Língua Inglesa Oral IV (HE 281)

PROFESSOR:  Dr. Ron Martinez
OFFICE: Reitoria 1014

CLASS DOCUMENTS

Ementa ("Ficha 2")
Speaking Observation Sheet
​Self-Evaluation Sheet

READINGS

Carter, R. & McCarthy, M. (2015). Spoken grammar: Where are we and where are we going?  Applied Linguistics. doi:10.1093/applin/amu080

Rajadurai, J. (2007).  Intelligibility studies: A consideration of empirical and ideological issues. World Englishes, 26(1), pp. 87-98.

Patri, M. (2002). The influence of peer feedback on self-and peer-assessment of oral skills. Language Testing, 19(2), 109-131.

Chen, Y. M. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(2), 235-262.

Ross, S. (1998). Self-assessment in second language testing: A meta-analysis and analysis of experiential factors. Language testing, 15(1), 1-20.

CLASS CALENDAR (click here if calendar does not load)
PLEASE NOTE THAT THIS CALENDAR WILL NOW BE ALTERED DUE TO THE STRIKE

WEEK 1 (3 & 5 AUGUST 2015)

COURSE INTRO

"Friends" video

Watch the "Friends" video and make notes on the following questions.  Be sure to bring your notes to the next class.
  1. Would you say that Chandler is "fluent" in the scene?
  2. What insights into spoken fluency does this clip provide?

TAKE THE QUESTIONNAIRE!

If the questionnaire does not appear here automatically, then click here.
Create your own user feedback survey

RAJADURAI 'INTELLIGIBILITY' ARTICLE

Make notes on the following questions, and bring your notes to class.
  1. According to Joanne Rajadurai, how is 'intelligibility' defined?
  2. What are the related concepts, as advocated by Smith and Nelson (1985)?
  3. How and why is 'intelligibility' researched?
  4. What criticisms does Rajadurai raise of intelligibility studies?
  5. What common misconceptions and myths are there around 'intelligibility', according to Rajadurai?

JACKIE CHAN VIDEO

Watch the video and make notes on the following questions and bring your answers to class.
  1. How 'native-like' is Jackie Chan's English?
  2. Would you say that Jackie Chan speaks fluent English?  Why (not)?
  3. To what extent is Jackie Chan's English 'intelligible'? 
  4. What about other associated elements (accentedness, comprehensibility, interpretability)?
  5. All in all, was Jackie Chan's interview a successful one?
  6. What variables (personal, interpersonal, contextual, etc.) may influence the extent to which Jackie Chan's interview can be perceived as successful?

WEEK 2 (10 & 12 AUGUST 2015) 
RETHINKING 'FLUENCY'


SPOKEN VS. WRITTEN: WHAT ARE THE DIFFERENCES?

First take this survey before Monday's class, and then read the Carter & McCarthy (2015) article (posted under 'readings', above).  Be prepared to discuss the article.

Create your own user feedback survey

WEEK 3 (21 & 23 SEPTEMBER 2015) 
ORAL IV - THE RETURN


WEEK 4 (28 & 30 SEPTEMBER 2015) 
PRESENTING... PRESENTING!

1. WALL STREET SPEECH TECHNIQUES: WORKSHEET

Download the worksheet here.  When finished, compare.

(Sample completed worksheet here.)

2. A 'MINI TALK' ABOUT CURITIBA

See text here.

3. THE STORY OF TWO TALKS

  • Download the Lerner transcript here.
  • Download the Peñalosa trascript here.
  • WHEN YOU FINISH, you can compare your notes here.

WEEK 5 (5 October) 
ASSESSING SPEAKING

1. BRAINSTORMING ASSESSMENT CRITERIA

Below is a summary of the class brainstorming session on what makes a good (and not-so-good) presentation.  These ideas became the beginning of our assessment instrument.  You can use the image to refresh your memory about what was discussed, but also remember that other points were added following a few talks that we watched together.  With the Wall Street talk, we identified some key techniques, such as using dramatic contrast, and 'tripling', that we decided were effective.  After the Lerner and Peñalosa talks, we also decided to add important points to the criteria such as avoiding 'parataxis', and how often it's better to keep talks focused rather than attempting to include too much ('less is more').   All of the aforementioned went into the design of our instrument, which you can also download here.

