Speaking Strategies Research Articles

초급 상 수준을 위한 스토리텔링 중심의 영어 말하기 교수 전략

Abstract This study suggests one of English teaching methods to improve English speaking proficiency for adultEnglish learners. Contrary to the traditional English conversation teaching trends such as memorization of specificpatterns or grammar-focused practices, the study introduces a storytelling based teaching of English speaking. To theoretically support the storytelling based English speaking teaching, the study investigates the possibility of the teaching method in three ways. First, the 12 speaking strategies focusing on contents of a story are introduced in the way of securing speech amounts as much as possible. Next, the five rhetoric components by Aristotle are introduced to relate to the storytelling teaching for the purpose of achieving the goal of speaking, which is to deliverwhat a speaker want to say more persuasively. Finally, through the investigation of the learner strategy uses, the possibility of storytelling English speaking teaching can be expected regardless of learners’ low level of English proficiency.

REALISASI BENTUK TINDAK TUTUR DIREKTIF DALAM PERISTIWA RAPAT DINAS DI LINGKUNGAN PEMERINTAHAN KOTA BERBUDAYA JAWA

The study is about the use of directive speech act or Tindak Tutur Direktif (TTD) in the official meeting events held in the vicinage of Javanese culture civic government by using a gender approach. The data were collected by using the basic techniques of recording and was continued to open listening for participant-interview. The collected data were analyzed by using the techniques of intra-lingual and extra-lingual comparison together with the analysis method of means-end. The result shows that, first, the forms of TTD can be classified into 9 categories: (1) to request, (2) to advise, (3) to lead, (4) to support, (5) to interfere, (6) tooffer, (7) to offend, (8) to hinder, and (9) to counter. Second, based on the technique of speaking, female speakers or penutur Pejabat Perempuan (nPP) use the technique of literal speaking (37,65%) and the non-literal one (62,35%). Based on the technique of sending meaning, male speakers or penutur Pejabat Lelaki (nPL) use the technique of literal speaking (39,68%) and the non-literal one (60,32%). Both nPP and nPL use non-literal techniques more than literal ones. Third, based on the speaking strategy, nPP chooses direct strategy (38,82%) and indirect one (61,18%). Meanwile, the speaking strategy chosen by nPL, is (40,48%) for direct strategy and (58,73%) for indirect one. Therefore, the officialsprefer using indirect strategies in speaking. Finally, factors influencing the forms of the officials’s TTD are: (1) who the second persons are, (2) what the social relation is between nPP/nPL and the meeting audience, (3) what the social-societal status of nPP/ nPL is; and (4) the topic being discussed.

Brain Dominance And Speaking Strategy Use of Iranian EFL Learners

The present study investigated the effect of brain dominance on the use of Language learning speaking strategies. One hundred forty two undergraduate students of Shiraz University, Iran, participated in this study. The Hemispheric Dominance Test (HDT) was employed to categorize participants as right-, left- and whole-brain dominant, and a Speaking Strategy Questionnaire was administered to evaluate their use of speaking strategies. The results were analyzed using a one-way between groups analysis of variance (ANOVA) to investigate whether there were any significant differences between the three brain dominant groups in their overall use of speaking strategies. A MANOVA was also run to investigate whether the groups had preferences regarding the use of any particular strategy type. Results indicated a statistically significant difference between the whole brain dominant participants and both left brain and right brain dominant learners for using compensation speaking strategies. To teach and learn more effectively, instructors and learners need to better understand and appreciate individual differences and how they can affect the learning process. They could find ways to combine activities that accommodate both left and right brain learners, employing not only the usual linear, verbal model, but also the active, image-rich, visuo-spatial models so that learners would be able to use both hemispheres.

Profiling language and culture strategy use patterns of ESL student teachers in study abroad by using self-reported data

This paper addresses a niche in studies on immersion programmes for English as second language learners. While studies on the impact of the experience of studying abroad are replete with reports about the enhancement of participants’ language proficiency or intercultural skills, the present study investigates the types of language and culture strategies used by a group of student teachers on an overseas immersion programme by coding their interview responses and documenting the types of strategies reported. It also traces changes in the participants’ perceptions of their strategy use before, during and after studying abroad. The findings show that while participants reported using speaking strategies and listening strategies much more than other language strategies, only a narrow range of both strategy groups are reported. Similar findings are found in their use of culture strategies. Different changes in strategy use before, during and after the immersion are reported. The paper interprets the findings. Both short-term and long-term pedagogic implications for strategy development on study-abroad programmes are proposed.

