Teachers sometimes find it challenging to engage students in speaking activities. Some students shy away from the task because they do not have the confidence for public speaking especially in the second language, or they simply find the tasks inauthentic and thus find little value in participating. However, researchers claim that there is more to students’ poor participation in class speaking activities than the above. Juzwik, Borsheim-Black, Caughlan, and Heintz (2014) maintain that while student-led and student-centered talk should be the ultimate goal of any educational assignment, teacher talk tends to dominate. Teacher talk is necessary and often required as an organization tool, but when it dominates, it robs students of the opportunity to participate and to improve their speaking skills. Continue Reading →
When we are born our perceptual systems are capable of discriminating sounds that occur in English, Spanish, Hindi, or any other language. During the first year, our perception begins to zero in on the particular set of sounds that are contrastive in our native language(s) (L1s) (Kuhl et al., 2006). For example, a child whose parents are L1 English speakers will pick up on the fact that /b/ and /p/ are contrastive in English (e.g., “bet” vs. “pet”) and that the major difference is in the burst of air that occurs when the stop is released (i.e., there is a stronger burst of air, or more aspiration, on /p/ than /b/). A child whose parents are L1 Hindi speakers will pick up on this contrast, Continue Reading →
In the past decades, shadowing has become quite popular in Japan and in other Asian countries. Recently it has finally caught the attention of researchers and language teachers in North America. The overarching purpose of this paper is to introduce shadowing for the sake of effective teaching. First, the basic idea of what shadowing is is explained. Then, shadowing in terms of listening practice will be discussed with its theoretical background, examples, and teaching tips. Next, shadowing as speaking practice, mainly for pronunciation development, will be discussed.
What is Shadowing?
The basic definition of shadowing is “a paced, auditory tracking task which involves the immediate vocalization of auditorily presented stimuli” (Lambert, 1992, p. 266). The metaphor of shadowing is the shadow that follows you on a street late in the afternoon, Continue Reading →
Enhancing English language learners’ speech fluency is often a key learning outcome in communicative language classrooms. Notably, how fluent a learner’s speech is has been shown to affect how comprehensible it is (Derwing, Rossiter, Munro, & Thomson, 2004). For this reason, it is not surprising that fluency has long been an integral component of both high-stakes and low-stakes oral proficiency assessment rubrics (Fulcher, 2003). Decisions that are made based on the results of these assessments may have real-world implications on test-takers’ lives. Thus, it is important to understand which features of speech influence how fluency is perceived in order to enhance the validity of fluency assessments. In this study, although the participants reported that a wide range of temporal, Continue Reading →
The goal of this paper is to discuss the concept of a task as a pedagogical activity used in the second language (L2) classroom for the purpose of developing the communicative competence of L2 learners. The term task has been widely used in the field of applied linguistics (see e.g., Bygate, Skehan & Swain, 2001; Lightbown & Spada, 2010; Long, 2014; Nunan, 2004; Willis & Willis, 2007). The Canadian Language Benchmarks (CLBs), a document that represents a Canadian language standard for teaching and assessment of English as a Second Language (ESL) in Canada, lists task-based instruction as one of its guiding principles (Center for Canadian Language Benchmarks (CCLB), 2012, p. IX). In addition, Portfolio-Based Language Assessment (PBLA), a new type of assessment recently introduced in federally and provincially funded ESL classes in Canada, Continue Reading →
This is a poster from a poster presentation at TESL Ontario, 2017. We apologize for the HTML formatting. (ed.)
- Last year, more than 18,000 workers came to work on Canadian farms as part of the Seasonal Agricultural Workers Program (SAWP)
- Of these workers, more than 3,000 are working on farms in the Niagara region
- The majority of these workers come from either the Caribbean or Mexico
- Although the SAWP is not without its problems, it provides Mexicans with a legal means to enter and work in Canada and the opportunity to earn significantly more than they could in their home country
- Nevertheless, such opportunity comes at a price,
Can theatre help newcomers to learn English as a second language?
As volunteers with the weekly conversation groups for students attending the LINC program at the Ottawa Community Immigrant Services Organization (OCISO), we decided to put this question to the test. For the past two years, students have had the opportunity to join a weekly drama group, rehearse an original play and perform that play in front of an audience.
In theory, drama teaches speaking skills, such as articulation, volume, tone, and pronunciation together with some basic theatre knowledge such as staging, characterization, and direction. In reality, participants learn teamwork, gain self-confidence, and see how to bring creative ideas to life. While terms such as downstage or scene are hardly essential words for newcomers, Continue Reading →
Most people like to chat. It’s pleasant to talk to your family over breakfast, and at work, you might go to the coffee room or water cooler mainly because you hope to bump into someone and have a little chat. These observations are consistent with scientific findings: As far as we know, conversation exists in all cultures (Levinson & Torreira, 2015). It is the most common form of using language and it is, of course, where children acquire their language.
What are conversations? A defining feature is that they consist of turns. As Levinson et al. put it, speakers adhere to a “one-at-a-time” principle: Speaker A says something and then B, then A again, or perhaps C, Continue Reading →