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Abstract:This article is about the methods of training college students of non-English major to deliver impromptu speeches based on some second language acquisition hypothesis.Impromptu speech is required in various academic learning activities. A successful impromptu speech calls for the speaker’s thinking swiftness and language competence. Therefore, the impropmtu speech training is expected to focus on improving students’ thinking competence and language competence. Well-selected massive comprehensible input with intensive and consistent training in simulated situational contexts in both reading and listening & speaking classes could help students achieve this goal. Meanwhile, effective measures should be figured out to motivate students and lower their anxiety.
Key words:impromptu speech training, comprehensible input/output, language competence
1 Introduction
Impromptu speaking is a speech and debate consolation event that involves a 3-5 minute speech, with up to 5 minutes available for use as preparation time. Making an impromptu speech will challenge students to think quickly and will also give them practice talking in front of a group. According to College English Curriculum Requirement issused by the Ministry of Education, students at intermediate to advanced levels are required to be able to express their personal opinions, feelings and views, to state facts and reasons in dialogues or discussions with certain degree of fluency and accuracy on general or specialized topics. (2007) Therefore, developing students’ ability to apply English language is the main task of college English teaching and learning.
Mark Twain said “It usually takes me more than three weeks to prepare a good impromptu speech.” For most students, giving an improptu speech in English is rather demanding, but is also rewarding.The ability to speak in front of a group with minimal preparation will greatly increase students’ confidence and will serve them in a variety of academic settings: group discussions, formal presentations, summaries, and answering questions. Students will hone their quick-thinking skills as they formulate an impromptu speech about a given topic, which will certainly benefit them in daily communication, academic study, and in future work. So training students’ ability to deliver impromptu speeches should be an indispensable part of teaching spoken English.
This article is trying to discuss the mothods of training students to deliver improptu speeches under the guidance of some second language learning hypothesis.
2 Second language learning hypothesis (Krashen,1981)
1) The Acquisition-Learning Hypothesis
According to Krashen’s Acquisition-Learning hypothesis, acquisition and learning are two independent systems of second language performance. The acqisition system, the product of subconscious process similar to the process children undergo when they acquire their first language, requires meaningful interactions in the target language. In natural communication, speakers focus not on the form of their utterance, but on the communicative act. Learning is the product of formal instruction. It includes a conscious process which results in conscious knowledge about the language such as grammar rules. In Krashen’s view, learning is less important than acquisition.
2) The Input Hypothesis
According to Krashen’s Input hypothesis, a second language learner improves and makes progress when exposed to “comprehensible input” that is one step beyond his/her present stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since learners’ level of linguistic competence can’t be the same at the same time, Krashen points out that natural communicative input is the key to designing a sylubus and that each learner should receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence so that to ensure acquisition to take place.
3) The Affective Filter Hypothesis
In his Affective Filter hypothesis, Krashen gives the explanation that a number of affective variables such as motivation, self-confidence and anxiety, play a facilitative , but non causal role in second language acquisition. Learners with high motivation, good self-esteem and low level of anxiety have better chance of success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can raise the affective filter and form a ‘mental block’ that prevents comprehensible input from being used for acquisition. High affective filter will hinder the language acquisition. Positive affect, though not sufficient on its own, is necessary for acquisition to take place.
In summary, meaningful comprehensible input, active interaction and environment of low affective filter contribute to the learner’s language learning and acquisition. When training students to give impromptu speeches, EFL teachers should aim at creating activities that help the students turn their comprehensible input into comprehensible output in a low affective filter context.
3 Principles to follow
To cultivate students’ competence of impromptu speaking the principle of gradual improvement should be followed. It is a long process from picking up words and sentences to putting forwards one’s ideas with fluency and accuracy. The purpose of giving a speech is to express one’s opinion on a certain event or a certain idea as well as to display one’s ability in applying English language. Thus training including linguistic competence and speaking skills should permeate in the whole teaching process. We can start from easy tasks and proceed to difficult ones, for example, from describing to arguing; from completing a single task to a comprehensive task of describing, analysing and drawing conclusion, from imitating other’s speeches to formulating a speech of one’s own style. Make sure that the students learn to speak before they sing and that they have rice to cook a meal. In other words, the students should be equipped with proper linguistic competence and sufficient comprehensible input before they are pushed to the stage for the speech.
