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2201417045
ELT for Young Learners 503

SUMMARY OF “FIVE COMPONENTS OF EFFECTIVE ORAL LANGUAGE

INSTRUCTION”
1. Develop listening and speaking skills
What needs to be taught?
There are certain elements that need to be explicitly taught before embarking on formal
instruction of oral language. These are;
 Awareness of broad rules that govern social interaction:
Turn taking, the floor, adjacency pairs and repair
 Non-verbal behaviours:
Use of voice, volume, intonation, pitch, pauses, pronunciation, proximity, and eye
contact
 Rules for listening:
Ask relevant questions, use dictation drills, play games, gather information
 Rules for speaking:
Act it out and people I talk to people I listen to.

2. Tech a variety of spoken texts

It is important when addressing the different types of language togive consideration to
 The range of different social contexts of language (formal or informal, familiar or
unfamiliar)
 The range of cultural contexts for language (local, community, institutional)
 The possible participants in a conversation and the relationship between them (the
people who are known, unknown, students, peers, adults)

Definitions and Activities to Support Implementation

Oral Reports give students experience in selecting and organising information that will suit
specific purposes, situations and audiences.
Activities for Developing Oral Reports:
TV/radio reports, My News, Today’s News Report, Project, and Speech Pyramid

Storytelling and Anecdotes

Telling stories, recalling events and relating personal anecdotes has been how many cultures
and societies have preserved and passed on their traditions.
Activities for Storytelling and Anecdotes
Model good story-telling, creating character profiles, story sacks, sound stories, and drama.

Partner and Small Group Work

Partner and small group work provides an authentic learning context in which student can
develop both speaking and listening skills. Pupils are allowed to become actively involved in
the construction of their own knowledge.
Strategies for Partner and Small Group Work
 Rules of group work, co-operative learning groups, jigsaw, and listening triads
Conversations
Classroom conversations are dialogues that occur between students and teachers and
between students and students. They are used to create, negotiate or deepen the
understanding of a topic.
Activities to Develop Conversations
WWW and EBI, conversation stations, and conversation scenarios
Giving Instructions/Procedure
Giving instructions and outlining procedures involve communicating a series of steps in
order to accomplish an end.
Activities to Develop Giving Instructions/Procedures
Barier games, complete the steps, is this the way?,

3. Create a language learning environtment

A language learning environment can be created by focusing on three key elements:
 The physical environtment: By enriching the physical environment of the classroom,
multiple opportunities for engaging oral interaction and development will exist.
Example : Creative area (toys, dress-up clothes, creative equipment)
 Classroom culture: By enriching the physical environment of the classroom we
create multiple opportunities for engaging oral interaction and development.
Example: Create a classroom culture of “have a go”
 Opportunities for communication: Communication happens all the time in the
classroom. By taking advantage of certain communication opportunities, students
can be exposed to multiple oral language contexts and uses. Example: Read or recite
poetry to the class each day.

4. Tech and extend vocabulary and conceptual knowledge

When teaching vocabulary we need to plan for teaching individual words, teaching word-
learning strategies, fostering an awareness and love of words and language, and provide
varies experiences for using words. Activities to Support Vocabulary Development: word
banks/word wall, chain game, how many meaning game, ten/twenty questions game, text
innovation, and PWIM pictures game.

5. Promote auditory memory

Auditory memory involves the ability to assimilate information presented orally, to process
that information, store it and recall what has been heard. Essentially, it involves the task of
attending, listening, processing, storing, and recalling.
How to Develop Auditory Memory Skills
Repeat and use information, recite poems, songs, tales, rhymes, etc, memorise and sequence
songs, re-tell stories, e.g. fairytales, myths, and use visual cues and mnemonics.