TEACHING SPEAKING

WHAT IS SPEAKING?

Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal

symbols, in a variety of contexts."

(Chaney, 1998, p. 13)

HOW TO TEACH SPEAKING

Now many linguistics and ESL teachers agree on that students learn to speak in the second language by "interacting". Communicative language teaching and collaborative. learning serve best for this aim. Communicative language teaching is based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language. In brief, ESL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task

TO TEACH SPEAKING IS TO TEACH LEARNERS TO:

Produce the English speech sounds and

sound patterns

Use word and sentence stress,

intonation patterns and the rhythm of the

second language.

Select appropriate words and sentences

according to the proper social setting, audience, situation and subject matter.

Organize their thoughts in a

meaningful and logical sequence.

Use language as a means of expressing

values and judgments.

Use the language quickly and

confidently with few unnatural pauses, which is called as

fluency. (Nunan, 2003)

TYPES OF CLASSROOM PERFORMANCE

IMITATIVE

Imitation is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.

e.g., learners practicing an intonation pattern a

certain vowel sound

Drills offer students an opportunity to listen and to orally repeat certain strings of languages that may pose some

linguistic difficulty.

INTENSIVE

Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated, or it can even form part of some pair work activity, where learners are “going over” certain forms of language.

Interpersonal(dialogue)It carried out more for the purpose of maintaining social relationships than for the transmission of facts

and information.Extensive(monologue)

Students at intermediate to advanced levels are called on to five extended monologues in the

form of oral reports, summaries, or perhaps short speeches, Here the register is more formal and

deliberative. These monologues can be planned or impromptu.

RESPONSIVEA good deal of students speech in the classroom is responsive: short replies to teacher- or student-initiated questions or comments.

TRANSACTIONAL(DIALOGUE)Transactional language, carried out for the

purpose of conveying or exchanging specific information, is and extended form of

responsive language.

PRINCIPLES FOR DESIGNING SPEAKING TECHNIQUES

Focus on both fluency & accuracy depending on your objective

Provide intrinsically motivating techniques

Encourage the use of authentic language in meaningful contexts

Provide appropriate feedback and correction

Capitalize on the natural link between speaking and listening

Give students opportunities to initiate oral communication

Encourage the development of speaking strategies

SPEAKING STRATEGIESAsking for clarification (what?)

Asking someone to repeat something (pardon me?)

Using fillers (uh, I mean) to get time to process

Using conversation maintenance cues (uh-huh,right, yeah, OK, Hmm)

Getting someone’s attention (hey, say, so)

Paraphrasing for structures one can’t produce

Appealing for assistance from the interlocutor

Using formulaic expressions

Using mime and non-verbal expressions

TECHNIC FOR TEACHING SPEAKING

Student Interviews

Students Teachers Parents Family Staff

DISCUSSIONSAfter a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher.

ROLE PLAYThe teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer,

1984)Ask students to practise situational dialogues by doing role plays, such as in the medical clinic, at the station, at the post office, in the restaurant and in

the shop

SIMULATIONS

Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a president, he/she wears a suit and brings a microphone to deliver his speech. Role plays and simulations have many advantages.Such activities motivate the students and increase the self-

confidence of hesitant students

SPEECHES

Teachers can ask their students to prepare a speech aboutone of the topics that were discussed in class.

They may also ask them to prepare a speech about a specialevent or occasion. In fact, lots of students enjoy suchactivities as they allow them a great deal of freedom toexpress their ideas and show their talents.

Of course, delivering the speech should be done in class.

Retelling

Ask students to retell a story they have read, listened and watched.

OTHER TECHNIC FOR TEACHING SPEAKING

Question and answer

Improvisation

Debates

Group project

Feel trip

Problem solving

Watching and speaking

Short plays

Talking according to the picture

Free talk

Reporting

Describing picture

Interview

Brainstorming

Information gap

Games

CONCLUSIONstudents actually have a strong desire to speak. They are reluctant to speak because they are afraid of making mistakes and failing to find suitable words to express themselves well. If the teach try to encourage them to speak by using as many ways as possible and creating a good language speaking environment, students will speak actively, willingly and naturally. Speaking as one of the four skills, can be mastered only through practice. Practice makes perfect

Presented byUzlifat Fatmawati

Teaching and learning strategies