Brainstorming in speaking teaching

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTRODUCTION

Topicality. Works of modern foreign language teacher can not be imagined without the use of new information technologies. It's not just hardware, but also new methods and forms of teaching. The task of the teacher is to create the conditions of practical language learning for each student, to choose such training methods that would allow each student to show their activity, their creativity, to enhance the student's cognitive activity in learning foreign languages.

Speaking skills in language teaching have been neglected and shifted to a secondary position after listening and writing. This is a surprising fact given that it is the skill that is most often used in communication. It is thought that about thirty-five percent of our daily communication is spent on speaking, forty percent on listening, sixteen percent on reading, and only nine percent on writing. Speaking is an important skill. As we know the structure of the IELTS exam also places great importance on speaking. As a result of these demands, a great emphasis has been placed on a product‐based approach to the teaching of speaking skills. Students are taught to develop competence in particular modes of communication by using brainstorming. People have used brainstorming to generate ideas, and to come up with creative solutions to problems. This course paper explores the possibility of using brainstorming techniques in classroom to compliment the product‐based approach and help students develop the speaking skills to generate and express their ideas efficiently and creatively. 

This course paper explored the effects of brainstorming techniques on students’ perceptions of their speaking performance.

The rationale behind the brainstorming techniques used in this course paper is that the human brain is a pattern recognition machine. The brainstorming techniques are designed to expand the speaking skills of students have at their disposal when facing a speaking task. By thinking about a question from different perspectives, as well as exploring the perspectives of their classmates, students can develop the skills to help them access and develop a broader range of ideas in a speaking situation. 

Whether the lesson is based on practical or theoretical learning, brainstorming is a good way of helping learners to start to think about a topic. It can be an effective way to assess what students know at the beginning and end of a programme of study. Brainstorming can identify what students know as individuals, and can reveal the wealth of knowledge shared between members of a class. It can also help to identify any scientific misconceptions that students may have. This information is helpful because it can inform your planning, enabling you to pitch your teaching at the right level for the class in general, while differentiating tasks in response to the needs of individual students.

Topicality of using brainstorming as a useful technique in speaking teaching is the developing of cognitive activity of the students, to show advantages of using brainstorm in our educational system especially in teaching how to speak and encourage more active usage in the learning process in every language learning level.

The aim of course paper:

To study brainstorming in teaching process as an effective method to speaking teaching to the learners at the English language lesson.

The objectives:

1) To examine the challenges that students face while using brainstorming in classes and their solutions;

2) To identify opportunities for the use of brainstorming in speaking teaching;

3) To identify the effects of using brainstorm on students;

4) To characterize the concept of brainstorming.

The object: foreign language learners.

The subject: determine the effect of brainstorming on teaching speaking.

The methods:

• study of the experience of primary sources;
• modeling;
• statistical methods;
• sociometric method.

The intended outcome of research is to formulate the tips for good practice in improving learners’ listening skills using brainstorming

The research methods include:

• how to develop a research question;
• methodology;
• methods of data collection.

 

 

 

 

 

 

 

 

 

 

1. BRAINSTORMING AS A USEFUL TECHIQUE IN SPEAKING TEACHING

1.1 Origin and variations of the brainstorming technique in pedagogy

 

Brainstorming is a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its member(s). The term was popularized by Alex Faickney Osborn in the 1953 book Applied Imagination. Osborn claimed that brainstorming was more effective than individuals working alone in generating ideas, although more recent research has questioned this conclusion.[1] Today, the term is used as a catch all for all group ideation sessions.

Advertising executive Alex F. Osborn began developing methods for creative problem solving in 1939. He was frustrated by employees’ inability to develop creative ideas individually for ad campaigns. In response, he began hosting group-thinking sessions and discovered a significant improvement in the quality and quantity of ideas produced by employees. Osborn outlined the method in his 1948 book 'Your Creative Power' on chapter 33, “How to Organize a Squad to Create Ideas.”[2]

Osborn introduce into science two principles, these being :

• Defer judgment;
• Reach for quantity.[3]

Following these two principles were his 3 general rules of brainstorming, established with intention to :

• reduce social inhibitions among group members,
• stimulate idea generation
• increase overall creativity of the group.

Focus on quantity: This rule is a means of enhancing divergent production, aiming to facilitate problem solving through the maxim quantity breeds quality. The assumption is that the greater the number of ideas generated, the greater the chance of producing a radical and effective solution.

Withhold criticism: In brainstorming, criticism of ideas generated should be put 'on hold'. Instead, participants should focus on extending or adding to ideas, reserving criticism for a later 'critical stage' of the process. By suspending judgment, participants will feel free to generate unusual ideas.

Welcome unusual ideas: To get a good and long list of ideas, unusual ideas are welcomed. They can be generated by looking from new perspectives and suspending assumptions. These new ways of thinking may provide better solutions.

Combine and improve ideas: Good ideas may be combined to form a single better good idea, as suggested by the slogan "1+1=3". It is believed to stimulate the building of ideas by a process of association.[3]

 

brainstorming activity conducting

 

Osborn notes that brainstorming should address a specific question; he held that sessions addressing multiple questions were inefficient.

