Teaching Speaking in the Language

Classroom

Christine C.M. Goh

What is speaking?

Speaking plays a key role in facilitating language acquisition and is a vital language communication skill.

It is also an indispensable tool for thinking and academic learning.

Introduction

To provide structured and guided learning experiences for our students to develop their speaking competence.

To develop fluency, accuracy and complexity among language learners.

To help teachers to promote the teaching of speaking in school and in institution.

Objectives of this book:

Teaching Speaking

Chapter 1

The first chapter offers essential theoretical perspectives in considering speaking as process, skill, and product.

This theory proposes that whenlearners have to speak in thetarget language, they willpotentially need to pay attentionto its structure (i.e grammar andpronunciation).

Comprehensible Output Hypothesis(Swain, 1995)

Feedback from teachers must be present in this approach.

What do language learners face when producing speech?

There are three (3) broad interrelated phases of speech planning and production.

According to Bygate, 1998…

1.Conceptualisation

2.Formulation

3.Articulation

the process by which speakers select the information to be conveyed

Conceptualisation

to convey the selected information or ideas speakers have to formulate utterances, often in real time

Formulation

to formulate utterances which are spoken or phonologically encoded through the activation and control of the articulatory system

Articulation

1. We identify the information.

2. We formulate the ideas to convey through writing down the ideas in sentences.

In preparing a speech

To speak effectively learners need to have a reasonable command of the basic grammar of the target language and a working vocabulary.

Speaking Skills

The Four Key Areas of Speaking

Competence

1. Phonological Skills

2.Speech Function Skills

3.Interaction Management Skills

4.Extended Discourse Organisation Skills

Speaking Skills for Effective Communication

Produce accurate sounds of the target language at the phonemic (vowels and consonants) and prosodic (stress and intonation) levels.

Phonological Skills

Use spoken words to perform communicative functions, such as request, demand, decline, explain, complain, encourage, beg, direct, warn and agree.

Speech Function Skills

Manage face-to-face interactions by initiating, maintaining and closing conversations, regulating, turn-taking, changing topics and negotiating meaning.

Interaction Management Skills

Establish coherence and cohesion.

Extended Discourse Organisation Skills

Developing Fluency

Chapter 2

Chapter 2 focuses on fluency-oriented tasks for developing a range of speaking skills.

Also, this discusses how we can help learners communicate meaning effectively with few pauses and hesitations.

Focus their attention on communicating meaning rather than utterances that are grammatically or phonologically accurate.

Language learners

What is fluency?

- a reasonable command of grammar

- a knowledge of appropriate vocabulary and pronunciation that is clear and intelligible

Fluency

How can we encourage learners to participate in a speaking activity?

build into the activity a need to communicate and an incentive for completing it.

We must

focus on communicating meaning as best as they can do.

We can provide vocabulary and content support, as well as include training on how to use oral communication strategies.

Learners must

Developing Accuracy

Chapter 3

In chapter 3, Gohintroduces an informed pedagogical model.

What is the ultimate goal of language learning?

To communicate in fluent, accurate language.

What is accuracy?

focuses and gives importance on grammatical and phonological aspect of the target language

Accuracy

My reaction to the

report…

should not only consist of fluency practice, but also include activities that promote learner’s awareness and acquisition of correct grammar

Speaking lessons therefore

Teaching speaking involves drawing our students’ attention to its process, skills and outcomes. It also involves providing them with support when they speak so that they will not be overwhelmed by the demands of the task.

Thank you for listening!

Presented by: Ms. Joy Anne Rose F. Geul

The End.