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    6 Remedial Instruction in Speaking

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    Ms. Ludie Mahinay
    The document provides guidance on remedial speaking instruction for second language learners. It discusses what makes speaking difficult, such as clustering, redundancy and rate of delivery [1]. It then offers specific techniques to teach pronunciation, including listening and imitation, phonetic training, minimal pair drills and contextualized minimal pairs [2]. Finally, it recommends using accuracy-based activities like contextualized practice and personalized language, as well as speaking to beginners using shorter sentences, gestures and specific names instead of pronouns [3].

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    6 Remedial Instruction in Speaking

    Uploaded by

    Ms. Ludie Mahinay
    2K views14 pages
    The document provides guidance on remedial speaking instruction for second language learners. It discusses what makes speaking difficult, such as clustering, redundancy and rate of delivery [1]. It then offers specific techniques to teach pronunciation, including listening and imitation, phonetic training, minimal pair drills and contextualized minimal pairs [2]. Finally, it recommends using accuracy-based activities like contextualized practice and personalized language, as well as speaking to beginners using shorter sentences, gestures and specific names instead of pronouns [3].

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    The document provides guidance on remedial speaking instruction for second language learners. It discusses what makes speaking difficult, such as clustering, redundancy and rate of delivery [1]. It then offers specific techniques to teach pronunciation, including listening and imitation, phonetic training, minimal pair drills and contextualized minimal pairs [2]. Finally, it recommends using accuracy-based activities like contextualized practice and personalized language, as well as speaking to beginners using shorter sentences, gestures and specific names instead of pronouns [3].

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    2K views14 pages

    6 Remedial Instruction in Speaking

    Uploaded by

    Ms. Ludie Mahinay
    The document provides guidance on remedial speaking instruction for second language learners. It discusses what makes speaking difficult, such as clustering, redundancy and rate of delivery [1]. It then offers specific techniques to teach pronunciation, including listening and imitation, phonetic training, minimal pair drills and contextualized minimal pairs [2]. Finally, it recommends using accuracy-based activities like contextualized practice and personalized language, as well as speaking to beginners using shorter sentences, gestures and specific names instead of pronouns [3].

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    One night the Lord spoke to

    Paul in a vision:
    “Do not be afraid.
    Keep on
    REMEDIAL INSTR
    UCTION IN SPE
    AKING
    Prepared by: MS. LUDIE S. MAHINAY
    WHAT IS S
    PEAKING?
    Speaking is a cognitive
    and linguistic skill that
    helps us human beings
    express our thoughts,
    feelings, opinions, etc. to
    someone.
    REMEDIAL SPEAKING:
    A WHAT MAKES SPEAKING
    DIFFICULT?
    B TEACHING PRONUNCIATION

    C THE USE OF ACCURACY-


    BASED ACTIVITIES
    D TALKING TO SECOND LANGUAGE
    LEARNERS IN THE BEGINNING LEVEL
    A. WHAT MAKES SPEAKING
    DIFFICULT (Brown, 2001)
    1) Clustering
    2) Redundancy
    3) Reduced forms
    4) Performance variables
    5) Colloquial language
    6) Rate of delivery
    7) Stress, rhythm, and intonation
    8) Interaction
    1. LISTEN AND IMITATE.
    Learners listen to a model provided
    by the teacher and then repeat or
    imitate it.

    B. TEACHING PRONUNCIATION
    2. PHONETIC TRAINING.
    Articulatory descriptions, articulatory
    diagrams, and a phonetic alphabet
    are used.
    3. MINIMAL PAIR DRILLS.
    These provide practice on problematic
    sounds in the target language through
    listening discrimination and spoken
    practice. Drills begin with word level
    then move to sentence-level.
    4. CONTEXTUALIZED MINIMAL
    PAIRS.
    The teacher established the setting or context then
    key vocabulary is presented. Students provide
    meaningful response to sentence stem.
    5. VISUAL AIDS.
    These materials are used to cue
    production of focus sounds.

    6. TONGUE TWISTERS
    A tongue-twister is a phrase that is
    designed to be difficult to articulate
    properly, and can be used as a type
    of spoken word game.
    7. DEVELOPMENTAL APPROXIMATION DRILLS.
    Second language speakers take after the steps that
    English-speaking children follow in acquiring certain
    sounds.
    8. PRACTICE OF VOWEL SHIFTS AND
    STRESS SHIFTS RELATED BY AFFIXATION.
     Vowel shift: mime (long i) mimic (short i)
    Sentence context: Street mimes often mimic the gestures of
    passersby.
     Stress shift: PHOtograph phoTOGraphy
    Sentence context: I can tell from these photographs that you are
    very good at photography.
    9. READING ALOUD/RECITATION.
    Passages and scripts are used for
    students to practice and then read aloud
    focusing on stress, timing, and
    O intonation.
    10. RECORDING OF
    LEARNER’S PRODUCTION.
    Playback allows for giving of
    feedback and self-evaluation.
    C. THE USE OF ACCURACY-
    BASED ACTIVITIES
    1) Contextualized practice.
    2) Personalized language.
    3) Building awareness of the social use
    of language.
    4) Building confidence.
    D. TALKING TO SECOND LANGUAGE
    LEARNERS IN THE BEGINNING LEVEL.
    1) Speak at standard speed.
    2) Use more gestures, movement, and
    facial expressions.
    3) Be careful with fused forms.
    4) Use shorter, simpler sentences.
    5) Use specific names instead of
    pronouns.
    Thank you
    for listening!

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