2. Conversational discourse:
The successful language acquisition
is always the demonstration of an
ability to accomplish pragmatic goals
through interactive discourse with
other speakers of the language.
3. Accuracy and fluency:
Some teachers turned away from
accuracy issues in favor of providing
a plethora of natural language
activity in their classrooms.
4. Affective factors:
The learners have to overcome the
anxiety generated by the fear of
failure.
5. The interaction effect:
The problem here is the interactive
nature of most communication.
for example: what to say, when to
speak,
6. WHAT MAKES SPEAKING
DIFFICULT
Clustering:
Fluent speech is phrasal, not
word by word.
7.
Redundancy:
the speaker has an opportunity to make
meaning
clearer through the redundancy of
language.
Reduce forms:
Contractions, elisions, reduced vowels.
8. Performance variables:
The process of thinking as you speak
allows yout to manifest a certain
number of performance hesitations.
Colloquial language:
Students should be well acquainted
with the words.
9. Rate of delivery:
Teacher should help
learners achieve an
acceptable
speed along with other attributes of
fluency
Stress, rhythm, and intonation:
it is the most important characteristic of
English pronunciation.
11. TYPES OF CLASSROOM SPEAKING
PERFORMANCE
Imitative
Imitation is carried out not for the purpose of meaningful
interaction, but for focusing on some particular element of
language form.
Example: learners practicing an intonation pattern a
certain vowel sound.)
12. Intensive
A second type of speaking frequently
employed in assessment contexts is the
production of short stretches of oral language
designed to demonstrate competence in a
narrow band of grammatical, phrasal, lexical,
or phonological relationships (such as
prosodic elements – intonation, stress,
rhythm, juncture).
13. Responsive
A good deal of students speech in the classroom is
responsive: short replies to teacher- or student-initiated
questions or comments.
Responsive assessment tasks include interaction and test
comprehension but at the somewhat limited level of very
short conversations, standard greetings and small talk,
simple requests and comments, and the like.
14. Interactive
The difference between responsive and
interactive speaking is in the length and
complexity of the interaction, which
sometimes includes multiple exchanges
and/or multiple participants.
15. 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.
Example: My vacation in the mountains, a recipe for
outstanding pasta primavera, recounting the plot of a
novel or movie).
16. PRINCIPLES FOR DESIGNING SPEAKING
TECHNIQUES
Provide intrinsically motivating techniques
Intrinsic motivation occurs when an individual is
able to focus on internal drivers as the impetus
for doing something. For example, an intrinsically
motivated employee will stay late to finish every
last detail of an important presentation.
17. Use techniques that cove the spectrum of learner needs, from
language-based focus on accuracy to message-based focus on
interaction, meaning, and fluency.
In our current zeal for interactive language teaching,
we can easily slip into a pattern of providing zesty
content-based, interactive activities that don´t
capitalize on grammatical pointers or pronunciation
tips.
18. Provide appropriate feedback and
correction
In most EFL situations, students are totally dependent
on the teacher for useful linguistic feedback.
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.
19. TEACHING CONVERSATION
According toRichard (1990: 76 – 77) thera are
two major approaches characterize
currentteaching of conversation
An Indirect approach in which learners are
more or less set loose to engage in interaction
20. A direct approach that involves planning a
conversation program around the specific
microskills
instruction :
How to produce both short and long turn in
conversation.
Strategies in managing turn-taking in
conversation, including taking a turn
22. Individual practice
recomending that
you students seek
out opportunities for autentic use of
english.
Recomended using oral dialoogue
23. Other interactive
techniques
Of course, many other task and techniques can be appied to the
teaching of conversation, they are almost impossible to categorize
but here are a few posibles types, gleaned simple from the table of
contents of Frienderike klippels (1984)
Interviews
Jigsaw tasks
Discussion
Role play
Simulations
Values clarification
24. TEACHING PRONUNCIATION
Our goal as teacher of english pronunciation should
therefore be more realistically focused on clear,
pronunciation and comprehensible
when student advace level the english improve
25. Native language
Is the most importan factor affecting a
lerner`s pronunciation
Age
generally, children under the age of puberty
stand and excellent chance of “ sounding like a
native” if they have continued exposure in
authentic contexts. Beyond the age of puberty,
while adults will almost surely maintain a foreign
accent.
26. Exposure
Student can stand a good chance of
reaching their goals.
Innate phonetic ability
With some effort and concentration they
can improve their competence
