Speaking tasks
4.3.3.1
The importance of speaking
4.3.3.2 Research into speaking tasks
4.3.3.3 Research into speaking tasks: implications
for task design
4.3.3.4 Conversational adjustments in speaking tasks:
an example
4.3.3.5 Task types that promote conversation
4.3.3.6
Optional reading
4.3.3.7 Action point
4.3.3.8 Assessment task
4.3.3.1
The importance of speaking
Nunan (1991: 39) claims that: 'To most
people, mastering the art of speaking is the single most important aspect
of learning a second or foreign language, and success is measured in terms
of the ability to carry out a conversation in the language.'
Questions
- Is this true of your students?
- How important are the other three skills (listening, writing and reading) relative to speaking for your students?
- Does the balance of attention to the four skills in your classes reflect your students' priorities? If not, why is the balance different?
4.3.3.2
Research into speaking tasks
Nunan (1991) in chapter 3 of his book
Language Teaching Methodology reviews research into language classroom
speaking activities and presents the following findings:
- two-way information gaps prompt more linguistic/conversational adjustments than one-way tasks;
- convergent tasks (problem solving, reaching a consensus) produce more adjustments than divergent tasks (open-ended discussions, arguments, debates);
- performance improves not so much through practice, but through listening to fluent speakers performing the task, and/or reviewing and discussing tapes of students' own inadequate performance;
- learning to speak a second language is facilitated when learners are actively engaged in attempting to communicate: controlled practice isn't enough;
- small group work results in more language use than teacher-fronted activities.
4.3.3.3
Research into speaking tasks: implications for task design
The fourth and fifth research findings reported by Nunan reiterate what
has already been said here about the desirability of using pair work or
small group tasks with a focus on meaning rather than form to drive forward
language acquisition. The third has important implications for how we
conduct language focus work before or after a task - an issue we will
return to later in this activity cycle and again in activity cycle 5 (see
4.5). It is the first two that give us some important
indicators of how we should design speaking tasks that not only satisfy
the criteria and offer the benefits established earlier in this activity
cycle, but do so in a way that maximizes the opportunities for students
to develop their communication strategies and discourse management skills.
4.3.3.4
Conversational adjustments in speaking tasks: an example
Here is the first part of the transcript of the 'mystery object' task
(a convergent problem solving task) that you met in activity cycle 2 (see
4.2.3). This copy has been annotated to highlight
the conversational adjustments. Remember that J and B are doing the task
and in this sense are taking the role of students. C is organizing the
task and is taking the role of teacher. Notice how, without 'teacher'
intervention during the task, J and B frequently initiate and volunteer
ideas as well as simply responding to questions and suggestions. Notice
too how they hesitate, reformulate what they say, and even finish each
other's utterances. Can you imagine your students making the kinds of
utterance that are made by B and J, but perhaps using simpler language?
| TRANSCRIPT | CONVERSATIONAL ADJUSTMENTS | ||
| 5 | B | Well it almost looks like a garlic press | Initiates / volunteers a tentative suggestion |
| 6 | J | Yes yes | Reacts to B's suggestion |
| 7 | B | Umm | Hesitates / expresses uncertainty |
| 8 | J | It looks as though it's meant … maybe it's … oh, I bet it's something like a de- … umm, like you get apple corers | Initiates / volunteers a (hesitant) suggestion. Hesitations and reformulations in real-time speech |
| 9 | B | Hmm | Reacts to J's suggestion |
| 10 | J | Looks as though that's meant to push something out, doesn't it, except it doesn't go very far | Initiates / volunteers a suggestion Question tag (doesn't it?) invites response |
| 11 | B | Hmm. Don't know | Reacts to J's suggestion |
| 12 | J | So maybe you're meant to slot something in there and then press that in | Initiates / volunteers a suggestion |
| 13 | B | Stick your finger in there and see what happens | Initiates / suggests J acts (teasing partner) |
| 14 | J | Laughs No! | Responds to tease |
| 15 | B | It's a sort of an odd shape as well, isn't it? | Initiates / volunteers information Question tag invites response |
| 16 | J | Hmm … and there's sort of ridged bits | Initiates / volunteers information |
| 17 | B | Ahh! Umm … is it for olives? To take the … | Initiates / volunteers a suggestion in the form of a question (to invite response). Incomplete utterance |
| 18 | J | To take the stones out | Finishes B's utterance for him |
| 19 | B | For coring olives | Reformulates J's utterance (NB in 17, 18 and 19 J and B appear to be 'scaffolding' - building on and supporting each consecutive utterance to come to a satisfactorily worded solution. By 17, as soon as J says the word 'olives', they know the answer - they just have to find a way to express it neatly in words.) |
| 20 | J | Yes, that sounds a good idea | Reacts to B's suggestion |
4.3.3.5
Task types that promote conversation
The annotated cherry-stoner task transcript illustrates just how much
opportunity this type of problem-solving task can give for participants
to make conversational adjustments. However, not all tasks offer such
opportunities. Here are some task descriptions. Decide which are likely
to encourage plenty of conversational adjustments (turn-taking, negotiation
of meaning, clarification requests, etc) and why. (Note: you can never
know for sure unless you actually try the tasks out in class, but as you
gain experience in task design you will develop a feel for those that
will be conversation-promoting.)
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For feedback, see Commentary 4.3.2.
4.3.3.6
Optional reading
This would be a suitable time to complete the second set of optional reading
(see 4.3.7, Reading 2), which covers topics
such as mixed level classes, talkative students, controlling large classes,
and use of mother tongue, and (in the Nunan extract) why some students
are reluctant to speak, and what can be done to encourage them.
4.3.3.7
Action point
Think of one or two speaking tasks of different types that would be suitable
for your students.
Write out precise instructions for the tasks, and prepare any materials that you would need to do the tasks in class. Think not only about the principles for successful task design discussed above, but also about the adjustments you will need to make to render the tasks suitable for your particular students and teaching context.
If you are working with a colleague you could choose two tasks together, then do the detailed planning for one task each before exchanging plans. You will almost certainly find that you want to make changes to your colleague's detailed plan, just as you probably make changes to the procedures set out in any coursebooks you follow. Why is this?
4.3.3.8
Assessment task
At this point you may like to go straight to the assessment task (see
4.3.9) for this activity cycle in order to complete
the second part of it.