2. CALIBRATION OF OUR ASSESSMENT INSTRUMENT

Below are the results of our class "calibration" exercise; that is, trying to get everyone using the criteria effectively.  Your homework for 14 October will be to watch the videos "How not to be ignorant about the world" and "What we learned from 5 million books" (to the right of this post -->>), and use the Assessment sheet to grade each speaker.

WEEK 6 (14 October) 
REFLECTING ON EFFECTIVE SPEAKING

WORKSHEET ON SEGMENTATION

1. EFFECTIVE USE OF YOUR VOICE

One of the elements of speaking we will work with this week is how to use your voice -- in particular variations in your voice -- in strategic ways to heighten the interest and understanding of the listening audience.  Below is an example of the kind segmentation that can be used.  (Note that this is merely for illustrative purposes -- no one is expecting you to sound like Michael Douglas!)

DOWNLOAD HERE: Speech variation and segmentation in the 'Wall Street' clip.

WEEK 10 (9 November)
DEEPENING THE DEBATE - 1

DEBATE READINGS

Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive psychology, 21(1), 60-99.

Moyer, A. (2014). Exceptional outcomes in L2 phonology: The critical factors of learner engagement and self-regulation. Applied Linguistics, amu012.

Muñoz, C. (2014). Contrasting effects of starting age and input on the oral performance of foreign language learners. Applied Linguistics, amu024.

Piller, I. (2002). Passing for a native speaker: Identity and success in second language learning. Journal of sociolinguistics, 6(2), 179-208.

BUILDING ARGUMENTS

Download this reading and worksheet and prepare an extended argument in favor of the paper that you read for Monday's class.  (Please print out the worksheet and bring it to class.)

WEEK 11 (16 November)
DEEPENING THE DEBATE - 2

FURTHER ARTICLES FOR DEBATE PREPARATION

WEEK 12 (23 November)
POSITIONING YOURSELF WITHIN THE DEBATE

THE GRAMMAR DEBATE ARTICLES

1. The original piece by Stephen Krashen can be found here.
2. The replies by Patsy Lightbrown and others can be downloaded here.

WEEK 13 (30 November) - PRESENTING THE DEBATE

'ADMINISTRANDO A PALESTRA': A few linguistic tips for navigating your presentation

​Download here

SAMPLE PRESENTATION

The presentation below simply serves as an example of the kinds of things you can do with your own final presentations.

VIDEOS

"FRIENDS" - HOW FLUENT IS CHANDLER?
JACKIE CHAN AND "INTELLIGIBILITY"
PECHA KUCHA EXAMPLE
PECHA KUCHA EXAMPLE IN PORTUGUESE
"IGNITE" TALK (SIMILAR TO PECHAKUCHA): "How to break up with someone on Twitter"
EXAMPLE OF 'DYSFLUENCIES' AND PECULIARITIES OF SPOKEN LANGUAGE:  MISS TEEN USA 2007

'CELEBRITY GRAMMAR COPS':  GOOD ACTIVITY?

HOW TO USE THE COCA CORPUS: AN INTRODUCTION

A PRESENTATION IN MICROCOSMIC, DRAMATIC FORM

CONTRASTING TALKS

FORMER MAYOR OF CURITIBA ON URBAN DESIGN
FORMER MAYOR OF BOGOTÁ ON URBAN DESIGN

ERNESTO SIROLLI: 'SHUT UP AND LISTEN!'

4 COMMANDMENTS OF CITIES: EDUARDO PAES

POWERPOINT 'DON'T's

'HOW NOT TO BE IGNORANT ABOUT THE WORLD'

'WHAT WE LEARNED FROM 5 MILLION BOOKS'

GISELE BUNDCHEN CBS INTERVIEW (NOV. 2015)

Consider Gisele's English in light of the article on age and second language acquisition that you read.  Is her proficiency evidence in support of or against the position of the research you read?