H.D. Brown's Principles for teaching speaking skills

1. H.D. BROWN’S
PRINCIPLES FOR
TEACHING SPEAKING
SKILLS
BY: TUMANA, WJ

2. Principle #1:
Focus on both
Fluency &
Accuracy
depending on
your objective

3. “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”.

4. Principle #2:
Provide
Intrinsically
Motivating
techniques

5. “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

6. Principle #3:
Encourage the
use of
Authentic
Language
in meaningful
contexts

7. “It takes energy and
creativity to
devise authentic contexts
and
meaningful interaction, but
with the
help of a storehouse of
teacher
resource materials,

8. Principle
#4: Provide
Appropriate
Feedback
and
correction

9. “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”

10. Principle
#5:
Capitalize
on the
Natural Link
between
speaking
and
listening

11. “The two skills can
reinforce each other.
Skills in producing
language are
often initiated through
comprehension”

12. Principle #6:
Give students
Opportunity
to Initiate
oral
communicatio
n

13. “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”

14. Principle #7:
Encourage the
Development of
Speaking
Strategies

15. 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, Hmm)
 getting someone’s attention (hey, say,
so)
 paraphrasing for structures one can’t
produce
 appealing for assistance from the

16. 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.

17. 2. Collaborative learning is encouraged in
a speaking activity. There are two
benefits. First, sometimes students
will feel too shy and nervous to speak
out in front 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”

18. 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 learned
the vocabulary? Have students
mastered the grammar? And
during the activity, the teacher

19. Developing Classroom
Speaking Activities

26. Apply in the Classroom
• The use of role play activities to develop
your speaking class:
1. Talk as interaction
- chatting to an adjacent passenger during
a plan flight
- chatting to a friend over lunch time
2. Talk as transaction
- making a telephone all to obtain flight
information
- ask someone for directions on street
3. Talk as performance
- giving a class report about a school trip

27. Resource:
• www.Slideshare.net