1. SCU, The Language Center Peggy Tsai October 31, 2012

2. Common “problems” in my class  Silence  Not looking at me  Only after class  Writing emails  Uneasiness  Bewilderment  Refusal to participate: turn the microphone away  Noncompliance  Recite a script in a “presentation,” bury their heads in the notes  Assessment preferences  Written tests > oral tests  Premeditated oral presentations > impromptu debates

3. Why is learners’ speaking important?  A pedagogical perspective  A class management perspective

4. The importance of learners’ speaking from a pedagogical perspective Course objectives for “Freshman English” Course objectives for “Sophomore English”  Level 1  To help students develop their ability to actively and fully participate in discussions on a variety of topics.  Level 1  Comprehend and participate in conversation on specific topics.  Make presentations on general or professional topics  Level 2  Comprehend and participate in daily conversation.  Make presentations on familiar topics.

5. The importance of learners’ speaking from a pedagogical perspective  Actively listening = participation? (no interaction)  Nonparticipation = failure in communicative teaching

6. The importance of learners’ speaking from a class management perspective  Communication breakdown

7. Are ALL Chinese EFL learners unwilling to speak English in class?  Proficiency levels  Individual difference: personality  Class dynamics  Learners from culturally diverse backgrounds: Students from TW, HK and MY in one class

8. Why do some Chinese EFL learners seem unwilling to speak in English?  Low proficiency  Anxiety  Peer factors  Fears of being evaluated by the instructor (e.g. asking only “thoughtful” questions)  A lack of background knowledge  No motivation: Not seeing the need to speak in class  Low learner autonomy:  Dependent on the instructor  Oriented to taking exams, rather than to speaking English

9. What do I do to promote speaking?  Questioning styles  Open-ended questions > low-order yes/no questions or retrieval questions about textbook contents  Reformulate questions  Leave more time for students to respond  Stop pressing for answers (?)

10. What do I do to promote speaking?  Allow for code-switching  Ideas > language  No error correction

11. What do I do to promote speaking? Task type  Topic (topic familiarity)  Topic scaffolding  Topics for presentations as an extension of the reading class contents  Choice  Group size & peer familiarity  Individual/group > pair /whole class

12. What do I do to promote speaking?  Motivated by requirements  enforce an oral test (e.g. role play or presentations)

13. What do I do to promote speaking?  Assessment contexts  Grading policy: Pronunciation/grammar is not graded  Sufficient preparation time  Physical environment: Lighting, not standing on the stage, recording (?)

14. So what do you do to promote speaking in class?