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Types of speaking in ESL Imitative + At the imitative level, it is probably already clear what the student is trying to do At this level, the student is simply trying to repeat what was said to them i.
Types of speaking in ESL - Imitative: + At the imitative level, it is probably already clear what the student is trying to At this level, the student is simply trying to repeat what was said to them in a way that is understandable and with some adherence to pronunciation as defined by the teacher + It doesn’t matter if the student comprehends what they are saying or carrying on a conversation The goal is only to reproduce what was said to them One common example of this is a “repeat after me” experience in the classroom - Intensive: + Intensive speaking involves producing a limit amount of language in a highly control context An example of this would be to read aloud a passage or give a direct response to a simple question + Competency at this level is shown through achieving certain grammatical or lexical mastery This depends on the teacher’s expectations - Responsive: Responsive is slightly more complex than intensive but the difference is blurry, to say the least At this level, the dialog includes a simple question with a follow-up question or two Conversations take place by this point but are simple in content - Interactive: + The unique feature of intensive speaking is that it is usually more interpersonal than transactional By interpersonal it is meant speaking for maintaining relationships Transactional speaking is for sharing information as is common at the responsive level + The challenge of interpersonal speaking is the context or pragmatics The speaker has to keep in mind the use of slang, humor, ellipsis, etc when attempting to communicate This is much more complex than saying yes or no or giving directions to the bathroom in a second language - Extensive + Extensive communication is normal some sort of monolog Examples include speech, story-telling, etc This involves a great deal of preparation and is not typically improvisational communication + It is one thing to survive having a conversation with someone in a second language You can rely on each other’s body language to make up for communication challenges However, with extensive communication either the student can speak in a comprehensible way without relying on feedback or they cannot In my personal experience, the typical ESL student cannot this in a convincing manner 7.2 Micro- and Macroskills of speaking Micro skills of Speaking Micro skills refer to producing smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units Below are more specific explanations of micro-skills of speaking adopted from Brown (2004, p.142-143) Produce differences among English phonemes and allophonic variants Produce chunks of the language of different lengths Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonational contours, Produce reduced forms of words and phrases Use an adequate number of lexical units (words) to accomplish pragmatic purposes Produce fluent speech at different rates of delivery Monitor one’s oral production and use various strategic devices: pauses, fillers, self-corrections, and backtracking to enhance the clarity of the message Use grammatical word classes (nouns, verbs, etc.), systems (tense, agreement, pluralization), word order, patterns, rules, and forms Produce speech in natural constituents in appropriate phrases, pause groups, breath groups, and sentences 10.Express a particular meaning in different grammatical forms 11.Use cohesive devices in spoken discourse Macro skills of Speaking Macro skills are more complex than micro-skills Macro skills focus more on fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options For example, the macros skills of speaking skills can be seen below: Appropriately accomplish communicative participants, and goals functions according to situations, Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor keeping, yielding, interrupting, and other sociolinguistic features in face-to-face conversations Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization, and exemplification