english teaching speaking

8/7/2019 english teaching speaking

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TEACHING SPEAKING SKILLS

INTRODUCTION Involved Communication between two or more people, whether

indirect or direct.

FUNCTIONS - Greeting, introduce one another, explanation,inviting, and accept invitation.

LINGUISTIC FORMS speaker use different word and structure tocommunicate each other.

Says the word loud, pronounce words correctly, and use rightintonation.

AUTOMATICITY OF RESPONSE expect feedback on or responseto what they have said.

SOCIAL APPROPRIACY sensitive to the context. Choice of level of formality

Politeness

TOPICS need to speak about something that both the speakerand listener could understand

Need the words and structures that pertain to the topic

Use of the appropriate languages


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PRINCIPLES OF TEACHING

SPEAKING TAKE ACCOUNT OF THE STUDENT AS APERSON. Affected by personality

Involved confident level Action : Be sensitive, sympathetic and

encouraging

Select material that is motivating and withinthe ability of student. Relevant to their age, interest, experience and

knowledge

Base on their surrounding, life


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3) MAINTAIN A CAREFUL BALANCE BETWEEN

ACCURACY AND FLUENCY

first, need to teach accuracy

this is the production of a range of correct and

appropriate words and structures as well as correct

use of phonological features (pronunciation, stress,

intonation, rhythm, etc)

second, need to teach fluency

it is the ability to produce speech that has normal

flow': spoken at normal speed does not have toomany unnecessary pauses when the speaker is at a

loss for words.


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4) PROVIDE A GOOD MODEL FOR STUDENTS TO

IMITATE

students who do not have opportunities to listento English other than in the English class would

rely mainly on the teacher as a model

teacher need to improve own spoken English

teacher need to ensure they use correct forms of

all features of spoken English (pronunciation,

intonation, stress, rhythm, range of vocabulary

and structure)

cont..


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Contd

1. learning to speak English in an

acceptable way

2. using the target rhythms, stress patterns,words over and over again so that

students can learn to produce them by

imitation

3. teaching students correct pronunciation,

intonation as to help them learn the

correct forms


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5. Provide appropriate stimuli for

eliciting speech In order to give students something to speak about andto check if what they say is what they mean, teachersoften control what the students say.

Input materials such as notes, pictures, maps, etc will beuse by the teacher in control what the students say.

The amount of time and effort the student puts intounderstanding the input is not greater than the time heactually speak.

For example, the problem solving task which thestudent spend half an hour thinking and only fiveminutes of explaining his opinion to the rest of thegroup.


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We as teacher has to take few questions intoconsideration to avoid such misallocation of class

time and to make sure that you use your stimuliwell by asking oneself questions like:

1. What proportion of the total time allocated to theactivity will the students be reading/thinking?

2. What oral skills(s) will they learn in this activity?3. Will they get enough practice in the target

skill(s)?4. What is the ratio between teacher talking time and

student talking time in this activity?

5. Is the content of the stimulus (map, picture, notes,etc)familiar enough talking about it?

6. Does the stimulus (eg. notes) give too much thelanguage the student is supposed to use, i.e. will thespeaking task reduced to a mere reading task?


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6. VARY INTERACTION MODES A

spect of learning oral skills effectively is a veryimportant which involves clever use of differentinteractions modes.

The whole class mode will be use when a teacher

want to introduce some aspect of spoken English whichIs new to the student and wish to give controlledpractice in it.

T

S S S S S S S S


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This mode allows teacher to constantly monitorstudents speech.

this kind of monitor very important for thestudents learn about correct forms before theypractice it on their own, in the pairs or groups.

After the teacher has got the past accuracybuilding phase, the teacher should make sure to

increase the amount of time for each studentspeaks in class. This aim cannot achieved by using the whole

class mode.

For example, if there are 35 students in a class andthe teacher has 30 minute lesson, on the averageeach student will get less than 1 minute speakingtime if the teacher divides the 30 minutes availablefor the teacher equally among the 35 students.


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If the teacher give up total control of the class the timefor students to talk will increase.

For example, teacher let students work in pairs, on theaverage , each students gets 1 minutes taking time ina 30 minutelesson.

Teacher should try to organize activities that students

have to work on in pairs after the initial phase. Pair beside for cooperative or informationsharing

activities

Pair opposite for competitive or information gap

activities

S S

PAIR BESIDE

S

S

PAIR OPPOSITE


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S

S

S

S

GROUPS


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7. Give clear instruction

Give clear instruction

Give demonstration to help the students

know what they need to do


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8. Monitor student activity

Go from group to group

Encourage students who seem to find the

activity difficult by:-- simplify

- teach language/strategy

Note down common & recurring errors Praise students


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9. Adequate preparation for

class Select suitable materials

Make a checklist of the things

Make note when each is needed, whoshould be given what, for which activity


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Language learning is a developmental process and making

mistakes is a part of learning.

There are 5 aspects of error that you need to make decisions

on:

What to correct

How frequently to correct

When to correct

How to correct

Who should correct


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Everyone makes mistakes when they speak

These kinds of errors occur because the speaker has to think about what he is

saying now, plan what he needs to say next and pay attention to his listeners

all at the same time.

These kinds of errors are dismissed as performance errors.

Do not have to correct them but need only to correct errors:

Which occur repeatedly in the speech

In language areas that have recently been the focus of

teaching

That are likely to shock listeners (childrens)

In structures that nee to be used frequently by the

students


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Depends on:

The self-confidence of the student

The phase of the lesson each time an

error occurs in the accuracy-building

stage and rarely in the fluency- building

stage


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Correction must be immediate

Jot down the errors as they occur and deal with all

of them at the end

Should group errors according type

Example: pronunciation errors, grammar errors,

errors in choice of form


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There are 3 ways that errors can be corrected:-

Through modelling dont tell the

student he is wrong or explain why he is

wrong but just re-say what he say in the

correct way. Through flooding good for ingrained

error like flood the student with so many

examples of correct use that can washed

out their incorrect use of words

Through explanation explaining therules and drilling the correct form may be

the cure for his error


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Allow students to self correct or get peers to correct each

others errors

Get them to use self access materials that come with answerkeys or work on pronunciation using tapes that copy for them


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english teaching speaking