Teaching Productive SkillsWhich ones are they?

Writing… and…

Speaking

They have similarities and

Differences

Teaching Productive SkillsStructuring discourseIn order for communication to be successful we have to structure our

discourse in such a way that it will be understood by our listeners and readers.

Writing: (a) Coherent: sequence of ideas(b) Cohesive: Linguistic ways of connecting ideas across phrases and

sentences: pronouns, lexical repetition, synonymy; transitional expressions indicating addition, contrast, cause and effect, time space, importance, etc.

SpeakingInvolves following conversational patterns and usage of lexical phrases: the

pre-fixed or semi-fixed word stringsSpontaneous speech appears chaotic and disorganised, however speakers

employ structuring devices to “buy time”, to turn-taking language and organising markers such as firstly, secondly, etc.

Teaching Productive SkillsFollowing the rulesPeople with similar cultural and linguistic backgrounds in both speaking and writing when they communicate with each other:

shared schemata helps communicate successfully Sociocultural rulesHow formal to be, what kind of language to use, how loud to speak, how close to stand to each other; how men and men speak

to each other; different social or professional status; sociocultural rules and habitsTurn-takingSignal verbally or visually that one wants a turn or, conversely, by recognising when other speakers are signalling that they

want to finishhttp://www.abax.co.jp/listen/turns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/turntaking.htmlhttp://www3.telus.net/linguisticsissues/fluencyjapanese.html

http://www.esl-lesson-plan.com/archives/2007/02/tips_and_tricks_turntaking.php http://www.teachingenglish.org.uk/think/knowledge-wiki/turn-taking http://www.cels.bham.ac.uk/resources/essays/yvette4.pdf http://www.developingteachers.com/articles_tchtraining/turntakelp2_greg.htm http://insights-into-tefl.blogspot.com/2007/02/on-conversation-turn-taking-and-culture.html Rules for writingDifferent styles, different written and spoken genresFactors: purpose of communication, form to achieve the purpose, setting, channel (microphone)Examples: Lecture, informal conversation, magazine article, e-mailDifferent level of formality, intimacy, grammar, ‘distance’ & ‘closeness’STUDENTS NEED PRACTICE IN BOTH speaking and writing: different genres, styles, variation of grammar, functions, lexis

they use

Teaching Productive SkillsInteraction with an audience

how to deal with difficultyImprovising

Discarding

Foreignising

Paraphrasing

Teaching Productive SkillsProductive skills in the classroomGive students a chance to rehearse language production in safety,

experimenting with different language in different genres that they will use on some future occasion away from the classroom

Communicative activitiesDrills and sentences to practise a grammar point are non-communicative

activities and do not belong to productive skills

Skills trainingTeaching people to take turns, use correct punctuation: fairly controlled,

however useful

Advantage of production activitiesEvidence for students and their teachers how well things are going

Teaching Productive SkillsProductive skills in the classroomReception and productionThe teaching of productive skills is closely bound up with receptive skill work. The two feed off

each other in a number of ways.Output and input - Feedback• From ourselves• From the people we are communicating with• From teachersText as modelsText as stimuliReception as part of production: blend listening with speaking Comprehension; writing

often depends upon readingATTENTION: don’t have students practise skills in isolationProduction enables reception: apply insights from writing to reading; speak certain

genres helps understanding conversations in similar contexts

Teaching Productive SkillsProblems and SolutionsWhen students find something difficultSolutions• Match the task with student language level• Ensure there is a task purpose• Assess problems caused by language students need, and the difficulties

which the topic or the genre might create

Language• Supply key language: check their knowledge of key vocabulary, help with

phrases or questions that will be helpful for the task; more exposure and practice, particularly in speaking

• Plan activities in advance:

Teaching Productive SkillsProblems and SolutionsTopic and Genre• Choose interesting topics and find types of tasks which will involve class

members; favourite topics; (through interviews and questionnaires or observations)

• Create interest in the topic: talk about it and communicate enthusiasm

• Activate schemata: discuss interviews before role-playing; examples of typical letters written to newspapers before giving such a task

• Vary topics and genre : • Provide necessary information: which bits of information are absolutely

essential for the task to be a success