunciation. It is really important the prompt the teacher use to do this activity. In this kind of activities the useful of a language is important is our students consider important to learn, they will use in real life situations. At last the extension, give opportunity to practice what already has be learn in different ways during the classroom.
1. What are some functions and forms of speaking?
ResponderBorrarSome funtions and forms of speaking are:
o To establish and maintain social relationships.
o To entertain each other by making jokes and telling anecdotes and stories.
o Share views and opinions.
o To discuss options and solve problems.
o To use language to manage the interaction itself.
o To invite others to speak
o To pool and exchange information and to ease the performance of transactions.
2. Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
I agree that conversations are harder than presentations in class because to hold a conversation is necessary to know enough vocabulary and organize it in a way which the listener can understand at the same time we have to decode what others are saying and having to respond very quickly. Unlike, in a presentation the learners have time to prepare even they can memorize what they want to say.
3. Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
It refers about affective factors on second language acquisition. According to the affective filter hypothesis, affect effects acquisition, but not learning, by facilitating or preventing comprehensible input from reaching the language acquisition device. In other words, affective variables such as fear, nervousness, boredom, and resistance to change can affect the acquisition of a second language by preventing information about the second language from reaching the language areas of the mind. Moreover, when the affective filter blocks comprehensible input, acquisition fails or occurs to a lesser extent. It is important in order to teach speaking skill because it allow students to develop self-confidence to communicate in foreign language.
4. Out of the six statements on page 79, which one do you disagree the most with? Why?
I disagree with statement 3, it says; all mistakes should be corrected. It is not possible because is the teacher is correcting mistakes all the time, students will never develop self-confidence.
5. After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
1. Make the students feel relaxed.
2. Encourage students to participate and work in pairs or in groups in order to help each other.
3. Instructions must be clear, the teacher have to see around the class in order to know is all students got it.
1-What are some functions and forms of speaking?
ResponderBorrar1.1-To establish and maintain social relationships
1.2-To share or pass information
1.3-To entertain each other
1.4-to share views and opinions on a variety of subjects.
2-Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain. Yes, it can be, since learners do not have much time to think of what they need to answer when they are involved in a conversation, it has to be as quick as possible so that the conversation flows smoothly and does not become something boring or a kind of individual presentation in which only few people speak though the talk needs everybody to share their points of view. It is also harder for the fact that there are some topics that the listener does not master well so there is not a rich oral production. In addition, there may be the case in which the language used in the casual conversation moves onto more complex vocabulary, there may be some words that are unknown for the listener that does not permit them to speak as they wish. Thus casual conversations can turn harder than presentations as presenting a topic to develop in class has more time to prepare, although the topic is unknown for the presenter he/she can master it by studying and analyzing it in more deal with more time. They have time to rehearse pronunciation, the act of performing itself, rehearse statistics on the subject and vocabulary.
3-Are you familiar with Krashen´s affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
-It is the fifth hypothesis that Krashen states in his Second Language Acquisition Theory, that refers to the importance of motivation, self-confidence and anxiety is when acquiring a second language. The more motivation and self-confidence the learners have the higher will the possibility to acquire comprehensible input, and the lower anxious the learner are, the better will be for them to understand the language. This hypothesis plays a crucial role in developing the macro and micro skills of the language. Focusing more on the speaking macro-skill, it helps in great manner since speaking requires being willing enough to speak (motivation) about any topic, doing such producing language therefore learning by doing. Motivation leads us to self-confidence, when learners are confident of themselves they may be more likely to be motivated to speak, thus both motivation and self-confidence are intertwined in regard to producing language. Another point to refer to when talking about the Affective Filter hypothesis is “anxiety”, according to Krashen´s theory, the more anxious the learners are, the less is the possibility to be focused on any language task, therefore, there is not comprehensible input or output, so learners are not able to produce neither accurate language nor fluent. To sum up, these subdivision of the Affective Filter hypothesis are worthy to be analyzed and studied in detail to develop speaking skills with our students in the classroom by offering a comfortable learning environment so as for them to feel motivated, confident and not anxious when learning a second language, and to emphasize when speaking.
