Preparing ESL students for the basic speech course: Approach, design, and procedure

Research output: Contribution to journalArticle

Abstract

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 (LI) 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 (L2) 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 notetaking 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.

Original languageEnglish (US)
Pages (from-to)51-70
Number of pages20
JournalEnglish for Specific Purposes
Volume11
Issue number1
DOIs
StatePublished - 1992
Externally publishedYes

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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