TINDAK TUTUR DIREKTIF DALAM IKLAN KATU PERDANA GSM

The purposes of this research were is describe the, (1) variety of directive speech act in GSM first card advertisement; (2) function of speech act in GSM first card; (3) speech act in GSM first card; (4) speech situation context in GSM first card. The data of this research is directive speech act in GSM first card advertisement. The source of this research is speech act in GSM first card advertisement. The data were collected by using listening method and writing technique. Finding of the research is five kind of directive speech act, they are asking, requesting, giving suggestion, giving advice, and denying. Four speech act function are competitive, gratify, cooperation, and contradiction. Four kind speech strategies are speaking admittedly without platitude, speaking admittedly with positive gentlemen platitude, speaking admittedly with negative gentlemen platitude, and speaking obscurely. Twelve speech situation contexts are in speech situation context (+K+S+P), tends to be used BTTB speaking strategy; in speech situation (+K+S-P), (+K-S-P), (=K+S+P), (=K+S-P), (-K+S+P), and (-K-S+P), tends to be used BBKP speaking strategy; in speech situation (+K-S+P), and (=K-S-P), tends to be used BBKN speaking strategy; and in speech situation (=K-S+P), (-K+S-P), and (-K-S-P), tends to be used BBS speaking strategy.

TINDAK TUTUR ILOKUSI USTAZ YUSUF MANSUR DALAM ACARA WISATA HATI DI STASIUN TELEVISI ANTV

The purposes of this study are as follows. The first, to describe the types of illocutionary speech acts that used by Ustaz Yusuf Mansur in the show of Wisata Hati on ANTV television station. Second, to describe the strategies of speech acts that used by Ustaz Yusuf Mansur in the show of Wisata Hati on ANTV. Third, to describe the context of the situation of speech that used by Ustaz Yusuf Mansur in the show of Wisata Hati on television. The data of this study is a form of illocutionary speech act, speak strategies, and context used by Ustaz Yusuf Mansur on television. The method used in this study is themethod refer to the advanced techniques involved free free techniques refer to competent. Based on the study results, it was concluded the following. First, the form of illocutionary speech acts of the most widely used by Ustaz Yusuf Mansur in the show of Wisata Hati on ANTV is representative speech acts and speech act directive. It fits with the illocutionary speech act theory as religious speech containing factual matters raised by religious leaders. Second, the strategy of speech the most widely used by Ustaz Yusuf Mansur is a strategy speak frankly without further ado. Third, the context of the situation of speech in the illocutionary speech act Ustaz Yusuf Mansur speech in the situation relaxed atmosphere sensitive topic, tend to use strategies speak frankly with strings attached positive politeness; sensitive topic in the situation speech a formal atmosphere, tend to use strategies speak frankly with strings attached politeness negative; in the situation of speech topic is not sensitive relaxed atmosphere, tend to use strategies speak frankly without further ado; in the situation of speech, topic is not sensitive formal atmosphere, tend to use strategies speak frankly without further ado.

The Use of Indirect Strategies in Speaking: Scanning the MDAB Students

The positive relationship between Language Learning Strategies (LLS) and success in ESL learning is evident in many studies. Nevertheless, lack of research on the use of LLS in the speaking skill is noticed. To bridge the gap, a case study on the application of LLS was conducted. This study is conducted to find out the use of the Indirect LLS in the speaking skills and the reasons for the use of certain strategies. Eighty sets of SILL questionnaire were implemented with the MDAB (‘Mengubah Destini Anak Bangsa’; a program for poor Bumiputra students to gain entrance into pre-diploma courses at UiTM branch campuses) students to find out their use of the Indirect LLS in their ESL speaking skills. Besides, an observation/interview session was also conducted. The findings indicate that the use of the social strategies is higher and more significant compared to the metacognitive and affective strategies. Stronger use of social strategies was driven by academic, social and personal reasons while the inconsistent use of meta-cognitive and affective strategies were caused by low confidence and the problem to get help from good speakers. It can be implied that the students still lack awareness on the importance of using LLS. Thus, more use of LLS should be encouraged among students and this can be done through strategy training in the effort to produce effective and autonomous lifelong learners.