4 Exposing students to great quantity of input
4.1 Give explicit instruction on strategy competence Learning will be more effective when both meaningful interaction and formal instruction are included in the teaching and learning process. It is necessary for the teacher to give clear explanation and instruction for academic strategies for preparing impromptu speeches.
1)PREP formula, short for Preparation, is a framework that allows the students sound organized and competent:
(P)Point of view: provide an overview – a clear direct statement or generalization with your opinion.
(R)Reasons: Give the general reasons that you hold this point of view.
(E)Evidence of examples: Present specific facts or data supporting your point of view.
(P)Point of view restated: To make sure your are understood clearly, end with a restatement of your position. As a conclusion, you can summarize what you have just said or you can simply emphasize a point you have just made
2)Speaking skills on creating a compelling introduction, supporting your ideas( with facts, statistics, examples and personal stories), drawing a conclusion, and controlling tones.
3)Speaking strategies will help the students lower their paniking and uneasiness and even help them out of their embarrassment when delivering the speech. (Brown,2000)
*Avoidence strategy is ofen applied when the speaker is not sure of or familiar with a certain gramma rule, vocabulary, pronounciation, or topic area that pose language difficulties
*Time-gaining strategies: using fillers (such as well,you know, let’s see, uh, as a matter of fact) or hesitation devices to gain time to think.
*Nonverbal language such as eye contact, facial expressions and gestures can signal different messages. Take eye contact for example. Proper eye contact shows the speaker’s respect to the audience, attracts the audience attention, maintains the audience’s confidence in the the speaker and gets feedbacks from the audience.(Lin,)
4.2 Make use of all the materials available for comprehensible input
*Textbooks of listening & speaking and reading & writing as well are theme-based with several articles or listening passages related to the theme. The learners, if equiped with sufficient background information and vocabulary, are supposed to convert comprehensible input gained in text books to comprehensible output by sharing their opinons with their peers or delivering an improptu speech. An improptu speech may be a good opportunity for the students to summarize what they have learnt about a certain theme.
*Visual clues on TV or the internet serve as abundant input. News and hot topics on English TV programms or pictures from the internet or magazines link to the students’ background experience and provoke them to think. Students may feel like making some comment after getting familiar with the vocabulary and expressions.
*A written assignment can be combined with an impromptu speech. An impromptu speech on a certain topic in front of the class or in small groups is the first draft of a written assignment. A written work modified from an impromptu speech will be better organized and polished.
*Model speeches by famous people offer the students a model of what makes the speech successful and how should a speaker behave in front of the audience.
5 Giving students opportunities for comprehensible output
Learners need opportunities to practice language at their level of English language competency.This practice with English–speaking peers is called comprehensible output. Cooperative learning group will help learners receive plenty of understandable input and output, So when designing class activities, teachers should come up with interactive activities that can motivate the students and lower their anxiety and take into account students’different learning styles and levels of English proficiecy. The following steps may be of help:
Step 1: Explain what is an impromptu speech and show the PREP formula to the students. Discuss appropriate content, organization, and presentation when speaking in public.
Step 2: Ask the students to briefly think about a simple topic and ask volunteers to respond to the topic by sharing an impromptu speech.
Step 3: Choose several volunteers to present. After each student speaks, ask the audience to share feedback on what was effective and what could be improved (see appendix). Generate a discussion about public speaking, their experiences with presenting, and about historically famous speeches about which they have learned.
Step 4: Share with students that they will be practicing their speaking skills while giving impromptu speeches about topics most interesting to them. Although they will not be graded on the impromptu speech, they should practice the skills.
Step 5: Tell students that they will now brainstorm all interesting topics about which they will orally present to the class in a one to three minute speech. They will be working in small groups, selecting a random topic, and speak to the group about that topic.