4-Out of the six statements on page 79, which one you disagree the most with? Why?
ResponderBorrarI disagree the most with statement number 4. “what the learners say is not important- it is only important that they speak English accurately”. I disagree with it because more than how language is produced, it is also important what is produced, so in this way, the teacher gives feedback upon both, accuracy in how is said and what is said, not only accuracy of language production, but the content that is produced has correlation to what was said. It is more than a manipulation of forms, but a meaningful production through receiving feedback from the monitor (teacher) therefore the production moves smoothly, depending on when the feedback is given; before, in the middle, at the end of the speech/conversation.
5-After watching the British Council´s video, please mention and explain three major recommendations you got, to apply in your class.
• Warmer: you can group the students to work on any speaking pre-speaking activity that will elicit fluency in the “while” of the class.
• Giving instructions: it is to let students know what they will be doing. Teachers have to monitor if they understood then if they didn’t repeat instructions. Simplify instructions, don’t use complex language in order not to use L1, do not used overcomplicated language.
• Control oral practice in the target language: it has to do repetition. Students have a model who is the teacher then they repeat, you can you them a visual or noise prompt. When they repeat don’t speak at the same time to hear what they say and generate enthusiastic though it is a drill, make it meaningful for them so you can extent the activity.
1.
ResponderBorrarSome functions of speaking can be: to interact with others, to entertain, to exchange information or to manage the interaction (e.g. asking for repetitions or clarifications).
The forms that speaking can take would be those depending whether the language is already established and defined (the habitual conversations that follow a strict pattern: booking a hotel, a presentation in a business meeting, ordering food, etc.), or it is more spontaneous and casual (speaking on the phone with your grandmother, talking to your friends, etc.).
2.
In my opinion, it all depend on the level. However, I think a casual conversation would be harder; the student needs to listen to, process language, think in the appropriate words and phrases, and finally give a good response. Of course there are more factors than those, for instance: the student needs to know what he should or should not say depending in the cultural setting. On the other hand, in a presentation, the student has the chance to practice prior to the actual situation, he has the time to practice pronunciation and look up for the unknown vocabulary. In a casual conversation everything happens so fast that the student could get really nervous and get frustrated.
3.
Yes, I am. The affective filter hypothesis is the claim that learners with low motivation, low self-esteem, and/or anxiety can raise the affective filter and form a ¨mental block¨ to their progress. The lower the affective filter is; the better outcomes it would present. It is really important while developing the speaking skill because then we understand what our words (or those from their classmates), actions or even faces can mean to our students. The learning of a language can be affected by the emotional factor. Providing an ambient where students feel comfortable and safe to use the target language should be one of our main goals in the language classroom.
4.
#2. Pair and group work will only lead to students learning the mistakes of their colleagues.
If we pair students wisely, not simply randomly, we can get multiples and significant benefits from it. Students will always get and eventually learn something from their more advanced classmates. Students will not magically become the students we want, but by exposing them to those who know more about the language, they can emulate and learn different things, consciously or unconsciously.
5.
1.Instructions must be clear, economical and given in the right moment. We need to make sure everybody is paying attention when we are giving instructions, in order to avoid repeating them over and over, creating distractions or wasting time. Furthermore, instructions must be as simplest as we can, so we avoid superfluous information.
2.Start the class enthusiastically, and show interest. If we show we care and we are excited about the class, our students will therefore, also get interested and willing to cooperate. A bored attitude will just make things worse.
3. Do not interrupt students while speaking. We are all the time calling for our students´ attention, but usually when it is their time to speak, we stop them and cut their ¨inspiration¨ off. Also, we need to differentiate about the noise that is useful for learning the language, we should not tell our students to lower their voice, or be quiet if they are using the target language in the activity they are supposed to.
1. What are some functions and forms of speaking?
ResponderBorrar We use the language to establish and maintain social relationships, sharing views and opinions on a variety of subjects.
To share or pass on information.
To discuss options and solve problems.
2. Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
Casual conversation can be harder than giving a presentation because when the student is establishing a conversation with someone else she/he has to decide what the other person is saying and respond quickly without thinking too much. much more if student has a low level of English, whereas in a presentation the learner has time to prepare and to practice what they want to say.
3. Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
Krashen's affective filter refers about how certain emotions such as anxiety and self-doubt can interfere with the process of acquiring a second language.
these negative emotions prevent efficient processing of the language, as teachers we have to take it in account when we teach a speaking class and providing low-anxiety environments to students.
4. Out of the six statements on page 79, Which one do you disagree the most with? Why?
I disagree with #3 "all mistakes should be corrected" because I think that if the students are being corrected all the time they may feel discouraged about their pronunciation. Mistakes that interfere with meaning need to be addressed, but too much correction can destroy this.
1. After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
• instruction: as a teacher, we have to give the students the correct instructions using a not complicated language and we have to be sure that they understand our instruction to develop the task.
• Warmer: it is important because it helps the students to relax before to start the class, also it can help to introduce the new topic easily.
• repetition: when the teacher repeats the same word, sentences or phrase several times and the students follow him. it helps them to remember the meaning of the phrases and create new ones.
$. The most common are to establish a conversation, to express ideas, opinions and feelings, to entertain, to interact, to receive or give information, etc.
ResponderBorrar$. It can be harder because of the spontaneously matter, because you aren't aware of what the other person is going to ask you, however when you are delivering an speech or giving a presentation you are the person who knows the most about the topic, and also it's something planned so it's easier for you to speak fluently. Of course it has to be a lot with your English level.
$. Basically what Krashen refers to is all the nonlinguistic factors that influence in the second language adquicition such as fears, nervous, etc and how people react to them. He also explains in his hypothesis that for children is easier to learn a second language, because they are less afraid to make mistakes than adults.
$. Sincerely I disagreed with all of them, but the worst was number 6. Our purpose as English instructor is to make all our students speak, but it's impossible to make them to do it in the same length of time in all lessons, because they all think differently and of course their opinions won't have the same extension.
$. 1. To make our students to feel relax: this is like the principal aspect we should take into account if we want them to participate, interact and respond to what they has been asked.
2.To give clear instructions: it will be fundamental for the to understand what they have to do. So instructions most be clear.
3.The use of prints or teaching aids: it facilitates students understanding because they are relating the images with what the teacher is saying, teaching aids are also a form of creativity and they can be used to develop an extensive amount of activities.
1. Speaking can be casual or formal and these are some reasons people speak: * To establish and maintain social relationships. * To entertain each other by making jokes and telling anecdotes and stories. * To share view and opinions on a variety of subjects. * To share or exchange information. * To discuss options and solve problems. * To manage the interaction itself. * To invite others to speak.
ResponderBorrar2. This will be depending on the speaking skills developed in the students. Despite, giving presentations and speeches develops expressive and managing skills in the learners. Nevertheless, it is definitely important that teachers do not focus on academic assignments only, but also to encourage an active participation of the students. For this reason, group work and giving the opportunity to interact among each other will develop communication skills in the students to prepare them for social and casual interactions out of the classroom.
3. The affective filter hypothesis of Krashen refers to the influence of affective factors in the acquisition of the L2. Motivation, Self-confidence and anxiety are the most important factors not only in the whole process of learning, but specially in developing the oral production of the target language. As teachers, one of the most difficult task is, motivating our students. But it is in fact, one of the most important of them all. After all, teaching a class full of motivated students is enjoyable not only for teachers but students as well. A student that gets involved in the class and is motivated too, will actively participate more in class. Contrary, students who are not motivated will not learn effectively and they won't participate at all.
4. I totally disagree with the following statement: " What the learners say is not important, it is only important that they speak English accurately." Why? I've learned through my experience that students look for their teachers approval and positive reinforcement and are more likely to be enthusiastic about speaking or participating if they feel that their work or participation is recognized and valued. Teachers have to encourage open communication and free thinking to make students feel important in their classroom.