The mismatch negativity (MMN) brain response to sound frequency changes in adult cochlear implant recipients: a follow-up study

Conclusion: Plasticity of auditory pitch discrimination driven by cochlear implant (CI) use uring a 2.5-year follow-up was indicated by an enhancement of the amplitude of mismatch negativity (MMN) event-related brain potential (ERP) to pure tone frequency changes. Objectives: To follow up changes in MMN elicited to frequency and duration changes in tones during 2.5 years of CI use and to compare MMN results with audiometric speech recognition scores (SRSs). Methods: Postlingually deafened adults with Cochlear Nucleus CI-22 and spectra processor with SPEAK strategy were recruited. MMN was measured at 1 and 2.5 years after CI activation. Repetitive 100 ms standard tones with a frequency of 500, 1000, 2000 or 4000 Hz in separate sequences were delivered to participants concentrating on a silent movie. Deviant tones occurring infrequently among standard tones were 20% lower in frequency or 50% shorter in duration than the standards. Speech recognition ability was followed with SRSs. Results: Both time from CI activation and the frequency range of tones had significant effects on the MMN amplitude. A significant enhancement was observed for the MMN elicited by 3200 Hz deviant tones among 4000 Hz standards. Also SRSs significantly increased with time and correlated with MMN amplitudes to the 3200 Hz deviants in both measurements.

Making Meanings: Pupil Talk in Inquiry-Oriented Instruction

This study focuses on seventh-graders’ talk in inquiry-oriented instruction, aiming to describe it and assess its meaning. The study was carried out in the framework of the sociocultural theory, where learning is seen as a social activity and talk is therefore assigned an important role in any analysis learning. The data were collected in situations where the pupils were studying biology in inquiryoriented instruction. The data comprise 10 hours of recorded discussions among a group of pupils, which were analyzed by means of a discourse analysis focusing on the construction of the pupils’ meaning-making processes. The meaning-making processes were generated by means of rhetorical and dialogical speaking strategies. The results indicate that only dialogical strategies led to intersubjectivity and collaborative knowledge-construction. The findings also show that talk is a principal tool for creating a frame for pupils’ collaboration and learning. It seems that in order to derive the most benefit for their learning from inquiry-oriented activities in the science classroom, pupils need to be taught how to talk together.

English Speaking Strategies Used by Korean EFL University Students.

English Speaking Strategies Used by Korean EFL University Students.

THE CONTRIBUTION OF ENGLISH STUDENTS’ SPEAKING STRATEGIES AND MOTIVATION ON THEIR SPEAKING ABILITY AT TARBIYAH FACULTY OF IAIN IMAM BONJOL PADANG

: The aims of the study are to describe: 1. Speaking strategies that are most frequently used by the students of the English Department in Tarbiyah Faculty; 2. The contribution of Students’ Speaking-Related LLS in developing their speaking ability; and, 3. The contribution of students’ learning motivation in the development of their speaking skills. speaking test, strategy inventory for language learning (SILL), and learning motivation questionnaire were employed to collect the data. The research findings revealed that there were thirty-four speaking strategies which were most frequently used by high, average, and low achievement students. The findings also showed that bothe students’ speaking strategies and motivation give significant contribution on students’ speaking ability. Thus, speaking lecturers are expected to be able to implement innovative and varied teaching techniques.

Auditory brainstem implant outcomes and MAP parameters: Report of experiences in adults and children