Further, the problem must require the generation of ideas rather than judgment; he uses examples such as generating possible names for a product as proper brainstorming material, whereas analytical judgments such as whether or not to marry do not have any need for brainstorming.[3]

There are some other definitions of the brainstorming: 
1) Brainstorming is a process designed to obtain the maximum number of ideas relating to a specific area of interest. 
2) Brainstorming is a technique that maximizes the ability to generate new ideas. 
3) Brainstorming is where a group of people put social inhibitions and rules aside with the aim of generating new ideas and solutions. 
4) Brainstorming is a time dedicated to generating a large number of ideas regardless of their initial wort. 
5) Brainstorming is a part of problem solving which involves the creation of new ideas by suspending judgment. 
6) Brainstorming is the creation of an optimal state of mind for generating new ideas. 
7) Brainstorming is the free association of different ideas to form new ideas and concepts.

Variations

Brainstorming has such types like:

• Nominal group technique

Participants are asked to write their ideas anonymously. Then the facilitator collects the ideas and the group votes on each idea. The vote can be as simple as a show of hands in favor of a given idea. This process is called distillation.

After distillation, the top ranked ideas may be sent back to the group or to subgroups for further brainstorming. For example, one group may work on the color required in a product. Another group may work on the size, and so forth. Each group will come back to the whole group for ranking the listed ideas. Sometimes ideas that were previously dropped may be brought forward again once the group has re-evaluated the ideas.

It is important that the facilitator be trained in this process before attempting to facilitate this technique. The group should be primed and encouraged to embrace the process. Like all team efforts, it may take a few practice sessions to train the team in the method before tackling the important ideas.

• Group passing technique

Each person in a circular group writes down one idea, and then passes the piece of paper to the next person, who adds some thoughts. This continues until everybody gets his or her original piece of paper back. By this time, it is likely that the group will have extensively elaborated on each idea.

The group may also create an "idea book" and post a distribution list or routing slip to the front of the book. On the first page is a description of the problem. The first person to receive the book lists his or her ideas and then routes the book to the next person on the distribution list. The second person can log new ideas or add to the ideas of the previous person. This continues until the distribution list is exhausted. A follow-up "read out" meeting is then held to discuss the ideas logged in the book. This technique takes longer, but it allows individuals time to think deeply about the problem.

• Team idea mapping method

This method of brainstorming works by the method of association. It may improve collaboration and increase the quantity of ideas, and is designed so that all attendees participate and no ideas are rejected.

The process begins with a well-defined topic. Each participant brainstorms individually, then all the ideas are merged onto one large idea map. During this consolidation phase, participants may discover a common understanding of the issues as they share the meanings behind their ideas. During this sharing, new ideas may arise by the association, and they are added to the map as well. Once all the ideas are captured, the group can prioritize and/or take action.[4]

• Breaking the rules technique

In this method, participants list the formal or informal rules that govern a particular process. Participants then try to develop alternative methods to bypass or counter these established protocols.[5]

• Directed brainstorming

Directed brainstorming is a variation of electronic brainstorming. It can be done manually or with computers. Directed brainstorming works when the solution space (that is, the set of criteria for evaluating a good idea) is known prior to the session. If known, those criteria can be used to constrain the ideation process intentionally.

In directed brainstorming, each participant is given one sheet of paper (or electronic form) and told the brainstorming question. They are asked to produce one response and stop, then all of the papers (or forms) are randomly swapped among the participants. The participants are asked to look at the idea they received and to create a new idea that improves on that idea based on the initial criteria. The forms are then swapped again and respondents are asked to improve upon the ideas, and the process is repeated for three or more rounds.

In the laboratory, directed brainstorming has been found to almost triple the productivity of groups over electronic brainstorming.[6]

• Guided brainstorming

A guided brainstorming session is time set aside to brainstorm either individually or as a collective group about a particular subject under the constraints of perspective and time. This type of brainstorming removes all cause for conflict and constrains conversations while stimulating critical and creative thinking in an engaging, balanced environment.

Participants are asked to adopt different mindsets for pre-defined period of time while contributing their ideas to a central mind map drawn by a pre-appointed scribe. Having examined a multi-perspective point of view, participants seemingly see the simple solutions that collectively create greater growth. Action is assigned individually.

Following a guided brainstorming session participants emerge with ideas ranked for further brainstorming, research and questions remaining unanswered and a prioritized, assigned, actionable list that leaves everyone with a clear understanding of what needs to happen next and the ability to visualize the combined future focus and greater goals of the group.

