TESL 0120 - Speaking and Listening - Unit 1 Reflection

Unit 1: Approaches to Speaking Instruction

Speaking is fundamentally about communication. Interacting with others, expressing yourself 
and conveying messages whether they be transactional or interpersonal in nature. Language is 
the main medium with which we communicate and language is of course accompanied by body
language, tone of voice, eye contact and volume. Verbal exchanges of information are always 
within the context of a relationship, may it be an employee/employer relationship or two classmates. 
The delivery of a message is affected by the relationship between the speakers, we speak differently 
to our boss than we would our spouse. The possibilities of when, where and how to use spoken 
communication are varied and vast. 

 As we delve into the study of how to teach speaking in the classroom we first need to ask what makes
a competent speaker. Does competency mean perfect English grammar spoken with a flawless 
pronunciation? Of course not, we need to consider clarity, meaningfulness, awareness of audience, 
delivery and effectiveness. A competent speaker can take many different forms - as teachers we need 
to allow for this. A competent speaker needs to have some prior knowledge of socio-cultural knowledge,
genre knowledge, discourse patterns, pragmatics (the different purposes of language), grammar, vocab,
phonology and speech conditions (Thornbury, 2005). Speakers can display this knowledge even in the 
smallest verbal exchange all the way to giving a formal speech in front of many people. 

The two main points of interest for me this unit were the conversation around fluency vs. accuracy and 
the topic of correction of spoken errors. 

Fluency vs. Accuracy: These two language goals are two sides of the same coin. If the goal is to 
encourage accuracy then teacher and student are working on correct grammar, pronunciation, sentence
structure, vocabulary, etc.  If the goal is fluency the student is working on flow of speech and how 
effectively they express themselves. If the goal is fluency then the teacher will need to be gracious and
encourage the student to take risks outside their comfort zone. 

The conversation between fluency and accuracy is continued when discussing the correction of spoken
errors. I will admit to feeling confused about how to address spoken errors in the classroom. One camp
seems to suggest that correction should be measured, gentle, forgiving and careful. The other camp 
seems to say that student error should not be ignored and that they need to be addressed directly. Well 
maybe it doesn’t have to be so black and white. Perhaps there is a time for both and a wise teacher 
needs to use discernment in correcting a student. Is the goal fluency? Then give your students the time
 and space to test their wings and develop a flow and don’t forget to encourage... and then encourage 
some more! Is your goal accuracy? Then let your student finish their thought and their re-cast the 
phrase with the correction or point to the visual cue in the room that will prompt a self-correction. 
Oh and don’t forget to encourage! Teacher student relationship is key in error correction. A warm, 
supportive and mistake-allowing relationship is what is needed for students to feel comfortable taking 
risks. 

Competency, fluency vs. accuracy and correction of spoken errors are discussions that caught my 
attention during this unit. All three of these discussions have challenged me and continue to shape 
who I am as a teacher. Onward and forward to the next unit!

References:

Thornbury, S. (2005). How to Teach Speaking, Chapter 2: What Speakers Know, pp. 11-26. 

[“Communication” Illustration] (2020). Retrieved from:  
https://www.shutterstock.com/es/search/multi%20cultural%20family?image_type=illustration

[Photograph of people on couch with speech bubbles] (2020). Retrieved from:
 https://www.masterfile.com/search/en/diverse+people+circle

[Photograph of students sitting in a circle] (2020). Retrieved from:
 https://www.freepik.com/premium-photo/group-diverse-people-with-speech-bubble-icon_2570268.htm

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Speaking Activity mini assignment: 

Purpose: Warm-up and leading into the main objective of the lesson. This a schema primer for a lesson
on the Canadian workplace.

Speech competency focus: Fluency, Vocab and Discourse patterns

Level: CLB level 3+

15 min. Activity: “Speed Dating” Conversations. Have the students sit in chairs across from each 
other in 2 rows - facing each other. Explain that they will have 3 minutes to chat with their partner. 
Tell them you would like them to discuss this question with their partner, “What makes a good employee?”.
When the timer beeps one row will shift one person to the right. The new arrangement of partners will 
have 3 minutes to discuss a new question, “What makes a positive workplace?”. Have the one row shift 
down again and ask, “What makes a good employer?”. This will go on for 2 more rounds. The final 
question will be, “What makes a good co-worker?” and “What are some important values in the 
workplace?”. This activity includes 5 rounds of 3 min. partner discussions. 

