Speaking and Listening - 'Aha' Moments unit 1

My "aha! moments" for Unit 1

    This unit delved into effective speaking. The question that really made me think was, What makes a person an effective speaker? 

    One would think it is a simple answer, but it is a question to ponder on. While doing the assigned reading by Scott Thornbury (2005) How to Teach Speaking, Chapter 2: What Speakers Know. 
     The reading discusses the different types of speaking knowledge, and out of all the ones I read I believe Socio cultural Knowledge, which is the knowledge of social values and the customs in behaviour of a given society. When going to a different country this is an important aspect when speaking with others, the knowing of how to greet someone. The example the reading gave was that of a handshake, or an embrace, or even a bow in order to meet someone. A simple greeting can be tricky if you're not aware of where you are and how to execute it.
Politeness is also something important when speaking. An individual ought to be sensitive and aware to context, as well as to whom they are speaking to when having discussions. And knowing what not to discuss about. 
I also think that an effective speaker is knowledgeable on the topic and/or area they wish to speak on, being it History, Entertainment, Art, etc..., and to be able to back up their information but also being able to hear someone else's opinion.

         What are your thoughts on What makes an effective speaker?


Another thing that jumped out at me in this unit was the topic on: Verbal Corrective Feedback

To me it all depends on the situation and your surroundings. ELLs (English Language Learners), if you have a one-on-one, they may ask directly and frequently ask you to correct them as your lesson goes on (saying from experience). You know your student 100% better as a person and student, so you know exactly what they need help with and how to get there.

However, if you happen to be in a classroom setting with 10+ people (to put a number), if you need to correct something during a lesson or activity, I would say try to correct at the end of said lesson/activity. And 'correct' the ones you saw/heard that were frequently done/said wrong as a whole class, rather than, to not pin-point a few individuals (so they don't feel embarrassed or hate you for it).

The examples of correctness mentioned in the readings, are awesome and dead on! The "repeating, Statement and question, your expression alone (when a  class or person gets to know you - is fun, you hear giggles - depending on the class dynamic; Hinting and reformulating, are all super helpful in their own ways.)

I also think that if, and when, correcting as a whole class, you need/should give lots of examples of the 'right and wrong' ways of saying things and if you can the reasons behind it. That would truly be beneficial to your students.

What are your thoughts on Corrective Feedback? Do you have ideas as how to give good and effective feedback for students (any age)?  Any situations you would like to share that you experienced yourself?


Laters! 😊