The document discusses techniques for getting language learners speaking and improving their speaking skills through practice. It recommends giving learners undivided attention and control over conversation topics to increase their potential talking time. Learners' individual needs can be addressed and they receive both corrective feedback on errors and input of new vocabulary and phrases through techniques like dictogloss, where they retell a story they have listened to.
3. Undivided attention
Huge increase in
potential talking time
Learner can choose
topics and control the
direction of the lesson
Individual needs can be
addressed
12. ..concentrate on my ------ without any ------
..getting fed up with people ---ing the -------
It definitely prevents ---- from -------ing in
I --- much better ----
If I feel the need for ----- I can always --------
Whenever I ------ there’s a -------
13. 1.Listen to the story
2.Retell the story
3.Look at some vocabulary
4.Listen again
5.Retell the story
6.Look at more phrases
7.(Listen again)
8.Retell the story.
18. Another of my favourite techniques is to tell something to a speaker
of the language and have that person tell the same thing back to
me in correct, natural form. I then tell the same thing again, bearing
in mind the way in which I have just heard it. This cycle can repeat
itself two or three times… An essential feature of this technique is
that the text we are swapping back and forth originates with me, so
that I control the content.
‘Earl Stevick’ activity from ‘Success with Foreign Languages’ (1989: 148):
19. Who was your favourite teacher?
If you could meet anyone in history, who would it be?
What is your first childhood memory?
24. When is feedback most effective?
Cold correction –
after the event
Notas del editor
Well, when I compare these conversations with the intensive classes I took earlier this year, I have to admit that the undivided attention you get in the one-to-one situation, along with the exponential increase in talking time and the chance to choose the topics and control the direction of the talk, is a huge plus. On the other hand, I do remember valuing enormously the capacity of those (very experienced) classroom teachers to provide on the spot explanations of elusive grammar issues in response to learners’ errors, and this is perhaps the one ingredient that I would want to add to my conversations with Andrés. The one ingredient.
Relevant – a sense of purpose and authenticity for their context
Repetition is powerful
The lighthouse
Luke Matthews says that as soon as he saw the lighthouse he wanted to live in it.
“I was looking for a place in the country where I could concentrate on my work without any disturbances. Having become a successful novelist I was getting fed up with people ringing the doorbell, so the lighthouse was the perfect answer.”
It definitely prevents passers by from dropping in – the lighthouse is in a remote part of the country. There’s a rough track from it that leads to the main road, and the nearest village is a 15-minute drive away so it’s certainly secluded. Does Luke feel isolated or lonely?
“Not at all, I work much better alone and enjoy my own company. I prefer to work with the phone switched off too – I just don’t want anything to disrupt my train of thought. If I feel the need for some company I can always drive to the local pub or pop back to London for the weekend. Besides, the views from the lighthouse are really inspiring. I get up early to see the dawn and love watching the sun setting over the sea too. Of course I have a 360-degree view so whenever I look up from my work there’s a beautiful scene. I especially love watching the thunderstorms and lightening, luckily the lighthouse is very solidly built because it can get very windy at times!”