Impromptu Speech on Facts: Roles of Reading and Group Discussions as Pre-Tasks
DOI:
https://doi.org/10.11113/lspi.v2n1.21Abstract
Many researchers agree that discussion on factual issues help to train the graduates to speak their ideas creatively and critically. Speaking on factual issues, nevertheless, is intricate especially when it is conducted in second language. Theories in Second Language Acquisition reveals that providing inputs from reading and group discussion may help the speakers improve their speaking skills. This study explains how reading and group discussion as pre-tasks facilitate the development of content and language for impromptu speech on facts. In this study, eighteen undergraduates were assigned to speak on facts in impromptu speeches. The eighteen students were divided into three groups; participated in three different pre-tasks: reading (R), group discussion (GD) and reading supplemented by group discussion (RSGD). The pretest and posttest speeches were assessed by two raters, recorded and transcribed. The speeches were analyzed qualitatively; focusing on the content (ideas and organizations) and language development (meaning potentials at word, clause, phrase and sentence levels). The analysis of the pre-test and post-test impromptu speeches’ transcriptions was congruent with the scores analysis. Overall findings indicated that respondents participated in group discussion (GD and RSGD) showed greater improvements; and all the pre-tasks contribute to the development of content more than the development on language. Though overall findings indicate that RSGD showed the greatest improvement, it was noteworthy that GD improved more in language aspect.References
Azami Zaharim, Yuzainee Md Yusoff, Mohd Zaidi Omar, Azah Mohamed, Norhamidi Mohamad. 2009. Engineering Employability Skills Required by Employers in Asia. Proceedings of the 6th WSEAS International Conference in Engineering Education Retrieved on 16 September 2011.
Bachman, L. F. 2002. Some Reflections on Task-Based Language Performance Assessment. Language Testing. 19(4): 453–476
Brustein, W. 2003. cited in Hunter, W. D. 2004. Got Global Competence. Retrieved March 2010 from
www.nafsa.org/_/File/_/go_global_competency.pdf.
Ellis, R. 1985 in Ellis, R. 1997. Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R. 2003. Task-Based Language Learning and Teaching. Oxford: Oxford University Press. 499–511.
Foster, P. & Skehan, P. 1996. The Influence of Planning on Performance in Task-Based Learning. Studies in Second Language Acquisition. 18(3): 299–324.
Gass, S., & Selinker, L. 1994. Second Language Acquisition: An Introductory Course. Hilldale, NJ: Lawrence Erlbaum Associates.
Goodman, K. 1998. Book Chapter 1 The Reading Process, Interactive Approaches to Second Language Reading. Cambridge University Press.
Hasan, R. 1996. Semantic Networks: A Tool for the Analysis of Meaning. In Carmel Cloran, David Butt & Geoff Williams, eds. Ways of Saying, Ways of Meaning: Selected papers of Ruqaiya Hasan. London: Cassell.
Krashen, S. D. 1985 in Krashen, S. D. 1987. Principles and Practice in Second Language Acquisition. London: Prentice Hall.
Laufer, B. 2003. Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence. Canadian Modern Language Review/ La Revue canadienne des langues vivantes.Volume 59, Number 4 June 2003.567–587.
Malaysian Ministry of Higher Education. 2007. National Higher Education Action Plan 2007–2010. Putra Jaya: Malaysian Ministry of Higher Education.
New South Wales Department of School Education Curriculum Directorate, 1997 retrieved from
http://www.curriculumsupport.education.nsw.gov.au/primary/english/assets/pdf/reading/teach_read.pdf.
Norris, J. M., Brown, J. D., Hudson, T. and Yoshioka, J. 1998. Designing second language performance assessments. (Vol. SLTCC Technical Report#18).
Sharwood-Smith, M. 1993. Input enhancement in instructed SLA in Ying, Hongguang (1995), What Sort of Input is Needed for Intake. IRAL, v33 n3 p175-94 Aug 1995.
Skehan, P. 1996. A Framework for the Implementation of Task-Based Instruction. Applied Linguistics. 17: 38–62.
Schaller, K. 2002. Principles of Effective Public Speaking: Student Workbook. Boston, MA: McGraw-Hill.
Student Level Impromptu Speech Competition Scoring Rubric (2009) retrieved from education.ohio.gov/.../Teaching/...Ohio/.../2014-ImpromptuSpeech.doc.aspx.
Thiyagarajah, P. M. 2003. Learning English in Malaysian Rural Secondary Schools: Difficulties, Learning Styles & Strategies and Motivation. Retrieved December 2010 from http://lc03.commongroundconferences.com/ProposalSyste