5. I basically apply all the recommendations from the video. •Warmers are a creative way to engage the students to the following activity and it is an opportunity for active participation. •Grouping, is an effective technique in order to strengthen one another students lacks. They get to help each other. •Giving clear and simple instructions by using the target language. In order to practice the language, teachers have to make sure students are listening attentively and listen to them when participating, as well. Check if they understood and reinforce if not.
1. The most common and important To communicate each other.
ResponderBorrar• To share information
• Share views and opinions
• To entertained and interaction with others.
2. As students, give a presentation can be tedious and hard, while in a conversation you are free to speak, And sometimes in a presentation you need be an expert in your topic, and the most tedious you will be evaluate.
3. Acquisition requires meaningful Inter in the target language, natural communication! In which speakers are concerned not with the form of their utterances but with the messages they're conveying and understanding.
4. I do not agree with #3 "All mistakes should be corrected". We want to encourage students to be self correction with their mistakes, in order to develop their self in every task.
5. Organization of the lesson and class
• Make students feel confortable.
• Introduce the lesson to students.
• Giving instructions in order to let students know what they're going to do.
1. What are some functions and forms of speaking?
ResponderBorrar- One primary use of language is to establish and maintain social relationships (to exchange ideas, to entertain and to share views and opinions)
- Language is also used to share or pass on information
- To perform a transaction of some kind
- Language may also be used to discuss options and solve problems in both social and work contexts
2. Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
I think holding a casual conversation can be harder. In spite of the fact, that when a person has casual conversations does not have to pay special attention to grammatical points, it is difficult for him/her the fact of processing the language in order to understand and in that way being able to give a response and he/she has to do it without thinking too much so as to achieve a fluent conversation. On the other hand, giving a presentation takes time learners can prepare their speech and have everything they are going to say planned and organized.
3. Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
Yes, I am. The affective filter tries to explain the emotional variables such as motivation, self-confidence and anxiety associated with the success or failure of acquiring a second language. I think that the affective filter is important because learners have to feel comfortable at the moment of speaking negative emotion can make them feel scared and this could be an obstacle in the development and production of their speaking skills.
4. Out of the six statements on page 79, which one do you disagree the most with? Why?
I disagree with all of them, but with number 4 “what the learner says is not important- it is only important that they speak English accurately”. I think it is important that students can produce the language in the same way it is important what the students is producing, accuracy has to be accuracy must be accompanied by coherence. Students have to be able to express their ideas and opinion in a correct and coherent way.
5. After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
- Make students feel comfortable: it begins with the teacher if the teacher feels relaxed students will feel relaxed.
- Giving clear instructions without using old complicated language: in this part are important asking students to say what they understand or repeat the instruction in order to check they understand that is why is important do not use complicated language.
- Do not speak while students are speaking: is important to listen to their ideas.
What are some functions and forms of speaking?
ResponderBorrar*Talk as interaction
Our daily communication remains interactional with other people. This refers to what we said as conversation. This is about how people try to convey his message to other people. Therefore, they must use speaking skill to communicate to other person. The main intention in this function is social relationship.
*Talk as transaction
In talk as transaction is more focus on message that conveyed and making others person understand what we want convey, by clearly and accurately. In this type of spoken language, students and teacher usually focus on meaning or talking what their way to understanding.
Talk as performance
In this case, speaking activities is more focus on monolog better than dialog. Function of speaking as performance happened at speeches, public talks, public announcements, retell story, teling story and so on.
Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
So Presentations are a great way to have students practise all language systems areas (vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and listening). They also build confidence, and presenting is a skill that most people will need in the world of work. I find that students who are good presenters are better communicators all round, since they are able to structure and express their ideas clearly.
Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
Krashen believed that one of the obstacles in language acquisition is the emotional factors that can effect learning. He believed that these emotions have the power to stand in the way of our learning due to fear por anxiety. It is important to teach it because as a teacher we must have to create a safe and welcoming environment for the students , the learners have to feel a sense of community and encouraged to take risks and learn from their mistakes. Students are also encouraged to slow their personalities and interact with one another.