Step 6: Collect all topics. If time permits, read through each, making sure they are spelled correctly and are appropriate before making them available to the students.
Step 7: Assemble students and random topic cards into groups. Share the following instructions with the groups. Instruct each group to assign a time keeper. Then, allow time for each student to participate in giving his/her impromptu speech. Each student will rotate through the following process:
*Select a topic card.
*Think about the topic for no more than two minutes.
*Talk for no more than three minutes.
*Listen to each group member share one positive observation and one suggestion for improvement.
Step 9: Once the groups have finished, process the activity with the class. Ask the students what they learned, what they still need to work on, and what questions they may still have about public speaking.
Step 10: Have each group choose their best speaker. Allow each to choose another topic and deliver another impromptu speech in front of the class.
The impromptu speaking practice should be carried out throught out the term. Ask a volunteer to give a one-minute impromptu speech about a topic the students brainstormed at the end of class or during another “free moment.” Do this several times a week to provide many students an opportunity to practice their oral speaking skills. Allow students to “pass” if desired, but encourage them to participate. Allow some students longer thinking time before their improptu speech. Observe students while they are practicing in their groups. Take note of students who seem to be quick thinkers and who experience difficulty.
Since the impromtu speech topics chosen by students themselves are interesting and familia to them, they will feel more confident and have something to talk about. Practicing their impromptu speeches and sharing peer feedback in small groups lower their anxiety and help them convert their comprehensible input to output.
6 Conclusion
Giving impromptu speeches in front of a group with very little preparation is a formidable task for most people , especially for EFL students. EFL teachers should design activities that ensure both acquisition and learning to take place by exposing the students to abundant comprehensible input and by creating amiable learning atomosphere in the classroom. With consistent training and persistent efforts from both the teacher and the learners, this task is not a mission impossible
References
[1]教育部高等教育司.《大学英语课程教学要求》[M].北京：外语教学与研究出版社,2007.
[2]Krashen, Stephen.1981.Second Language Acquisition and Second Language Learning.First Edition Pergamon Press Inc
[3]Brown, H.D.2000. Teaching by Principles: An Interactive Approach to Language
Pedagogy. Second Edition NY: Pearson Education.
[4]林超伦.[M]《实战口译》：外语教学与研究出版社，2004
Key words:impromptu speech training, comprehensible input/output, language competence
1 Introduction
Impromptu speaking is a speech and debate consolation event that involves a 3-5 minute speech, with up to 5 minutes available for use as preparation time. Making an impromptu speech will challenge students to think quickly and will also give them practice talking in front of a group. According to College English Curriculum Requirement issused by the Ministry of Education, students at intermediate to advanced levels are required to be able to express their personal opinions, feelings and views, to state facts and reasons in dialogues or discussions with certain degree of fluency and accuracy on general or specialized topics. (2007) Therefore, developing students’ ability to apply English language is the main task of college English teaching and learning.
Mark Twain said “It usually takes me more than three weeks to prepare a good impromptu speech.” For most students, giving an improptu speech in English is rather demanding, but is also rewarding.The ability to speak in front of a group with minimal preparation will greatly increase students’ confidence and will serve them in a variety of academic settings: group discussions, formal presentations, summaries, and answering questions. Students will hone their quick-thinking skills as they formulate an impromptu speech about a given topic, which will certainly benefit them in daily communication, academic study, and in future work. So training students’ ability to deliver impromptu speeches should be an indispensable part of teaching spoken English.
This article is trying to discuss the mothods of training students to deliver improptu speeches under the guidance of some second language learning hypothesis.
2 Second language learning hypothesis (Krashen,1981)
1) The Acquisition-Learning Hypothesis
According to Krashen’s Acquisition-Learning hypothesis, acquisition and learning are two independent systems of second language performance. The acqisition system, the product of subconscious process similar to the process children undergo when they acquire their first language, requires meaningful interactions in the target language. In natural communication, speakers focus not on the form of their utterance, but on the communicative act. Learning is the product of formal instruction. It includes a conscious process which results in conscious knowledge about the language such as grammar rules. In Krashen’s view, learning is less important than acquisition.
