Table Of ContentSecond Language Learning and Teaching
Mirosław Pawlak
Ewa Waniek-Klimczak E ditors
Issues in Teaching,
Learning and
Testing Speaking
in a Second
Language
Second Language Learning and Teaching
Series editor
Mirosław Pawlak, Kalisz, Poland
About the Series
The series brings together volumes dealing with different aspects of learning and
teaching second and foreign languages. The titles included are both monographs
and edited collections focusing on a variety of topics ranging from the processes
underlying second language acquisition, through various aspects of language
learningininstructedandnon-instructedsettings,todifferentfacetsoftheteaching
process, including syllabus choice, materials design, classroom practices and
evaluation. The publications reflect state-of-the-art developments in those areas,
they adopt a wide range of theoretical perspectives and follow diverse research
paradigms. The intended audience are all those who are interested in naturalistic
and classroom second languageacquisition, including researchers, methodologists,
curriculum and materials designers, teachers and undergraduate and graduate stu-
dents undertaking empirical investigations of how second languages are learnt and
taught.
More information about this series at http://www.springer.com/series/10129
ł
Miros aw Pawlak Ewa Waniek-Klimczak
(cid:129)
Editors
Issues in Teaching, Learning
and Testing Speaking
in a Second Language
123
Editors
MirosławPawlak EwaWaniek-Klimczak
Faculty ofPedagogy and FineArts, Department of EnglishLanguage
Department ofEnglishStudies andAppliedLinguistics
Adam Mickiewicz University Universityof Lodz
Kalisz Lodz
Poland Poland
ISSN 2193-7648 ISSN 2193-7656 (electronic)
ISBN 978-3-642-38338-0 ISBN 978-3-642-38339-7 (eBook)
DOI 10.1007/978-3-642-38339-7
LibraryofCongressControlNumber:2014952194
SpringerHeidelbergNewYorkDordrechtLondon
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This book is a tribute to Dave Willis whose
work provided an inspiration for many of the
contributors to the present volume.
Preface
No matter how many books are published dealing with issues related to teaching,
learningandtestingspeakinginasecondorforeignlanguage,therewillalwaysbea
demand for them for the simple reason that developing the ability to successfully
get messages across and interact in the target language constitutes one of the
greatest challenges to learners and teachers. The main reason for this is that
speaking is an extremely complex, multifaceted skill, adept use of which requires
sufficient mastery of linguistic resources in terms of grammar, vocabulary and
pronunciation, awareness of pragmatic conventions, familiarity with culture-spe-
cificrulesofdiscourse,thecapacityformanagingtheconversation,ortheabilityto
tackle problems which may arise in interaction through the use of various com-
municationstrategies,tonamebutafew.Tomakemattersevenmorecomplicated,
such systemic knowledge has to be employed in real time, often even in a split
second,insituationswhenthelimitedattentionalresourcesareatapremiumasthey
have to be simultaneously devoted not only to formulating the communicative
intention, choosing the necessary linguistic resources and producing the actual
messages, but also to monitoring all the stages of this process, appraising of the
context in which interaction takes place, drawing upon the requisite content
knowledge, planning what to say next, and simply listening to the interlocutor.
Obviously,for successful communication tooccur, itisofvitalimportancethat all
of these take place to a large extent automatically, which means that speakers
should in the main fall back on their implicit rather than explicit second language
knowledge, which clearly poses a formidable challenge for language learners, not
leastbecause,duetodeficienciesincommunicativecompetence,theyoftenhaveto
resort to compensatory mechanisms. In view of these difficulties, it is not an easy
tasktodevelopspeakingskillsinthelanguageclassroominsuchawaythatwould
ensure striking a balance between fluency and accuracy, preparing learners for the
unpredictable contexts in which they will have to communicate, and at the same
time taking account of the multitude of individual variables which can impact the
effectivenessofinstructionalprocedures.Equallydifficultistheissueofevaluating
these skills because it is clear that such assessment should be based on regularly
vii
viii Preface
administered oral interviews and be multidimensional, a requirement that is diffi-
cult, if not impossible, to meet in most classrooms for logistical reasons.
