CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4. What are the current views on teaching pronunciation?
c. What is the goal of teaching pronunciation?
d. What aspects of pronunciation should be taught?
e. How to teach pronunciation?
The goal of teaching pronunciation:
A native-like pronunciation is impossible because of many factors like learner age, the amount of exposure to the target language, differences of individual ability, different accents …
Consitence (fluency): be smooth and natural
Intelligibility: be understandable
Communicative efficiency: convey the meaning that is intended What aspects of pronunciation should be taught?
Segmental and suprasegmental are all improtant because inability to distinguish sounds and suprasegmental features (intonation, stress and rhythm) can have a negative impact on the oral communication and the listening comprehension abilities of non- native speakers of English.
Today‟s pronunciation curriculum seeks to identify the most important aspects of both segmental and suprasegmental, and integrate them appropriately in courses.
How to teach pronunciation
Set pronunciation in a cummunicative context
Take learner-centered approach
(Afternoon Session: 1:30 – 5: 00 PM)
Workshop: (Training Activities /Strategies) Speaking Activities/Strategies:
1. SITUATION ANALYSIS: Participants will be asked to listen to a dictated situation and made to answer the following questions:
1.1 How would you go about teaching speaking to learners?
1.2 Syllabus preparation for teaching situation with action plan.
Suggested procedure:
Theoretical background 1. What is Syllabus?
2. What are the Components of a syllabus?
3. What are the types of syllabus?
Practice:
1. Situation Analysis 2. Syllabus design
Theoretical background:
Warwick (1976): syllabus is the academic content in a subject.
De villiers:
Syllabus is a document that briefly states the theoretical basis and the approach that form the framework for the organization of the subject-based work to be done;
It guides and derects teaching as an accountable act for a particular context or situation;
It is negotiable and adustable;
It specifies aims and objectives;
It suggests content;
It provides for the grading of content;
It indicates teaching-learning opportunities, and
It states implications for assessment.
Components of a syllabus:
A situation analysis ;
Aims and objectives formulation ;
The choice and structuring of learning content ;
Presenting learning experiences and opportunities;
Assessment, and
Syllabus evaluation.
Types of syllabus:
Gramar translation syllabus
Structural syllabus
Situational syllabus
Topical syllabus
Fuctional syllabus
Skill syllabus
Notional syllabus
Task – based syllabus
Competence based – syllabus Practice :
1. Work in groups of 3 or 4 members 2. Listen to the situation
3. Analyze the situtation and prepare a syllabus for teaching speaking 4. Present the situation analysis and prepared syllabus
5. Give comments and make possible suggestions on the output Situation: your university is to welcome new students for the new school year. Based on the school curriculum and all available factors, prepare a new syllabus for the basic Speaking course in the first semester.
Situation analysis - Participants should clarify the following ideas :
The current approach in teaching English
Place of English as a subject in the curriculum
Different levels of Basic English in the curriculum
Resources for teaching (classroom facilities, media, other technological resources and library resources)
The role of textbooks and other instructional materials
The teachers (language proficiency, teaching experience, training and qualification, moral and motivation, teaching styles, beliefs)
The learners (age, past language learning experience, english level (skills and knowledge) motivation, expectation, learning styles, learning resouces)
The needs (short-term/long-term need, potential need, educational need)
Syllabus design: Participants should clarify the following ideas:
Aims and objectives of the course (knowlegde, skills and attitude)
Aims: long/short term, dimensions targets (knowledge, interpersonal, experience dimension)
Objectives: measurable and attainable behaviors which reflects learning purposes, processes and products.
The choice and structuring of learning content;
Themes and topic
Vocabulary
Language forms and communicative fuctions
Media (pictures, video, tape, disks … )
Skills, sub-skills,
Learning strategies and teaching methods (study skills, group study skills, sequencing skills …)
Criteria for content selection:
Criteria for grading content
Assessment:
Assessment techniques?
When to assess?
What to assess?
How to access?
Guidelines for teaching:
De villiers (1999). A task-based syllabus for English in South African primary schools.
DAY 2:
Objectives:
At the end of the day, participants will be able to:
Know some views of Language-Focused Learning and Deliberate Teaching and Fluency in speaking,
Comprehend some ways, techiques and strategies to applied Language-Focused Learning and Deliberate Teaching to teaching speaking and to develop students‟ fluency in speaking,
Evaluate the content and the suggested activities of a textbook in teaching speaking.
(Morning Session)
Training Outline: (TOPICS to be presented by Guest Lecturer)
8: 00 – 10: 30: Language –Focused Learning: Deliberate Teaching 10: 30 – 12:30 Developing Fluency
12: 30 – 1: 30 BREAK
8: 00 – 10: 30: Language –Focused Learning: Deliberate Teaching
Suggested questions:
1) What is Language-Focused learning and Deliberate Teaching?
2) What are the effects of LFL in language teaching?
3) How can Language-Fucused learning and Deliberate Teacnhing be applied to teaching speaking/oral skills?
Suggested ideas: