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(Complied by S. Weavwer along with C. Alaya , K. Lbeck, And P. Mougel teachers in the
experimental section of the speaking Strategies Experiment, NLCRC/ CARLA, university of
Minnesota, November 1994)
1. Before you speak
2. 1.1 LOWER YOU ANXIEATY
*DEEP BRREATHING
*POSITIVE SELF TALK
Relaxation techniques
Visualizing you self succeeding
Identify the goal and purpose on that task: what is it you are to learn/ demonstrate in
the exercise?
Ask for clarification of the task if you are unsure of its goal, purpose, of how you are to do
it.
Activate your background knowledge- what you already know about this situation/task.
Relate the task to a similar situation; make association.
Predict what is going to happen.
Predict the vocabulary you will need : make word maps, groupings.
Think of how you might circumlocutions for v0ocabulary you do not know; think of
synonyms, antonyms, explanations, or non- verbal communication that can substitute;
translate from the English to the foreign language any words you predict you will need
that you do not already know.
Predict the structures 9grammar) you will need.
Review similar task in your text book.
Transfers sounds and structures from previously learned material to the new situation.
Predict the difficulties you might encounter.
Plan your responses and contribution.
Organize your thought.
Prepare a general outline (use note, key words, and draw pictures). Predict what the other
party is going to say.
Rehearse (practice silently, act out in front of the mirror, and record your self and listen).
Cooperate in all areas if it is a group task.
Encourage your self to speak out, even thought you might make some mistake.
Choosing an effective strategy (69) depends on many factors, including the nature of
language task 9irts structure, purpose and demand) individual learner differences
(such as) age, gender, learning style preferences, language learning aptitude, and prior
experience in learning other foreign languages, career orientations, and personality
characteristics-, and the current and intended levels of language proficiency. No single
strategy will be appropriate for all learners or for all tasks, and individual learners can
and should apply the various strategies in different ways, according to their personal
language learning needs.
The teacher role is to model the correct forms and to provide cued feedback to student fine-
tune their acquisition of accurate structures and pronunciation, much as in Gagne’s
description. (31)
The learners are in a position to assess and revise a hypothesis based on the information
received from one or more of these hypothesis-testing ventures. (33)