The present volume addresses many of these issues by taking theoretical con-
siderations and research findings as a point of reference for offering feasible ped-
agogical proposals which can contribute to more effective teaching, learning and
testingofspeakingskillsinavarietyofinstructionalcontexts.Itisalsoatributeto
the late Dave Willis, whose contribution to the field of speaking instruction can
hardlybeoverestimatedandwhoseworkontherelationshipbetweengrammarand
lexis,thelexicalsyllabusortask-basedinstruction,tonamebutafewofhisfieldsof
interest, has provided an inspiration for many of the contributors. The book has
beendividedintothreeparts,eachbringingtogetherpapersreflectiveofitsleading
theme, ordered according to the specific topics they touch upon. Part I, Mediating
Between Theory, Research and Classroom Practice, includes five papers whose
authors strive to forge the so-much-needed links between theory, research and
pedagogy in such areas as enhancing spontaneity in conversation, intercultural
communication, the role of oral discourse, the use of hedging devices and appli-
cations of identity negotiation theory. Part II, entitled Empirical Investigations of
Factors Influencing Speaking Skills, focuses on the mediating variables which can
affect speaking skills and thus have a bearing on the ways they should be taught,
learnedandtested.Itbringstogethersixempiricalstudiesdealingwithwillingness
to communicate, anxiety, communication strategies, the use of tonal diacritic
markingandtheroleofsilence.Finally,PartIII,TeachingandAssessingSpeaking
Skills, is devoted to different techniques that can be used for teaching and testing
speaking,withfivecontributionsaddressingsuchissuesasusingvideoconferencing
and storybooks in the process of instruction, characteristics of interactions in
business meetings, designing a curriculum for teaching and evaluating speaking
skillsatanadvancedlevel,andencouragingself-assessment.Weareconvincedthat
thankstothebreadthofthetopicscovered,theinclusionoforiginalresearchreports
as well as the focus on reconciling theory, research and classroom practice, this
editedcollectionwillbeofinteresttoscholars,providingthemwithanimpulsefor
future empirical investigations, graduate and postgraduate students, searching for
appropriate topics for their theses, and classroom teachers, seeking more effective
ways in which speaking skills be taught, learned and tested in their classrooms.
Mirosław Pawlak
Ewa Waniek-Klimczak
Contents
Part I Mediating Between Theory, Research and Classroom
Practice
Conversational English: Teaching Spontaneity . . . . . . . . . . . . . . . . . . 3
Dave Willis
Local Cultures in English: Intercultural Communication
in an International Educational Context. . . . . . . . . . . . . . . . . . . . . . . 19
Anna Niżegorodcew
Developing Second Language Oral Competence Through
an Integrated Discursive Approach: The Conceptual
Framework of the Project and Results of a Pilot Study. . . . . . . . . . . . 29
Joanna Górecka, Weronika Wilczyńska and Bernadeta Wojciechowska
It’s Small Words that Make a Big Difference . . . . . . . . . . . . . . . . . . . 45
Aneta Kot
Preparing Tertiary Students for Study Abroad Programs—
The Identity Negotiation Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . 69
Tomasz Róg
Part II Empirical Investigations of Factors Influencing
Speaking Skills
Correlates and Predictors of L2 Willingness to Communicate
in Polish Adolescents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Ewa Piechurska-Kuciel
ix
x Contents
Investigating Foreign Language Speaking Anxiety Among
Advanced Learners of English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Małgorzata Marzec-Stawiarska
Advanced Learners’ Use of Communication Strategies
in Spontaneous Language Performance . . . . . . . . . . . . . . . . . . . . . . . 121
Mirosław Pawlak
Oral Communication Strategies Used by Turkish Students
Learning English as a Foreign Language . . . . . . . . . . . . . . . . . . . . . . 143
Şaziye Yaman and Mehtap Özcan
The Effect of Diacritics on Kinetic Tone Direction and Placement . . . . 159
Nora Binghadeer
Is There Any Place for Silence in the Communication-Oriented
Process of Adult Language Learning? . . . . . . . . . . . . . . . . . . . . . . . . 169
Dorota Werbińska
Part III Teaching and Assessing Speaking Skills
Videoconferencing as a Tool for Developing Speaking Skills . . . . . . . . 189
Barbara Loranc-Paszylk
Using Storybooks as a Catalyst for Negotiating Meaning
and Enhancing Speaking Among Very Young Learners
of L2: Evidence from a Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Joanna Rokita-Jaśkow
Business Meetings as a Genre—Pedagogical Implications
for Teaching Business English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Paweł Sobkowiak
Developing and Testing Speaking Skills in Academic Discourse. . . . . . 233
Elżbieta Szymańska-Czaplak
Designing a Self-Assessment Instrument for Developing
the Speaking Skill at the Advanced Level. . . . . . . . . . . . . . . . . . . . . . 251
Aleksandra Jankowska and Urszula Zielińska