Out of the six statements on page 79, Which one do you disagree the most with? Why?
Some teachers correct every mistake made by their students. Other teachers rarely or never correct their students' mistakes.
The first approach makes students nervous and leads to a lack of fluency. The second approach can lead to students who speak but whose English is hard to understand. We need to choose the right time to correct and the right time to let students speak freely. Corrections should only be made when students will receive the most benefit.
An activity could be, After several students have made the same mistake, make a note of it and plan an activity for a LATER lesson. We Don't have to interrupt what they are doing, but don't ignore the mistake either.
After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
*Starting with a warmer is important, Your students need a chance to settle down into the class and get their minds focussed on the lesson ahead. Delving straight into difficult subject matter isn’t going to help them in the least bit.
* Each student comes to school, not only with unique academic needs, but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.
* And also Gives learners more speaking time in the target language, Changes the pace of the lesson, Allows them to mix with everyone in the group, and
Gives them a sense of achievement when reaching a team goal.
1.- Some function and form of speaking are: language is to establish and maintain social relationships, to share or pass on information, to performing a transaction of some kind, in both social and work context language may also be used to discuss option and solve problems. Functions refer to what items of language actually do in a real context. These include suggesting, criticising, refusing, agreeing and disagreeing, enquiring, talking about the past, and giving advice. In the classroom it is important for learners to understand that one form may have many different functions, and to see how functions work in context. Many forms have sensitive functions and so their appropriacy, formality and degree need to be considered.
ResponderBorrar2.- A casual conversation can indeed be more difficult because in this case you do not have the time to prepare what you will say, to look up as is the pronunciation of a certain word or freses. In a conversation involves the act of listening and decoding what the other person is saying and giving a quick response. The learner needs to know enough vocabulary to express what he wants, to be understood and grammar as well as vocabulary are very important and also prounciation. At the time of the conversation you should be able to self-correct but there is also the danger of losing fluency and listening could become frustrating. In addition, the speaker should be able to know when to interrupt or let talk, aspects related to the culture that must be taken into account when engaging in a conversation. All these circumstances are more controlled when you have prepared a speech where the time factor is a good ally.
3.- To some objective factors, there are also some affective factors in language learning that are like a filter which filtrates the amount of input in learners’ brains. People with high affective filter will lower their intake whereas people with low affective filter allow more input into their language acquisition device. Affective filter hypothesis is first proposed by Dulay and Burt (1977), and is incorporated by Krashen as one of his five input Hypotheses in 1985. Krashen argued that people acquire second languages only if they obtain comprehensible input and if their affective filters are low enough to allow the input ‘in’. In his theory, affect includes motivation, attitude, anxiety, and self-confidence. His main viewpoints are as follows: • A raised affective filter can block input from reaching LAD • A lowered affective filter allows the input to “strike deeper” and be acquired • The affective filter is responsible for individual variation in SLA • Note that the affective filter is not an issue for first language acquisition: children don’t have it/use it
4.- With the aspect that I disagree is with the one that says "all mistakes should be corrected". The errors must be corrected but in due time. The teacher must be very clever about when to do it, how to do it and who to do it because there are more sensitive students. It is necessary to take care of the student's confidence and sensitivity.
5.- Recommendation to apply in the class: a)be an organized teacher since the beginning of the lesson. Students will feel relaxed, they will have a better and more participation in the class. With this the teacher will feel part of the class too. B) Teacher should give INSTRUCTIONS. They have to be simple enough, no use overcomplicated language. Teacher has to be sure that students understand instructions, if not he/she has to repeat and checks if students do. C) Use as much as possible the TARGET LANGUAGE. The teacher does some controlled oral practice before the students start to practice in group. Important use of straightforward repetition, the teacher be sure that all students can see him/her, teacher must be sure students can hear him/her and never speak at the same time. Teacher has to be creative to generate in students enthusiasm and interest.
What are some functions and forms of speaking?
ResponderBorrar1. To establish and mantain social relationships.
