Student: María Isabel Bustos García

Professor: Mayra Cristina Cárdenas Zepeda

Subject: Listening Comprehension & Spoken Expression

Major: Bachelor's degree in Teaching and Learning English in Junior High School Education

Semester: Fourth

Link of the auto-play presentation: https://drive.google.com/file/d/1rEBkRwz0P5hv6GZpe7uh6DC3v9G13444

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Clustering words is a natural process in Speaking Expression. As language learners begin to associate words with their meanings, rather than continuing to see and hear individual words on a page, they begin to break down speech or long passages of writing into word clusters.

Example: Several analogies can be made to learners' tastes to manipulate their preferences with various things, e.g., places, clothes, food, weather, memories, etc.

3

Redundancy is characterized by having repetitions, rephrasings, elaborations and insertions to prevent a message from failing or lacking coherence.

Example: Students listen more thoroughly when more words are repeated, therefore the words or vocabulary should be repeated until they memorize and synthesize the content.

4

Reduced forms: this term is to refer collectively to the processes of contraction, elision, assimilation and reduction. All of these are characteristics of informal spoken English.

Example: In conversations they are very used, even some of my students say that they see them very often in movies and they ask me what they are or what they mean, I just mention that they are informal spoken English expressions.

5

Phonological factors are the words and the pronunciation of them, the sounds od the letters.

An example is when we try to teach our students to say the sound of the "th".

6

Morphological factors include in the study were: word class/types of morphemes, i.e., lexical (content words) or grammatical (function words), and inflectional morphology - free (without inflection) or bound (with inflection) forms.

For example when we try to use the less words to say something we use morphological factors to reduce it.

7

Syntactic factors are words and the use of each one, how do we use to make a sentence or to say something.

A clear example can be when we are teaching noun phrases we use the same word with a conector to say something different.

8

Pragmatics factors are utterances to convey the attitude of the speaker.

We can see this when we try to motivate students to participate in the class.

9

Hesitations are the act of pausing before saying something.

Example: when we are saying something and we say the words "mmm."

10

False start is when you speak and then realize that you have said something wrong, but try to fix it and in turn create a new conversation to complement what was said.

Example: Make a dynamic where the students are going to be told a specific situation but first they must change the context to solve or complete the previous ideas.

11

Pause is a brief suspension of the voice to indicate the limits and relationships of sentences and their parts is very important because it generates consistency in speech acts.

Example: Using flashcards with short sentences using different pauses in them, they will analyze and understand that it is vital to pause so that there is congruence and sound better.

12

Correction is a vital process where the error must be corrected, therefore it is a vital feedback to achieve continuous improvement; if he does not correct, he does not learn.

Example: correction is always embedded in all contexts; listen, write, read and write. In the readings, cards, participations, tasks, etc.

13

Colloquialism is an informal expression that is used more often in relaxed or casual conversation than in formal speech or writing, for example with friends or family. This type of communication is natural and makes you feel comfortable.

Example: Emphasize formal and colloquial language through conversations or texts, so that students can distinguish the use and derivations of each.

14

The average speaking rate tries to explain that it counts or describes the amount of words when reading a text and/or any method of reading, it is also often used in conversations.

Example: create a contest where all students read their favorite story, count the words and decide who was the winner.

15

Accent is the way certain people pronounce certain words is the accentuation given to the words, which in this case in the English language is difficult for people to learn.

Example: Analyze different dialects of different Mexican cultures, but will focus on the American one, such as the way of pronouncing the language, its variant, etc.

16

The pace tries to explain the speed or quickness with each person speaks per minute, it can also become a representation to accelerate and improve fluency.

Example: Make a competition to see which student is able to speak faster, this will motivate them and increase their ability to improve their fluency.

17

Intonation is is the rythm we say the words, also it is the way how we say the words.

Example: students will practice in differents parts of intonation for understading better the differences.

18

Grammatical complexity is the use of the words in front of an audience. We can use words for an specific audience it can be in a formal audience or an informal audience.

A clear example is when we talk with our friends we talk in an informal way and when we present a topic we need to be very formal.

19

Discursive complexity is a variety of language used with a particular purpose or a communicative situation, it also could be the way a person talks in front of the public.

Example: teaching with teenagers how to speak in public would be a great idea to deal with the complications.

