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Teaching ELL: Speaking Strategies | Scholastic.com

Annual Review of Applied Linguistics - Teaching Speaking Anne Burns Much recent work on optimal conditions for the teaching of speaking in second and foreign language classrooms has been grounded in educational psycholinguistics or in cognitive and social psychology. Theoretical constructs for language pedagogy have been drawn extensively from empirical studies, underpinned by the central notions of second language acquisition: communicative competence (Canale and Swain 1980); comprehensible input (Krashen 1985), negotiated interaction (Ellis 1990, Gass and Varonis 1994, Long 1983, Pica, et al. 1989), input processing (VanPatten and Cadierno 1993), developmental sequences and routes of acquisition (Meisel, Clahsen and Pienemann 1981), and communication strategies (Faerch and Kasper 1983). Such constructs are widely taught in teacher preparation programs in second and foreign language teaching and clearly have relevance to oral language instructional practice.

                                 "because I could not stop for death Consolation for the beloved   My precious Diamond lost in vain, My heart became chaff and turned to wane. It is a whirl of sorrow in a wide plain Wait a minute and distract gall: Do not consider self as a ball, To kick, play, or stroll, It is precious diamond or baby to call. Do not console my heart, but my soul, Here, nature is either gracious or cruel. But beware of evil or the sense of dismay, Just precious meanings carved on clay- My heart becomes gloomy, My soul is not bloomy, I want the price to pay, My soul needs lovely way, My heart knows the righteousness to convey, It is life so a humorous play, Is Mind a blockage? Is Heart a tiny cage? Is Soul eradicated in a younger age? I want to catch everything right, A knight of passion erased many a plight, And solv...