2) The Input Hypothesis
According to Krashen’s Input hypothesis, a second language learner improves and makes progress when exposed to “comprehensible input” that is one step beyond his/her present stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since learners’ level of linguistic competence can’t be the same at the same time, Krashen points out that natural communicative input is the key to designing a sylubus and that each learner should receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence so that to ensure acquisition to take place.
3) The Affective Filter Hypothesis
In his Affective Filter hypothesis, Krashen gives the explanation that a number of affective variables such as motivation, self-confidence and anxiety, play a facilitative , but non causal role in second language acquisition. Learners with high motivation, good self-esteem and low level of anxiety have better chance of success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can raise the affective filter and form a ‘mental block’ that prevents comprehensible input from being used for acquisition. High affective filter will hinder the language acquisition. Positive affect, though not sufficient on its own, is necessary for acquisition to take place.
In summary, meaningful comprehensible input, active interaction and environment of low affective filter contribute to the learner’s language learning and acquisition. When training students to give impromptu speeches, EFL teachers should aim at creating activities that help the students turn their comprehensible input into comprehensible output in a low affective filter context.
3 Principles to follow
To cultivate students’ competence of impromptu speaking the principle of gradual improvement should be followed. It is a long process from picking up words and sentences to putting forwards one’s ideas with fluency and accuracy. The purpose of giving a speech is to express one’s opinion on a certain event or a certain idea as well as to display one’s ability in applying English language. Thus training including linguistic competence and speaking skills should permeate in the whole teaching process. We can start from easy tasks and proceed to difficult ones, for example, from describing to arguing; from completing a single task to a comprehensive task of describing, analysing and drawing conclusion, from imitating other’s speeches to formulating a speech of one’s own style. Make sure that the students learn to speak before they sing and that they have rice to cook a meal. In other words, the students should be equipped with proper linguistic competence and sufficient comprehensible input before they are pushed to the stage for the speech.
4 Exposing students to great quantity of input
4.1 Give explicit instruction on strategy competence Learning will be more effective when both meaningful interaction and formal instruction are included in the teaching and learning process. It is necessary for the teacher to give clear explanation and instruction for academic strategies for preparing impromptu speeches.
1)PREP formula, short for Preparation, is a framework that allows the students sound organized and competent:
(P)Point of view: provide an overview – a clear direct statement or generalization with your opinion.
(R)Reasons: Give the general reasons that you hold this point of view.
(E)Evidence of examples: Present specific facts or data supporting your point of view.
(P)Point of view restated: To make sure your are understood clearly, end with a restatement of your position. As a conclusion, you can summarize what you have just said or you can simply emphasize a point you have just made
2)Speaking skills on creating a compelling introduction, supporting your ideas( with facts, statistics, examples and personal stories), drawing a conclusion, and controlling tones.
3)Speaking strategies will help the students lower their paniking and uneasiness and even help them out of their embarrassment when delivering the speech. (Brown,2000)
*Avoidence strategy is ofen applied when the speaker is not sure of or familiar with a certain gramma rule, vocabulary, pronounciation, or topic area that pose language difficulties
*Time-gaining strategies: using fillers (such as well,you know, let’s see, uh, as a matter of fact) or hesitation devices to gain time to think.
*Nonverbal language such as eye contact, facial expressions and gestures can signal different messages. Take eye contact for example. Proper eye contact shows the speaker’s respect to the audience, attracts the audience attention, maintains the audience’s confidence in the the speaker and gets feedbacks from the audience.(Lin,)
4.2 Make use of all the materials available for comprehensible input
*Textbooks of listening & speaking and reading & writing as well are theme-based with several articles or listening passages related to the theme. The learners, if equiped with sufficient background information and vocabulary, are supposed to convert comprehensible input gained in text books to comprehensible output by sharing their opinons with their peers or delivering an improptu speech. An improptu speech may be a good opportunity for the students to summarize what they have learnt about a certain theme.
