The document discusses several topics related to teaching oral communication skills, including pronunciation teaching, accuracy versus fluency, affective factors, and interaction effects. It provides examples of micro-skills involved in oral communication, such as producing chunks of language, stress patterns, and strategic devices. The document also discusses factors that affect pronunciation learning, such as native language and age, and provides a model for correcting speech errors. Overall, the document offers guidance on techniques for developing students' oral communication abilities.

1. T E S O L
TEACHING ORAL
COMMUNICATION
SKILLS
M I F TA H U L FA J R I
M U S F E R A N A R A VA D I A
P U T R I M A R N I S A
T I T I N H A J R I
K 4 - 1 3

2. ORAL COMMUNICATION SKILLS
IN PEDAGOGICAL RESEARCH
Some issues about teaching oral communication are:
• The place of pronunciation teaching
There are some controversy about the role of pronunciation. The question is, since the
adult learners will never acquire the “accent free” command of a foreign language,
should a language paradigm that emphasize whole language, meaningful contexts, and
subconscious acquisition, focus on these pronunciation details?

3. • Accuracy and fluency
Both of accuracy and fluency are important goals in CLT.
However, the question that arises is, how shall we prioritize the
clearly important speaker goals of accurate (clear, articulate,
grammatically and phonologically correct) language and fluent
(flowing, natural) language?
Accuracy may be an initial goals of language teaching,
accuracy is achieved by focusing on the element of phonology,
grammar, and discourse in their spoken output.

4. • Affective factors
One of the impacts of “language ego” is leaners feel afraid about
of blurting things out that wrong, stupid and incomprehensible. Therefore,
teachers should provide the kind of warm, embracing climate that
students to speak in their new language.
• The interaction effect
Learners feel more difficult in the interactive nature of
instead of the multiplicity of sounds, words, phrases, and discourse forms.
conversation, the participant are engaged in the process of negotiating of
meaning, they feel problematic about how to speak something, when, and
discourse constraints.

5. TYPES OF SPOKEN LANGUAGE
• There are five types of spoken language, they are interactional,
referential, expressive, transactional, and phatic.
• When you plan to implement your techniques in your interactive
classroom, make sure that your students deal with these types of
spoken language.
• These types will help them on delivering their speech better.

6. WHAT MAKES SPEAKING
DIFFICULT?
• Clustering
Because the fluent speech is phrasal, learners should organize their
output both cognitively and physically through such clustering
• Redundancy
Through redundancy, speaker has a chance to make his speech
clearer

7. • Reduced forms
Students who don’t learn colloquial contractions such as contractions,
elisions, reduced vowel etc. can sometimes develop stilled, bookish
quality of speaking that in turn stigmatize them.
• Performance variables
The process of thinking is one advantage of spoken language because
learners can learn how to pause, hesitate, backtracking, and
corrections.

8. • Colloquial language
Your students should understand the colloquial language in order to
able to use it in their speaking practice.
• Rate of delivery
Delivery is another salient characteristics of fluency.Your job is help
the learners to achieve an acceptable speed along with other
attributes of fluency

9. • Stress, rhythm, and intonation
The stress-timed rhythm of spoken English is the most crucial
characteristic of English pronunciation because it convey important
message
• Interaction
Learning to produce waves of language in a vacuum (without
interlocutors) would rob speaking from its richest component: the
creativity of conversational negotiation.

10. MICRO-SKILLS OF ORAL
COMMUNICATION
• Produce chunks of language of different lengths
• Orally produce differences among the English phonemes and allophonic variants
• Produce English stress pattern, words in stressed and unstressed position,
rhythmic, and intonational countours
• Produce reduced forms of words and phrases
• Use an adequate number of lexical units (words) in order to accomplish
pragmatic purposes
• Produce fluent speech at different rates of delivery
• Monitor your own oral production and use various strategic devices to enhance
the clarity of the message.
• Use grammatical words classes, systems, word order, patterns, rules, and

11. • Produce speech in natural constituents
• Express a particular meaning in different grammatical forms
• Use cohesive devices in spoken discourse
• Appropriately accomplish communicative functions according to situations,
participants and goals
• Use appropriate registers, implicatures, pragmatic conventions, and other
sociolinguistics features in face to face conversations
• Convey links and connection between events and communicate such relations as
main idea, supporting idea, new information, given information, generalization,
and exemplification
• Use facial features, kinesics, body language, and other non verbal cues along
wth verbal language in order to convey meaning
• Develop and use a battery of speaking strategies.

12. TEACHING PRONUNCIATION:
THEN AND NOW
• Language was viewed as a hierarchy of related structures and at the base
of this hierarchy was the articulation of phonemes and their contrasts
within English and between English and natives languages.
• Pronunciation classes consisted of imitation drills, memorization of
patterns, minimal pair exercises, and explanations of articulatory
phonetics.
• Nowadays, pronunciation starkly contrasts with the early approaches.
Instead of attempting only to build a learner’s articulatory competence from
the bottom up, and simply as the mastery of a list of phonemes and
allophones, a top –down approach is taken in which the relevant features
of pronunciation—stress, rhythm, and intonation—are high priority.
• Rather than teaching only the role of articulation within words or phrases,

13. FACTORS AFFECTING
PRONUNCIATION LEARNING
• The ultimate goal of many foreign language learners is “accent free”
speech.
• Our goal as English teacher should be focused on clear,
comprehensible pronunciation.
• At the beginning level, learners surpass threshold beneath which
pronunciation detracts from their ability to communicate.
• At the advanced level, pronunciation goals can focus on elements that
enhance communication: intonation features that go beyond basic
patterns, voice quality, phonetic distinctions between register, and other
refinements.

