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    Teaching of Speaking-Lesson 4

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    Mary Cris Espiritu
    The document provides principles and guidelines for teaching speaking skills, such as focusing on both fluency and accuracy, providing intrinsically motivating activities, encouraging authentic language use, and giving feedback. It also discusses designing speaking activities using authentic texts, collaborative learning, and ensuring students are prepared with input before speaking. The functions of speaking are described as interaction, transaction, and performance.

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    Teaching of Speaking-Lesson 4

    Uploaded by

    Mary Cris Espiritu
    29 views2 pages
    The document provides principles and guidelines for teaching speaking skills, such as focusing on both fluency and accuracy, providing intrinsically motivating activities, encouraging authentic language use, and giving feedback. It also discusses designing speaking activities using authentic texts, collaborative learning, and ensuring students are prepared with input before speaking. The functions of speaking are described as interaction, transaction, and performance.

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    Teaching of Speaking-lesson 4

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    The document provides principles and guidelines for teaching speaking skills, such as focusing on both fluency and accuracy, providing intrinsically motivating activities, encouraging authentic language use, and giving feedback. It also discusses designing speaking activities using authentic texts, collaborative learning, and ensuring students are prepared with input before speaking. The functions of speaking are described as interaction, transaction, and performance.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    29 views2 pages

    Teaching of Speaking-Lesson 4

    Uploaded by

    Mary Cris Espiritu
    The document provides principles and guidelines for teaching speaking skills, such as focusing on both fluency and accuracy, providing intrinsically motivating activities, encouraging authentic language use, and giving feedback. It also discusses designing speaking activities using authentic texts, collaborative learning, and ensuring students are prepared with input before speaking. The functions of speaking are described as interaction, transaction, and performance.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    PRINCIPLES FOR TEACHING SPEAKING SKILLS

    1. Focus on both Fluency and Accuracy depending on your objective.

     Make sure your tasks have a linguistic (language-based) objective, and seize the

    opportunity to help students to perceive and use the building blocks of language.

     (Think about when you have tried to learn a new language. How did you develop

    your fluency? How did you develop your accuracy? Think of an effective strategy

    for helping learners developing fluency and one for developing accuracy.

    2. Provide Intrinsically Motivating techniques

     Appeal to students’ ultimate goals and interests, to their need of knowledge, for

    status, for achieving competence and autonomy…help them to see how the

    activity

    3. Encourage the use of Authentic Language in meaningful contexts.

     It takes energy and creativity to devise authentic contexts and meaningful

    interaction, but with the help of a storehouse of teacher resource materials

    4. Provide appropriate feedback and correction

     It is important that you take advantage of your knowledge of English to inject the

    kinds of corrective feedback that are appropriate for the moment

    5. Capitalize on the natural link between speaking and listening

     The two skills can reinforce each other. Skills in producing language are often

    initiated through comprehension.

    6. Give students opportunity to initiate oral communication

     Part of oral communication competence is the ability to initiate conversations, to

    nominate topics, to ask questions, to control conversations, and to change the

    subject.

    7. Encourage the development of speaking strategies


    Speaking Strategies

     Asking 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)

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

     Paraphrasing for structures one can’t produce

     Appealing for assistance from the interlocutor

    How to design a speaking activity?

    1. The speaking activity should be in authentic texts. In an authentic activity, students

    experience how the language is used in daily life. It helps students learn more

    meaningfully and purposefully. It also maximizes the development of learners’

    communicative competence.

    2. Collaborative learning is encouraged in a speaking activity. There are two benefits. First,

    sometimes students will feel too shy of the whole class. When students work in pairs or

    in groups, they will be more relaxed so that they can practice speaking better. Second,

    collaborative learning helps students learn “extra knowledge”.

    3. A speaking activity is an output process. Students must get enough input so that they

    can speak. So before a speaking activity, the teacher has to make sure that students are

    fully prepared. Have students mastered the grammar? And during the activity, the

    teacher should act as a facilitator.

    Function of Speaking

    1. Talk as interaction

    2. Talk as transaction

    3. Talk as performance

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