*Visual clues on TV or the internet serve as abundant input. News and hot topics on English TV programms or pictures from the internet or magazines link to the students’ background experience and provoke them to think. Students may feel like making some comment after getting familiar with the vocabulary and expressions.
*A written assignment can be combined with an impromptu speech. An impromptu speech on a certain topic in front of the class or in small groups is the first draft of a written assignment. A written work modified from an impromptu speech will be better organized and polished.
*Model speeches by famous people offer the students a model of what makes the speech successful and how should a speaker behave in front of the audience.
5 Giving students opportunities for comprehensible output
Learners need opportunities to practice language at their level of English language competency.This practice with English–speaking peers is called comprehensible output. Cooperative learning group will help learners receive plenty of understandable input and output, So when designing class activities, teachers should come up with interactive activities that can motivate the students and lower their anxiety and take into account students’different learning styles and levels of English proficiecy. The following steps may be of help:
Step 1: Explain what is an impromptu speech and show the PREP formula to the students. Discuss appropriate content, organization, and presentation when speaking in public.
Step 2: Ask the students to briefly think about a simple topic and ask volunteers to respond to the topic by sharing an impromptu speech.
Step 3: Choose several volunteers to present. After each student speaks, ask the audience to share feedback on what was effective and what could be improved (see appendix). Generate a discussion about public speaking, their experiences with presenting, and about historically famous speeches about which they have learned.
Step 4: Share with students that they will be practicing their speaking skills while giving impromptu speeches about topics most interesting to them. Although they will not be graded on the impromptu speech, they should practice the skills.
Step 5: Tell students that they will now brainstorm all interesting topics about which they will orally present to the class in a one to three minute speech. They will be working in small groups, selecting a random topic, and speak to the group about that topic.
Step 6: Collect all topics. If time permits, read through each, making sure they are spelled correctly and are appropriate before making them available to the students.
Step 7: Assemble students and random topic cards into groups. Share the following instructions with the groups. Instruct each group to assign a time keeper. Then, allow time for each student to participate in giving his/her impromptu speech. Each student will rotate through the following process:
*Select a topic card.
*Think about the topic for no more than two minutes.
*Talk for no more than three minutes.
*Listen to each group member share one positive observation and one suggestion for improvement.
Step 9: Once the groups have finished, process the activity with the class. Ask the students what they learned, what they still need to work on, and what questions they may still have about public speaking.
Step 10: Have each group choose their best speaker. Allow each to choose another topic and deliver another impromptu speech in front of the class.
The impromptu speaking practice should be carried out throught out the term. Ask a volunteer to give a one-minute impromptu speech about a topic the students brainstormed at the end of class or during another “free moment.” Do this several times a week to provide many students an opportunity to practice their oral speaking skills. Allow students to “pass” if desired, but encourage them to participate. Allow some students longer thinking time before their improptu speech. Observe students while they are practicing in their groups. Take note of students who seem to be quick thinkers and who experience difficulty.
Since the impromtu speech topics chosen by students themselves are interesting and familia to them, they will feel more confident and have something to talk about. Practicing their impromptu speeches and sharing peer feedback in small groups lower their anxiety and help them convert their comprehensible input to output.
6 Conclusion
Giving impromptu speeches in front of a group with very little preparation is a formidable task for most people , especially for EFL students. EFL teachers should design activities that ensure both acquisition and learning to take place by exposing the students to abundant comprehensible input and by creating amiable learning atomosphere in the classroom. With consistent training and persistent efforts from both the teacher and the learners, this task is not a mission impossible
References
[1]教育部高等教育司.《大学英语课程教学要求》[M].北京：外语教学与研究出版社,2007.
[2]Krashen, Stephen.1981.Second Language Acquisition and Second Language Learning.First Edition Pergamon Press Inc
[3]Brown, H.D.2000. Teaching by Principles: An Interactive Approach to Language
Pedagogy. Second Edition NY: Pearson Education.
[4]林超伦.[M]《实战口译》：外语教学与研究出版社，2004