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Speaking Glossary

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Speaking Glossary

Student: María Isabel Bustos García

Professor: Mayra Cristina Cárdenas Zepeda

Subject: Listening Comprehension & Spoken Expression

Major: Bachelor's degree in Teaching and Learning English in Junior High School Education

Semester: Fourth

Link of the auto-play presentation: https://drive.google.com/file/d/1rEBkRwz0P5hv6GZpe7uh6DC3v9G13444

Clustering words is a natural process in Speaking Expression. As language learners begin to associate words with their meanings, rather than continuing to see and hear individual words on a page, they begin to break down speech or long passages of writing into word clusters.

Example: Several analogies can be made to learners' tastes to manipulate their preferences with various things, e.g., places, clothes, food, weather, memories, etc.

Redundancy is characterized by having repetitions, rephrasings, elaborations and insertions to prevent a message from failing or lacking coherence.

Example: Students listen more thoroughly when more words are repeated, therefore the words or vocabulary should be repeated until they memorize and synthesize the content.

Reduced forms: this term is to refer collectively to the processes of contraction, elision, assimilation and reduction. All of these are characteristics of informal spoken English.

Example: In conversations they are very used, even some of my students say that they see them very often in movies and they ask me what they are or what they mean, I just mention that they are informal spoken English expressions.

Phonological factors are the words and the pronunciation of them, the sounds od the letters.

An example is when we try to teach our students to say the sound of the "th".

Morphological factors include in the study were: word class/types of morphemes, i.e., lexical (content words) or grammatical (function words), and inflectional morphology - free (without inflection) or bound (with inflection) forms.

For example when we try to use the less words to say something we use morphological factors to reduce it.

Syntactic factors are words and the use of each one, how do we use to make a sentence or to say something.

A clear example can be when we are teaching noun phrases we use the same word with a conector to say something different.

Pragmatics factors are utterances to convey the attitude of the speaker.

We can see this when we try to motivate students to participate in the class.

Hesitations are the act of pausing before saying something.

Example: when we are saying something and we say the words "mmm."

False start is when you speak and then realize that you have said something wrong, but try to fix it and in turn create a new conversation to complement what was said.

Example: Make a dynamic where the students are going to be told a specific situation but first they must change the context to solve or complete the previous ideas.

Pause is a brief suspension of the voice to indicate the limits and relationships of sentences and their parts is very important because it generates consistency in speech acts.

Example: Using flashcards with short sentences using different pauses in them, they will analyze and understand that it is vital to pause so that there is congruence and sound better.

Correction is a vital process where the error must be corrected, therefore it is a vital feedback to achieve continuous improvement; if he does not correct, he does not learn.

Example: correction is always embedded in all contexts; listen, write, read and write. In the readings, cards, participations, tasks, etc.

Colloquialism is an informal expression that is used more often in relaxed or casual conversation than in formal speech or writing, for example with friends or family. This type of communication is natural and makes you feel comfortable.

Example: Emphasize formal and colloquial language through conversations or texts, so that students can distinguish the use and derivations of each.

The average speaking rate tries to explain that it counts or describes the amount of words when reading a text and/or any method of reading, it is also often used in conversations.

Example: create a contest where all students read their favorite story, count the words and decide who was the winner.

Accent is the way certain people pronounce certain words is the accentuation given to the words, which in this case in the English language is difficult for people to learn.

Example: Analyze different dialects of different Mexican cultures, but will focus on the American one, such as the way of pronouncing the language, its variant, etc.

The pace tries to explain the speed or quickness with each person speaks per minute, it can also become a representation to accelerate and improve fluency.

Example: Make a competition to see which student is able to speak faster, this will motivate them and increase their ability to improve their fluency.

Intonation is is the rythm we say the words, also it is the way how we say the words.

Example: students will practice in differents parts of intonation for understading better the differences.

Grammatical complexity is the use of the words in front of an audience. We can use words for an specific audience it can be in a formal audience or an informal audience.

A clear example is when we talk with our friends we talk in an informal way and when we present a topic we need to be very formal.

Discursive complexity is a variety of language used with a particular purpose or a communicative situation, it also could be the way a person talks in front of the public.

Example: teaching with teenagers how to speak in public would be a great idea to deal with the complications.