Preparing ESL Students for the Basic Speech Course: Approach, Design, and Procedure  

Oleh:

Murphy, John M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: English for Specific Purposes (Full Text) vol. 11 no. 1 (1992), page 51-70.
Fulltext: 11_01_Murphy.pdf (1.68MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ESP/10+11 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This article introduces a "discovery process" method for teaching ESL speech communication, an example of the author's current classroom practices. The method is designed to prepare ESL students for participation in the basic speech course as defined in the literature on first language (11) speech communication. Preparing ESL students in this area is thus an example of teaching English for a specific purpose. To this aim, the author applies a framework for the analysis and description of second language (12) methods initially developed by Anthony (1963), Richards (1983), and Richards and Rodgers (1986). These writers examined L2 methods at three levels: approach, design, and procedures. Their organizational structure has been adopted in an expanded form in order to characterize a discovery process method that emphasizes dyadic interaction patterns and cooperative learning. In the classroom, the method provides individual speakers with multiple opportunities to develop prepared topics and individual listeners with recurring opportunities to practice note-taking skills. Periodically, speakers change partners and continue to work with different members of the class. Students learn that presenting a topic to a peer is a challenging process of discovery, change, and revision. Assessment procedures are incorporated into the methodology as part of regular, daily classroom procedures.

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