The auditory brainstem implant (ABI) was first developed to help neurofibromatosis type 2 patients. Recently, its use has been recently extended to adults with non-tumor etiologies and children with profound hearing loss who were not candidates for a cochlear implant (CI). Although the results has been extensively reported, the stimulation parameters involved behind the outcomes have received less attention. Objective The aim of this study is to describe the audiologic outcomes and the MAP parameters in ABI adults and children at our center. Methods Retrospective chart review. Five adults and four children were implanted with the ABI24M from September 2005 to June 2009. In the adult patients, four had Neurofibromatosis type 2, and one had postmeningitic deafness with complete ossification of both cochleae. Three of the children had cochlear malformation or dysplasia, and one had complete ossified cochlea due to meningitis. Map parameters as well as the intraoperative electrical auditory brainstem responses were collected. Evaluation was performed with at least six months of device use and included free-field hearing thresholds, speech perception tests in the adult patients and for the children, the Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) and (ESP) were used to evaluate the development of auditory skills, besides the MUSS to evaluate. Results The number of active electrodes that did not cause any non-auditory sensation varied from three to nineteen. All of them were programmed with SPEAK strategy, and the pulse widths varied from 100 to 300 μs. Free-field thresholds with warble tones varied from very soft auditory sensation of 70 dBHL at 250 Hz to a pure tone average of 45 dBHL. Speech perception varied from none to 60% open-set recognition of sentences in silence in the adult population and from no auditory sensation at all to a slight improvement in the IT-MAIS/MAIS scores. Conclusion We observed that ABI may be a good option for offering some hearing attention to both adults and children. In children, the results might not be enough to ensure oral language development. Programming the speech processor in children demands higher care to the audiologist.

On WebQuest-based Metacognitive Speaking Strategy Instruction

Under the guidance of WebQuest theory and O’Malley and Chamot’s five-step mode strategy learning theory, This paper has designed a WebQuest-based metacognitive strategy learning activity and made it into practice on a college junior class, not only the necessity of strategy training in oral English instruction is highlighted in the study, but also study results show that the designed program has enhanced learners’ ability to plan, adjust, and evaluate in oral English learning.

Clinical evaluation of cochlear implant sound coding taking into account conjectural masking functions, MP3000™

Efficacy of the SPEAK and ACE coding strategies was compared with that of a new strategy, MP3000™, by 37 European implant centers including 221 subjects. The SPEAK and ACE strategies are based on selection of 8–10 spectral components with the highest levels, while MP3000 is based on the selection of only 4–6 components, with the highest levels relative to an estimate of the spread of masking. The pulse rate per component was fixed. No significant difference was found for the speech scores and for coding preference between the SPEAK/ACE and MP3000 strategies. Battery life was 24% longer for the MP3000 strategy. With MP3000 the best results were found for a selection of six components. In addition, the best results were found for a masking function with a low-frequency slope of 50 dB/Bark and a high-frequency slope of 37 dB/Bark (50/37) as compared to the other combinations examined of 40/30 and 20/15 dB/Bark. The best results found for the steepest slopes do not seem to agree with current estimates of the spread of masking in electrical stimulation. Future research might reveal if performance with respect to SPEAK/ACE can be enhanced by increasing the number of channels in MP3000 beyond 4–6 and it should shed more light on the optimum steepness of the slopes of the masking functions applied in MP3000.

A Model of Speaking Strategies for EFL Learners

This study intended to develop a model describing speaking strategies for EFL learners by taking into account the effects of learners’ gender and proficiency on the application of strategies. Accordingly, this study was planned to have two main analyses, namely qualitative and quantitative. In this respect, 30 EFL learners' viewpoints were sought, and then, based on the elicited responses, a 21-item speaking strategy questionnaire was developed and given to 210 EFL learners. To select a subset of common responses and remove the redundant ones, factor analysis was applied, and then 7 components were extracted. These components, dichotomized on the basis of the offline/online notions or the time of speaking, comprised a model describing speaking strategies. Parenthetically, the study revealed that EFL learners’ gender and level of proficiency do not affect their speaking strategy use.

Triadic Dialogue in EFL Classroom: Embedded Extensions

Students learn languages through talking and there is a documented need for more student talk in the classroom. Through talk we learn not only structural components of a language but also the communicative application of it. Can standard classroom speaking strategies, embodied in typical predictable patterns, successfully serve these functions? And to which extent should those traditional patterns allow predictability and control in managing classroom interaction? In this paper the focus is driven towards the ways the classroom teacher can orchestrate and support a kind of classroom discourse that engenders more active student talk that leads to foreign language learning. A particular emphasis is put on the use of the Triadic Dialogue, known as IRF (initiation-response-follow-up) pattern, the value of which has been debated in writings on language education. It has attracted criticism for being ritualistic and restrictive, although recent research has pointed to the range of functions that may be fulfilled by the follow-up move. The paper examines the constituents and possible sub-genres of the three-part classroom exchange and aims to prove that a certain degree of freedom is possible within the constraints of the Triadic Dialogue. Drawing on recorded episodes of teacher-students interaction in adult EFL classroom, the paper will show that the three-part pattern allows spontaneous variations and extensions initiated both by teachers and students. The variety of forms that the basic IRF structure can take enriches the linguistic repertoire of choices in the co-constructed classroom reality.http://dx.doi.org/10.5755/j01.sal.0.18.416

