Speaking: by Derek and Yilmin

Types of Performance
1) Imitative- Imitative works not for the purpose of meaningful interaction but for focusing on elements of language form, e.g. oral drills.
2) Intensive- Intensive goes a step beyond imitative to include a focused practice more about phonological and grammatical aspects.
3) Responsive- Short replies to questions by teacher or other students represents responsive speaking.
4) Transactional- Transactional, a type of dialogue, has a purpose of exchanging specific information and facts.
5) Interpersonal- Another form of dialogue, interpersonal, unlike transactional, conveys more social relationship-based dialogue.
6) Extensive- Extensive is usually in the form of a monologue report or summary by intermediate to advanced levels of students.

Teaching Techniques
1) Indirect Conversation- students have free reign and are encouraged to engage in interaction outside of the classroom.
2) Direct Conversation- the teacher plans a conversation program in advance.
3) Transactional Conversation- examples would include ordering from a catalog, purchasing something at a retail store (e.g. buying a GPS at BestBuy), or talking to a doctor about symptoms; when the purpose is an exchange of information or facts.
4) Practicing Grammar Orally- this would include oral grammar drills or other types of imitative and intensive performance.
5) Individual Practice- examples include oral dialogue journals or other instances where students practice oral expressions. In particular, in small classes, this technique offers students the ability to talk about their concerns without the risk of embarrassment.
6) Other Interactive Techniques- Any activity that requires the student to interact with others orally, such as interviews, discussions, and debates.

Assessment
1) Imitative Speaking Tasks- checking accuracy when repeating small groups of words or sentences, focusing on sounds segments.
2) Intensive Speaking Tasks- focuses on understanding of formulaic usage of a limited number of controlled expressions.
3) Responsive Speaking Tasks- students' responses to simple questions from teacher or other students is checked for appropriateness in context.
4) Interactive Speaking Tasks- assessment via students' interaction between each other during interactive activities
5) Extensive Speaking Tasks- high-level speaking tasks such as oral presentation or retelling a story using paraphrasing skills.

Critical Thinking Questions
1) How can class size affect technique choice?
2) The textbook suggest we do not correct local errors, but how much is too much? Should we ignore all local errors or when should we begin correcting them?
3) What are some strategies of classroom management and setup to create the most comfortable environment for students to express freely (high WTC).