2. CONTENT
• INTRODUCTION
• OVERVIEW
• A RATIONALE FPR EFFECTIE MATERIALS FOR SPEAKING SKILLS
• EVALUATING MATERIALS FOR SPEAKING SKILLS
• ASPECS THAT DESERVE MORE ATTENTION
• CONCLUSION
3. OVERVIEW
SETTING THE SCENE : SPEAKING SKILLS AND THE NEED
FOR RELEVANT MATERIALS
Speaking skills are best developed when learners learn to eventually take control of their own
performance from an insider perspective (e.g. from the learners ), rather than being constantly
dictated by external manipulation (e.g. by the teacher).
Second language materials, as viewed by Tomlinson (2010,2011 ),should be created not only
by writters but also by teachers and learners , in a creative process which stretches to the real
classroom
Teaching communication shouldbe seen as a proccess rather than a set of products (Tomlinson
& Nunan )
4. OVERVIEW
• METHODOLOGICAL TRENDS
1960S
• The learning of linguistic systems
• Structural Approach
• Witnessed a ‘communicative revolution’
1970S
1990S
• Multidimensional syllabus
• To build on a range of communicative criteria at the same time as acknowlwdging the
need to proveide systematic pratice in the formal proprieties of the language’
5. OVERVIEW
• TRENDS IN MATERIALS FOR SPEAKING SLKILLS
STREAMLINE
ENGLISH
INTERCHANGE LANGUAGE IN USE
Lesson 6 : A Nice flat (see
figure 20.1) Student are
asked to describe a room
from a given picture. There
is no freedom of choice and
hardly any peer interaction
involved in this task since
all information comes
directly from the same
visual. Every learner
performs the same role.
Book 3, Activity ‘Same or
Different?’ in Unit 12 (Richards,
Hull and Proctor, 1991) students
are provided with several sets of
pictures depicting different
object items and invited to
discover how these items differ
by asking each other questions.
This activity utilizes the
decoding and encoding of
information gaps, which
encourages students to exchange
factual data. There is still no
freedom of choice but at least
learners are given the
opportunity to interact for a
purpose. There are two different
roles to perform: information
seeker and information provider.
Activity 1 of Unit 3: Talking
about Places (see Figure 20.2 )
invites learners to look at a
picture of five different doors and
imagine the rooms behind them.
Since there are no right or wrong
answers, students are encouraged
to process meanings from their
own experiences and
perspectives. Besides providing
freedom of choice, this material
takes learners beyond the level of
information gap into two new
areas: reasoning gap, which
involves deriving data by
inference and perception, and
opinion gap, which encourages
personal feelings and attitudes.
6. A PROPOSD FRAMEWORK FOR DEVELOVING
MATERIALS FOR SPOKEN LANGUAGE
CONCEPTUALIZING LEARNER NEEDS
Involving learners
IDENTIFYING VERBAL COMMUNICATION STRATEGIES
Designing tasks Practical devices
TRANSLATING NEEDS TOSUBJECT MATTERE AND COMMUNICATION SITUATIONS
UTILIZING VERBAL SOURCES FROM REAL LIFE
Exercises Real life communication situations
DESIGNING SKILLACQUIRING TASKS
7. A RATIONALE FOR EFFECTIVE MATERIALS
FOR SPEAKING SKILLS
• Effective materials for oral communication should enable learners to actively :
1.) Share and process information
2.) Control meanings,
3.) Choose how to participate,
4.) Utilize effectivity
5.)Utilize individual knowledge
6.) Become aware of ellipsis in spoken language, and
7.) Move beyon the initiation- Respond-Feedback model.
8. EVALUATING MATERIALS FOR
SPEAKING SKILLS
• Linguistic support -Do the materials provide appropriate and suffi cient Linguistic
input? Do the materials help students get familiar with many Characteristics of
spoken language?
• Content-based and affective support -Do the materials satisfy learners with
moments of inspiration, imagination, creativity and cultural sensibilities? Do the
materials contain visuals that inspire and support verbal learning?
• Skills support -Do speaking activities give students opportunities to both share and
process information? Is the language presented and organized to effectively facilitate
verbal discussion in chunks of speech?
• Diversity and flexibility -Are the materials fl exible enough to serve more Than one
type of learning style, profi ciency, maturity and interest?
• Utilizing research trends -What view on methodology is implied in the materials
and how does it refl ect recent SLA theories on speaking skills development ( see
Burns and Hill,2013 ; Timis,2013)
9. ASPECTS THAT DESERVE MORE ATTENTION
The Need ffor reflection of learner identity
One important ingredient of high-quality materials as highted by Bassano and Christison (1987) is
the opportunity for learners to remain themselves in the new language because being allowed to
be who suggests, gives learners comfort in learning.
The Need for Cultural Localization of Materials
One way to check whether the materials are culturally appropriate and effective is to ask oneself
such questions as : Will the learners be able to relate the content of the materials to their own
situations and experiences in ways that are meaningful and interesting to them? What are the most
significant issues in the society where our learners live? What are the most important values and
beliefs embedded within their everyday life? Scholarly insight have been proposed for addressing
the above problems
10. CONCLUSION
The nature of communication reproduced in many current course materials is often
far less complex than life, perhaps because simplifi ed language is easy to design
Into activities that are easy to teach. However, it should be a never-ending
responsibility of material writers
To form a habit of reconsidering what has been written. Developing materials in a
second language is an ongoing, long-term Process which involves strategizing in the
writer’s offi ce, applying to Classroom action, and modifying on the grounds of real
experiences and
Real contexts of use. No matter how thoughtfully the material may be planned, it
should be always open to some degree of writer-user interaction for further revision.
This can be done by constantly observing Real-life situations, comparing them with
our scripted materials to
Highlight new features and new skills required for learners to operate more
effectively in unpredictable communication.