14. SOME VARIABLES THAT SHOULD BE
CONSIDERED:
1) Native Language
2) Age
3) Exposure
4) Innate phonetic ability
5) Identity and language ego
6) Motivation and concern for good pronunciation

15. A MODEL FOR CORRECTION OF
SPEECH ERRORS
• When and how should I correct the speech errors of learners in my
classroom?

16. AFFECTIVE AND COGNITIVE FEEDBACK
Teacher’s job is to discern the optimal tension between positive and
negative cognitive feedback: providing enough green light to
encourage continued communication, but not so many that crucial error
go unnoticed, and providing enough red lights to call attention to those
crucial errors, but not so many that the learners is discouraged from
attempting to speak at all.

17. • Hendrickson advised teachers to try to discern the difference, in learners’
language between “global” and “local” error.
• Global errors hinder communication; they prevent the hearer from
comprehending some aspect of the message.
• Local error, because they usually only affect a single element of a sentence,
do not prevent a message from being heard; context provide keys to meaning.
• It seems quite clear that students in the classroom generally want and expect
errors to be corrected. However, some method recommend no direct
treatment of error at all.

18. ERROR TREATMENT OPTIONS BY KATHLEEN
BAILEY
7 Basic Options
1) To treat or to ignore
2) To treat immediately or to delay
3) To transfer treatment (to say, other learners) or not
4) To transfer to another individual, a subgroup, or the whole group
5) To return, or not, to original error maker after treatment
6) To permit other learners to initiate treatment
7) To test for the efficacy of the treatment

19. 8 Possible Features
1) Fact of error indicated
2) Location indicated
3) Opportunity for new attempt given
4) Model provided
5) Error type indicated
6) Remedy indicated
7) Improvement indicated
8) Praise indicated

20. • Learners are indeed creatively operating on a second language
constructing, either consciously or subconsciously, a system for
understanding and producing utterances in the language.
• Teacher’s job is to value learners, prize their attempts to communicate,
and then to provide optimal feedback for the system to evolve in
successive stage until learners are communicating more clearly.

21. TYPES OF CLASSROOM SPEAKING
PERFORMANCE
1) Imitative
2) Intensive
3) Responsive
4) Transactional
5) Interpersonal (dialogue)
6) Interpersonal
7) Extensive

22. PRINCIPLES FOR DESIGNING SPEAKING
TECHNIQUES
1. Techniques should cover the spectrum of learner needs, from
language-based focus on accuracy to message-based focus on
interaction, meaning, and fluency.
2. Techniques should be intrinsically motivating.
3. Techniques should encourage the use of authentic language in
meaningful contexts.
4. Provide appropriate feedback and correction.
5. Capitalize on the natural link between speaking and listening.
6. Give students opportunities to initiate oral communication.
7. Encourage the development of speaking strategies.

23. Techniques for Teaching Oral Communication Skills
1. Pronounciation : Rhyhm and thought groups (wong, 1987: 46-47)
2. Prounciation : intonation (wong,1987: 61-64)
3. Prounciation : stress (nolasco & Arthur, 1987 : 67, 68)
4. Pronounciation : meaningful minimal pairs
9. Individual practice : oral dialogue journals
6. Discourse (nolasco & arthur, 1987: 40, 41)
5. Grammar (nolasco & arthur, 1987 : 45, 46)
8. Interactive techniques
7. Strategy consciousness raising (nolasco &arthur, 1987: 105, 106)

24. 1. Pronounciation : Rhyhm and thought groups (wong, 1987: 46-47)
The following sentences, all on the topic of contemporary superstitions and popular beliefs,
illustrate the use of pauses to separate prepositional phrases and clauses. These sentences can be
used with advanced level students; for students of intermediate proficiency, more appropriate
sentences should be selected. Heve students’ listen as you read the sentences that follow and
pause only at the points marked by a slash. Bthen have them practice in pairs with the listener
monitoring for pauses only at the places marked.

25. • Listening for pitch change exercise no. 1
• Listening for pitch change exercise no. 2
• Rising and falling pitch exercise no. 1
• Rising and falling pitch exercise no. 1
2. PROUNCIATION : INTONATION (WONG,1987: 61-
64)

26. 3. Prounciation : stress (nolasco & Arthur, 1987 : 67, 68)
4. Pronounciation : meaningful minimal pairs
Traditional minimal-pair drills, used for decades in language teaching go something
like this :
T : okay, class, on the board, picture #1 is a “pen”, and picture #2 is “pin” .
Listen : pen (points to #1). Pin (points to no #2) (several repetions). Now, i’m going
to say either #1 or #2. you tel me which ready? (pause) pin.
Ss : #2
T : good. Ready. Pin
Ss :#2
T : okay, (pause) pen
Ss : #1

27. 5. Grammar (nolasco & arthur, 1987 : 45, 46)
6. Discourse (nolasco & arthur, 1987: 40, 41)
7. Strategy consciousness raising (nolasco &arthur, 1987:
105, 106)

28. 8. Interactive techniques
Interactive techniques are almost impossible to categorize, but here few of possible types,
gleaned simply from the table of contents of friedenk klippel’s highly practical little resource
book, keep taking : comunication fluency activities for language teaching (1984):
• Interviews
• Guessing games
• Jigsaw tasks
• Ranking exercises
• Discussions
• Values clarification
• Problem-solving activities
• Role play
• simulations

29. 9. Individual practice : oral dialogue journals
For extra-class practice, aside from recommending that your
students seek out opportunities for authentic use of english ,
several teacher trainer (celce-murcia and goodwin, 1991;
macDonald, 1989) recommended using oral dialoque journals.
Written dialog journals (where the student records thoughts,
ideas, reactions, and the teacher reads and responds with written
comments have bee n use for some time.