Script of error correction role play - CLB 4

The red lines are the lines that I have added. The black lines have been transcribed from the original 
video (see link below).

3 methods of error correction: Re-casting, prompting self-correction, pointing to the poster of the wall to 
remind them of the correct form. 

Interviewer: Thank you for coming! 

Student: Thank you. Thank you for this opportunity give me and so sorry for I quite late. 

I: Haha, oh that’s okay, that’s okay! So how are you today?

SS: I’m good good I’m fine

I: Good, what country are you from?

SS: From Mexico, I’m from Mexico

I: Can you tell me something about Mexico?

SS: Yes, Mexico for me is wonderful country because have a many diversity. Ah, Water, food and have
 many cultures too. Um, it’s so wonderful for me. 

(Ignore errors up until this point for the sake of fluency building and rapport building) 

I: How long have you been in Canada?

SS: Ah, I have long here for 4 years. 

I: Would you like to try that again? Try the past from of live. (Prompt self-correction) ….Oh you’ve lived 
here for 4 years? What do you do here in Canada?

SS: Now I learn English and I hope in future I can find a good job. (ignore errors for the sake of fluency) 

I: What do you do during the week?

SS: This week, last week, I was very relaxing. I was going, I went with  ah my friends in their house 
and have party. Um, I enjoy this time because my friend is from Mexico too and I made together foods 
and something place. I enjoy it. 

I: That sounds nice. You would say, “We made food together”. What do you like to do on weekends?

SS: Um, it’s um ah sometimes it’s different because on Saturday I went to the, to the buy food or clean 
my house, um everything. And Saturday I my husband and me I was relaxing and watch TV, stay in the 
house.  (ignore errors for fluency sake) 

I: Okay good, Tell me what you usually cook?

SS: Usually cook some mix with the vegetable, meat, pork sometime especially food Mexican

I: Mmm, Mexican food is delicious! What do you think about Canadian weather?

SS: Oh I like. Because in summer is the same in my home country. In winter in very different, it’s too 
much cold but I enjoy this time because I never seed, I never see, I never saw snow. I like a this. 

I: Point to poster on the wall that has the different conjugations of “see”. Prompt self correction.  
You were so close there- you would say, “I had never seen snow.” What’s your favourite season?

SS: The favourite season is in summer. (ignore mistake for sake of fluency) 

I: Okay why?

SS: Because I outside I can make different activities in the park and run and walking and the people 
look very happy you know. I have many, the city have many festivals. I can see different cultures. 
 (ignore mistakes for sake of fluency) 

I: What are your hopes and plans for the future?

SS: Ah, for the future. I,  I hope I speak more very well English and find a good job and enjoy everything
 in these Canada. 

I: Oh you mean, “You hope to speak English very well.”, you almost had it! Is there something you 
know how to do and others might not know?

SS: Okay… (mumbles)..... Tamales. 

I: Can you tell me about it and explain how you do it?

SS: Yes ah, The tamales is made when the corn flour. Um, makes some when a special when you 
cook the beef. It (oh sorry).  You can cook special when special (oh sorry) . When special from Mexico. 
You cook in the tamales in the leaves for corn. They called you ah you put the corn in you put the meat 
when the special vegetable. For example, onion, carrot, is chili, tomato and you wrap and next to put in 
boiling water for from 1 hours around. It’s ready for eat it’s so delicious. (ignore mistakes for sake of 
rapport and wanting to end on a positive note)

I: It sounds delicious! 

References: 

Center for Canadian Language Benchmarks, CLB Support Kit Exemplars (Speaking Exemplars)   
Retrieved January 19, 2020 from: https://www.language.ca/resourcesexpertise/for-language-teachers/