C010 Construction of a global performance indicator derived from a statistical analysis of outcomes for cochlear implants

The auditory brainstem implant (ABI) was first developed to help neurofibromatosis type 2 patients. Recently, its use has been recently extended to adults with non-tumor etiologies and children with profound hearing loss who were not candidates for a cochlear implant (CI). Although the results has been extensively reported, the stimulation parameters involved behind the outcomes have received less attention.The aim of this study is to describe the audiologic outcomes and the MAP parameters in ABI adults and children at our center.Retrospective chart review. Five adults and four children were implanted with the ABI24M from September 2005 to June 2009. In the adult patients, four had Neurofibromatosis type 2, and one had postmeningitic deafness with complete ossification of both cochleae. Three of the children had cochlear malformation or dysplasia, and one had complete ossified cochlea due to meningitis. Map parameters as well as the intraoperative electrical auditory brainstem responses were collected. Evaluation was performed with at least six months of device use and included free-field hearing thresholds, speech perception tests in the adult patients and for the children, the Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) and (ESP) were used to evaluate the development of auditory skills, besides the MUSS to evaluate.The number of active electrodes that did not cause any non-auditory sensation varied from three to nineteen. All of them were programmed with SPEAK strategy, and the pulse widths varied from 100 to 300 μs. Free-field thresholds with warble tones varied from very soft auditory sensation of 70 dBHL at 250 Hz to a pure tone average of 45 dBHL. Speech perception varied from none to 60% open-set recognition of sentences in silence in the adult population and from no auditory sensation at all to a slight improvement in the IT-MAIS/MAIS scores.We observed that ABI may be a good option for offering some hearing attention to both adults and children. In children, the results might not be enough to ensure oral language development. Programming the speech processor in children demands higher care to the audiologist.

C007 Binaural results in children with bilateral implantation

The auditory brainstem implant (ABI) was first developed to help neurofibromatosis type 2 patients. Recently, its use has been recently extended to adults with non-tumor etiologies and children with profound hearing loss who were not candidates for a cochlear implant (CI). Although the results has been extensively reported, the stimulation parameters involved behind the outcomes have received less attention.The aim of this study is to describe the audiologic outcomes and the MAP parameters in ABI adults and children at our center.Retrospective chart review. Five adults and four children were implanted with the ABI24M from September 2005 to June 2009. In the adult patients, four had Neurofibromatosis type 2, and one had postmeningitic deafness with complete ossification of both cochleae. Three of the children had cochlear malformation or dysplasia, and one had complete ossified cochlea due to meningitis. Map parameters as well as the intraoperative electrical auditory brainstem responses were collected. Evaluation was performed with at least six months of device use and included free-field hearing thresholds, speech perception tests in the adult patients and for the children, the Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) and (ESP) were used to evaluate the development of auditory skills, besides the MUSS to evaluate.The number of active electrodes that did not cause any non-auditory sensation varied from three to nineteen. All of them were programmed with SPEAK strategy, and the pulse widths varied from 100 to 300 μs. Free-field thresholds with warble tones varied from very soft auditory sensation of 70 dBHL at 250 Hz to a pure tone average of 45 dBHL. Speech perception varied from none to 60% open-set recognition of sentences in silence in the adult population and from no auditory sensation at all to a slight improvement in the IT-MAIS/MAIS scores.We observed that ABI may be a good option for offering some hearing attention to both adults and children. In children, the results might not be enough to ensure oral language development. Programming the speech processor in children demands higher care to the audiologist.

