Tuesday, March 14, 2006

Teaching Speaking (4)


Expressions of greeting, gratitude, small talk, introductions and making acquaintance, leave-taking, appreciation, expressions of regret and asking to be excused, etc., are very important communicative acts TESOL students need to master. For one thing, such expressions may take on different form and import in English than the ones students are accustomed to in their language and culture.

These expressions include, among others, Good morning. How are you?, Fine, Thanks, Hello, How do you do?, and Good-bye. These are learned as they are, with some explanation as to their meaning. Unlike other utterances, these are not analyzed into their structural components.
The students may be asked to memorize them and practice using them appropriate to the occasion: Good morning, good afternoon, good evening, good day, good night, etc. You should model their pronunciation and use in appropriate contexts and give students repeated practice so that they can incorporate these in their exchanges with you and other students in the class.
Sentences you teach should be so framed that these are useful and extendable to a variety of real situations. As already mentioned, some cultural information needs to be learned/taught in the use of these expressions. Students may use first names to address one another, but they will be required to use some titles such as Mr. or Mrs. or Dr. when they address adults. They may also use family names to begin with while addressing adults.

Small talk revolves around weather in English. One begins a conversation with another by commenting on weather. Then one introduces himself or herself to the other person. Starting a conversation across the fence, in crowded public places waiting for a game to begin, or in such similar contexts is quite common. This is called phatic communion.

Such phatic communication does not convey a heavy load of information. It functions as icebreakers, to maintain rapport between people, and to signify friendship or lack of enmity. These expressions do vary from culture to culture. Perhaps we, as teachers of English, should learn the phatic communion adopted in the native language of our learners and teach, not only the phatic messages used in native English context, but also incorporate the messages from the culture of the learner as well.


Post a Comment

<< Home




::A::     • A. Fatih Syuhud Blog   • Ahmad Qisai Blog   ::B::     ::C::     ::D::     ::E::     ::F::     • Ferry Zuljanna Blog   ::G::     ::H::     ::I::     • Irwansyah Yahaya Blog   ::J::     ::K::     • Khairurrazi Blog   ::L::     • Lukman Nul Hakim Blog   • LitComposer   ::M::     • Meytia Mutiara (Tia)   • Muchlis Zamzami Blog   • Music From The Heart   ::N::     ::O::     ::P::     • Purwarno Hadinata Blog (The World of Letters)   ::Q::     ::R::     • Rini Ekayati Blog   • Rizqon Khamami Blog   • Rini Aisyah Blog   ::S::     • Saifullah Hayati Nur Blog   • Saiful Matondang Blog   • Suara Hati Seorang Perempuan   ::T::     • Talksmart Blog   • The Composed Gentleman Blog   • Tylla Subijantoro Blog   • The Thoughts   ::U::     ::V::     ::W::     ::X::     ::Y::     • Yunita Ramadhana Blog   ::Z::     • Zamhasari Jamil Blog   • Zulfitri Blog  

  blog-indonesia   Subscribe with Bloglines    View My Public Stats on MyBlogLog.com        
The World of Language   The World of Letters
Subscribe to Fak.Sastra UISU
Powered by: groups.yahoo.com