• Individual brainstorming

"Individual brainstorming" is the use of brainstorming in solitary. It typically includes such techniques as free writing, free speaking, word association, and drawing a mind map, which is a visual note taking technique in which people diagram their thoughts. Individual brainstorming is a useful method in creative thinking and has been shown to be superior to traditional group brainstorming.[7][1]

• Question brainstorming

This process involves brainstorming the questions, rather than trying to come up with immediate answers and short term solutions. Theoretically, this technique should not inhibit participation as there is no need to provide solutions. The answers to the questions form the framework for constructing future action plans. Once the list of questions is set, it may be necessary to prioritize them to reach to the best solution in an orderly way.[8]

"Questorming" is another term for this mode of inquiry.[9]

 

 

1.2 Brainstorming as a technique for teaching speaking skills

 

Brainstorming is an effective for initiating discussion with additional potential as an assessment tool. It enables the teacher to find out more about the children’s learning as work progresses. Teacher can assess the children’s prior knowledge, what the children are learning and what they have retained about a particular topic. It is an opportunity for teachers to assess where the gaps are in the children’s knowledge and understanding and which aspects of teacher’s teaching have worked well.

The purpose is to generate as many ideas as possible within a specified time-period. These ideas are not evaluated until the end and a wide range of ideas is often produced. Each idea produced does not need to be usable. Instead, initial ideas can be viewed as a starting point for more workable ideas. The principle of brainstorming is that you need lots of ideas to get good ideas.

Brainstorming has a wide range of applications. Since 1930, it has been used successfully in business for invention and innovation. In the language classroom, brainstorming is often used in teaching speaking.

Speaking is the process of building and sharing meaning through the use of verbal and nonverbal symbols, in a variety of contexts.

Teaching speaking refers to many things:

✦ produce the English speech sounds and patterns;

✦ use word and sentence stress, intonation patterns and the rhythm of the sound language;

✦ select appropriate words and sentences according to the proper social setting, audience, situation and subject matter;

✦ organize thoughts in a meaningful and logical sequence;

✦ expressing values and judgements;

✦ using the language quickly and confidently with few unnatural pauses (fluency)

Many linguists and language teachers agree that students learn speaking skills best through “interacting”. Teachers should try to use “real” situations that require communication and collaboration (working together) between students.

On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.

Researchers in the language‐learning field have shown much interest in the area of learning strategies in recent years. Bejarano Et Al (1997) discovered the important role played by small group interaction in helping students develop learning strategies. Very little research however has looked at the effectiveness of learning strategies such as brainstorming in the teaching of productive skills such as speaking.  Richards (1990) found that student interaction was an important part of developing the cognitive skills involved in generating ideas, and found brainstorming was an effective way of achieving this. Results from this study showed that students who were trained in brainstorming techniques were more efficient at generating and organising ideas than students in a control group.  Rao (2007) found that students who had been trained in brainstorming techniques and used them regularly over a twelve‐month period produced measurably higher results in speaking tasks. In addition to this, an attitudinal survey showed that students who participated in this research project felt positive about the effectiveness of the brainstorming techniques.  

Some learners are more successful than others. In order to find out why, Rubin and Thompson studied the characteristics of good learners. Four of these characteristics are discussed below. These may explain why brainstorming is a useful tool in classrooms.

• Learners Organize Information About Language

Learners try to organize their knowledge. As teachers, we can try to facilitate this organization by using suitable warm-up activities. A warm-up activity can remind our students of existing knowledge. At the same time, it can direct their minds towards ideas that they will meet in the main activity. In this way, it provides a link between new and existing knowledge.

However, each learner has a different store of existing knowledge organized in a unique way. A textbook or teacher presentation can never use this knowledge to its best potential. In many warm-up activities, the teacher and students can be frustrated because the organization of language in the warm-up activity is different from the organization in the learners' minds. This mismatch is a block to good learning. Brainstorming invites the learners to organize existing knowledge in their own minds. Many learners have a large passive vocabulary which does not translate directly into productive capabilities in the classroom. Brainstorming can help to activate this. It works to mobilize the resources of the student by creating a series of connecting ideas. This leads to an organization of language. The links which appear on paper created in word mapping are visible evidence of this organization. At this point the learners will be better oriented to the topic and better motivated to fill the gaps in their knowledge.

• Learners Find Their Own Way and Take Charge of Their Own Learning

Students who do not take charge of their own learning are unable to take full advantage of learning opportunities. This is a problem that faces many Asian students who are generally more reserved than western students (Tsui , 1996). Many teachers find that lack of self-initiative is usually more of a problem than lack of ability in conversation classes.

Brainstorming can help learners to take charge. Learners begin examining their existing resources and identifying gaps in their knowledge. The free association nature allows learners to become involved in the selection of language used in the speaking task.

• Learners Make Intelligent Guesses

The learner makes intelligent guesses, but the language classroom often works against this. Because of nervousness in a foreign language or fear of teacher correction, many students are afraid of using language unless they are sure that it is totally correct. This stops them making intelligent guesses and slows down learning.

Brainstorming can help students to learn to take risks. McCoy (1976) makes a strong argument in favour of learning problem-solving skills in order to reduce anxiety. There are no 'right' or 'wrong' answers in brainstorming and no danger of teacher correction. By carrying out a simple brainstorming warm-up, students can obtain a sense of competence and feel more confident in making intelligent guesses.

• Learners Use Contextual Cues to Help Them in Comprehension