speaking in mfl by jonathan robinson, mcil [email protected]
TRANSCRIPT
Agenda
09.50 Welcome and Introduction
10.00 Speaking as a skill11.00 Speaking MFL at KS3
12.15 Buffet lunch
13.15 Speaking MFL at KS414:15 Speaking MFL at KS5
15.30 Plenary and finish at 15.45
Session 1: Speaking as a Skill
Language Acquisition (L1)
4 months cooing / chuckling
6-9 months babbling, duplication of sounds
12-18 months understands ‘no’, basic ‘words’
18-21 months 200 words, points, understands simple
questions, 2-word phrases
24-27 months 300-400 words, 3-word phrases,
prepositions and pronouns
30-33 months fast increase in vocabulary, short sentences,
approximate word order and structure, some grammar
36-39 months over 1000 words, sentences and complex grammar
(rules not yet mastered), c. 90 % comprehensibility
[Lenneberg, 1966]
Acquiring first language
• Motherese• Immersion: context• Brain and cognitive development• Phonology• Listening – Speaking – Reading and Writing• Gradual development of grammar and understanding
and application of rules• Acquisition of vocabulary: over- and under-extension –
visual stimuli play an pivotal role• Sociolinguistic and pragmatic development
FL1 Acquisition or ‘Learning’
• Older child or teenager with fluent command of native language
• ‘Critical age’ for pronunciation• Acquisition of FL1 often means learning all aspects
simultaneously: phonology, morphology, syntax, lexicon and rules of discourse
• ACTIVE and EXPLICIT learning as opposed to SUBCONSCIOUS acquisition of speaking mother tongue in the early stages
• Linguistic background helps and hinders acquisition of FL1• Unnatural environment, rarely ‘immersed’ in FL
FL2 and Beyond
• As for FL1 with the added advantage (or disadvantage) of having acquired FL1:
• Positives: metalanguage foundation is in place, concepts and process of acquisition are familiar, similar languages will share some features – particularly in vocabulary, semantics and some areas of grammar and / or syntax.
• Negatives: interference from FL1, insecure foundations in FL1 could be detrimental to acquisition of FL2, attitudes and feelings re FL1 could impact on approach to learning FL2, differences in pronunciation, orthography, grammar, syntax and vocabulary could lead to frustration
So, How Can Speaking FL1 Be Taught Effectively?
Teaching to speak a modern
language
ENVIRONMENT MOTIVATION
OPPORTUNITIESINTEGRATEDSKILLS
MULTIPLE INTELLIGENCES
LEARNER STRATEGIES
RELEVANCY OF CONTENT
AWARENESS OF FL ACQUISITION
Major Elements of Speaking• Phonology: sounds, syllables, word stress,
pronunciation, consonant/vowel clusters, intonation, sounds-orthography, accent, pitch, tone, speed, fluency
• Semantics: connotations, collocations, nuances, proverbial sayings, idiom, cognates, false friends (in terms of sounds and spellings)
• Syntax: word order, colloquialisms, spoken features of grammar and structures
• Sociolinguistics / Pragmatics: styles, registers, fillers, modal particles, ‘speech acts’ (locutionary, illocutionary, perlocutionary) – John Austin
• Culture: local norms and customs, body language and other non-verbal elements, situational constructs of conversation …
Not Forgetting …
SPEAKING
READING
LISTENINGWRITING
NON-VERBAL COMMUNICATION
SPEAKING AS A VEHICLE FOR GRAMMAR AND CULTURE
UNCONSCIOUS INCOMPETENCE
CONSCIOUS INCOMPETENCE
UNCONSCIOUS COMPETENCE
CONSCIOUS COMPETENCE
Benziger’s Theory Applied to Learning to Speak a Modern Language
Ignorance Awareness
Practice
Automaticity
Independence and autonomy
Motivation, strategies and
stamina
Enthusiasm and
commitment
Hook, Line and Sinker
Session 2: Speaking MFL at KS3
Lunch 12.15 – 13.15
Welcome Back!
•Word spin •Catch Phrase
•‘Ein Zootier mit …’ •Plastic zoo animals
•Top trumps / Happy families •Time bomb games
•Family Fortunes •Early Learning Centre stuff
•Clocks •Food plates
•Play mats / maps and toy cars •Urban myth
•The claw •Children’s picture books
•Taboo •Masks / costumes / make-up
•Know your partner •Guess who?
•Skeletons •Would you rather?
•Snakes and Ladders •What’s my word?
•Great trivia challenge •Moulding / designing / drawing
•Trivial Pursuit •Pictures and posters
Session 3: Speaking MFL at KS4
Session 4: Speaking MFL at KS5
Plenary
• Modelling spoken TL
• Scaffolding spoken TL
• Encouraging spoken TL
• Challenging spoken TL
M.S.E.C.
Thank you for coming!
Please hand in your
evaluation.