Speaking Strategies: Meeting NCATE Oral Proficiency Standards

Abstract: The teaming of ACTFL and the National Council for Accreditation of Teacher Education resulted in the requirement that teacher candidates speak at the Advanced Low (AL) or higher level on the Oral Proficiency scale. Providing the means to help candidates meet that minimum standard for certification is a fundamental consideration. This article outlines the design of a course, Speaking Strategies, that was implemented to address the specific issue of increasing students' oral proficiency. Inspired by Schmidt's (1990, 1993, 1995, 2001) noticing hypothesis, Speaking Strategies focuses students' attention on the tasks of the next proficiency level, resulting in an increase in proficiency of at least one sublevel in 71% of the cases. Most important for teacher candidates, more than one-third of those who did not reach the minimum AL rating prior to the course did so upon its completion. Key words: conversation, NCATE standards, oral proficiency, teacher certification, teacher credentials Introduction Teacher preparation programs underwent significant changes in 2002 with the collaboration of the ACTFL and the National Council for Accreditation of Teacher Education (NCATE). The result of the organizations' efforts to standardize teacher training are articulated in Program Standards for the Preparation of Foreign Language Teachers (ACTFL, 2002). That document prescribes minimum competencies in language, culture, pedagogy, and linguistics for the licensing of foreign language teachers. Moreover, the Standards establish a minimum level of oral proficiency in the target language at the Advanced Low (AL) level on the ACTFL Oral Proficiency Guidelines. Of the areas in which teacher candidates are tested, oral proficiency is likely the most difficult for many of them. Proficiency refers to a speaker's ability to ''use the language effectively and appropriately in real-life situations'' (Swender, 1999, p. 1). Unlike content areas that one masters through study, oral proficiency develops and improves over time. In addition, Advanced-level proficiency is an ambitious goal for typical undergraduate foreign language majors, particularly if they have no significant study abroad experience (Rifkin, 2003). Research shows that most language majors rate at the Intermediate High (IH)/AL border upon completing their studies, with more placing on the Intermediate side of the border. Swender (2003) reported that in a study of 501 Oral Proficiency Interview (OPI) ratings of undergraduate majors, 47% rated above the Advanced-level border and 53% rated below. As such, the AL minimum requirement sets the bar higher than many undergraduates' typical performance. The challenge for teacher trainers is to assist students in developing their skills to perform consistently at the Advanced level. The preparation of future teachers is the responsibility of faculty and program directors in both education and foreign language departments. It is incumbent on those of us in language programs to address the requirement that our future teachers speak at the AL level for teacher certification and attempt to train them accordingly. A primary question guides this article and the course described herein: Is it possible to increase oral proficiency by means of a classroom experience, in one semester? The answer is affirmative. This article describes the design of a course in Spanish oral proficiency called Speaking Strategies, which is offered in the Department of Hispanic Studies at the College of Charleston. Speaking Strategies was created to address the development of Advanced-level proficiency among undergraduate Spanish majors. Based on the results of pre- and post-OPIs, along with class activities that target Advanced-level tasks, Speaking Strategies has proven successful in increasing students' oral proficiency by at least one sublevel (i.e., Intermediate Mid to IH, IH to AL, etc.) for 71% of the students enrolled in the course. …

TEACHING ALLO-REPETITION STRATEGY TO IMPROVE STUDENTS’ PARTICIPATION IN CONVERSATION CLASS

This paper describes how allo-repetition strategy improves students’ participation in conversation class. Students’ low participation in conversation class is presumably caused by their having no strategy in speaking. This research is aimed at examining whether allo-repetition strategy can better improve students’ participation in English conversation. The kind of research is a Classroom Action Research conducted in two cycles at grade X2 which consisted of 31 students. The data were collected by using observation sheets, field notes, and tape recordings. The qualitative data were analyzed by using the technique suggested by Hopkins (1993: 159-162), and the quantitative data were analyzed by using percentage. The result of data analysis from observation sheets and field-notes show the improvement of students’ involvement in learning process. The data from students’ recorded conversation show the improvements in terms of numbers of exchanges the students could produce in a conversation, students’ turn-taking, and students’ back-channeling. The result of this research indicates that allo-repetition strategy better improves students’ participation in conversation class. Key words/ phrases: allo-repetition, conversation class, speaking, turn- taking, back-channel