2. Share views and opinions on a variety of subjects.
3. Share or pass on information.
4. Discuss options and solve problems.
5. Manage interactions.
Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
I believe it can. Because classrooms provide a safe protected environment. In a presentation the content is set and a students can foresee questions based on the content and prepare an answer. But in a casual conversation language interaction is more freely and more open to change course of topics.
Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
The affective filter is an invisible filter inside of each learner that has the potential to result in anxiety, stress, and lack of self-confidence or on the contrary, motivation and self-confidence.
The affective filter can make or break proficiency in a second language.
Out of the six statements on page 79, Which one do you disagree the most with? Why?
Number 2. Most of the learning methods used by teachers nowadays involve what we called the communicative approach. It is important for students to interact in the target language not only with teachers who might sometimes intimidate students but mostly with peers, classmates which may cause a positive effect by providing a more comfortable setting and it can lead to the improvement of all students involved instead of learning the mistakes.
After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
1. Relaxed parties- think of good warm up activities that will make students feel relaxed and where they perceive you are relaxed. This will motivate them to participate more.
2. Instruction giving- give one instruction at a time. Use mostly target language and state clear short instructions like going step by step so we make sure students understand.
3. Practice- come up with extension activities where students are able to use the language and where they can demonstrate that they have understood content and its use.
1. What are some functions and forms of speaking?
ResponderBorrar-To share information,
-To exchange information.
-To entertain others - To establish and maintain social relationships.
- To share or pass on information.
- To perform a transaction of some kind.
- To discuss options and solve problems.
- To manage interaction itself.
2. Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
I think that in some situations could be, it could depend on the student’s level. But most of the time is easier to stablish a conversation because we just use common language and not academic.
3. Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
The affective filter hypothesis is the claim that learners with low motivation, low self-esteem, and anxiety. The affective filter hypothesis, accounts for the influence of affective factors on language acquisition.
4. Out of the six statements on page 79, Which one do you disagree the most with? Why?
All mistakes should be corrected: in some cases it is good that the student produce the language and not focus in mistakes because the learners is achieving confidence, fluency and when we as teachers correct every single mistake they can feel frustrated and disappointed, we have to look for the appropriate ways of correcting errors without stop the confidence of the student.
5. After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
- Make students feel comfortable
- Motivate the students
- Use warmer activities
- Give clear instructions
- Focus in oral production
What are some functions and forms of speaking?
ResponderBorrar1. To establish and mantain social relationships.
2. Share views and opinions on a variety of subjects.
3. Share or pass on information.
4. Discuss options and solve problems.
5. Manage interactions.
Can casual conversation be harder for a learner than giving a presentation in class? Why? Why not? Explain.
I believe it can. Because classrooms provide a safe protected environment. In a presentation the content is set and a students can foresee questions based on the content and prepare an answer. But in a casual conversation language interaction is more freely and more open to change course of topics.
Are you familiar with Krashen's affective filter? In a few words, what is it about? How is it important while trying to teach or develop speaking in our class?
The affective filter is an invisible filter inside of each learner that has the potential to result in anxiety, stress, and lack of self-confidence or on the contrary, motivation and self-confidence.
The affective filter can make or break proficiency in a second language.
Out of the six statements on page 79, Which one do you disagree the most with? Why?
Number 2. Most of the learning methods used by teachers nowadays involve what we called the communicative approach. It is important for students to interact in the target language not only with teachers who might sometimes intimidate students but mostly with peers, classmates which may cause a positive effect by providing a more comfortable setting and it can lead to the improvement of all students involved instead of learning the mistakes.
After watching the British Council's video, please mention and explain three major recommendations you got, to apply in your class.
1. Relaxed parties- think of good warm up activities that will make students feel relaxed and where they perceive you are relaxed. This will motivate them to participate more.
2. Instruction giving- give one instruction at a time. Use mostly target language and state clear short instructions like going step by step so we make sure students understand.
3. Practice- come up with extension activities where students are able to use the language and where they can demonstrate that they have understood content and its use.