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Transcript of Thesis
Skills inside the
Classroom. The Product According to Peregoy and Boyle (2008) there are a great number of verbal strategies that showcase oral language use in ways that promote acquisition. Data Collection by Lilian Cardenas Cordova "Teacher-student dialogue is part of the basis of the instructional conversation within the classroom” - Vygotsky Problem PROBLEM
Students’ have a good level of English, but they would not
take advantage of it.
Instead, they overused
the lesson. Objectives The main objective of this action research is to identify the reasons why I am having problems when promoting the development of students’ oral communication skills. The secondary objective of this action research is to investigate the main factors that make an impact on students’ interaction skills development. Finally, the third objective is to find the proper strategies for the students to feel confident enough when participating in speaking activities within the classroom. Observation Sheet #1 Journals 1.- Oral communication skills 2.- Stages of oral language 3.- Teaching of speaking 4.- Promoting Oral Communication inside the Classroom.
a productive process.
might be planned (a lecture) or unplanned (a conversation)
formal or casual interaction. Functions of Language Talk as transaction
Interactional function Describing Oral Language Performance New Levine (2002) classified ELLs into two subcategories:
(2) intermediate learners. Context and ypothesis Good level of English
Mother tongue preference over the target language.
new range of ideas connected to strategies and techniques
in order to
keep students help teachers motivated . Hypothesis Private school located in Vitacura.
Iº D ( 18 female students)
Good level of English
Grammarian approach Research Questions What can I do in order to foster the students’ oral communication skills in English?
Am I confusing and intimidating students?
What kind of speaking activities will help me to motivate students to communicate in English more frequently in class? Oral Communication Skills Stages of Language The Teaching
of Speaking Promoting the Development of Oral Communication Skills inside the Classroom The classroom is a "natural environment for a variety of oral language learning opportunities”.
- Vygotsky Students' reaction: responsive
What does responsive mean?
short replies to teacher
students make questions
or comments to clarify doubts (WHY? HOW? WHAT?)
Maintain social relationships
transmitting unknown facts
Teachers should consider
input interaction toward Short-term goal techniques Long-term goal techniques Clarity tools (Repetition, slower the rate of speech, gestures, context, stress on important vocabulary items) Interactional structures Cooperative work techniques Pair work
Whole class work Paraphrase Passport
Stir the class
Long teacher-student dialogues Analyze and investigate:
the many reasons why I had problems when encouraging students to use their oral communication skills in a second language rather than avoiding it.
main factors that made an impact on students when interacting in English inside the classroom.
a wide variety of strategies and techniques that seemed quite useful when motivating students. Richards (2008) Importance indirect/ direct approach Difficulty Interactive nature students are not used to.
Brown (2007) suggested:
Clustering Rate of delivery Authentic language How to teach it?
Alexander & Winne (2006) suggest real-life context pre- activities
c) recording students' ideas on the board Affective domain Brown (2007) Cognitive side
Language Ego Confidence
students' mistakes Think/ Pair/ Share Talking Chips Four corners Purpose: to communicate opinions and build strong arguments rather than focusing on linguistic accuracy. Payoff: to develop social skills and defend arguments orally. Date:
Topic: Sequence of actions Student responses Analysis Observation Period: 2 weeks.September 19th, 2012 Today the teacher started the class by asking students to brainstorm ideas related to personality features. Then the teacher shows a slide on the projector with a wide range of adjectives and activities for students to participate which they did, but they tend to use Spanish more than English. Students also tend to translate every word into Spanish more than putting the vocabulary in context. TESOL Krashen & Terrell Question and Response Tools (Sticking with students)