1) Many language learners view speaking ability as the most important skill and measure of knowing a language. 2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency. 3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.

1. Teaching
Speaking
Lecture 1

2. • Many language learners
regard speaking ability as
the measure of knowing a
language.

3. • These learners define fluency
as the ability to converse with
others, much more than the
ability to read, write, or
comprehend oral language.

4. • They regard speaking as the most
important skill they can acquire,
and they assess their progress in
terms of their accomplishments
in spoken communication.

5. Three Areas of
Knowledge that a
Language Learner
must Know

6. • Mechanics
(pronunciation, grammar, and
vocabulary): Using the right
words in the right order with
the correct pronunciation

7. • Functions (transaction
and interaction):
Knowing when clarity of
message is essential
(transaction/information
exchange) and when
precise understanding is
not required
(interaction/relationship
building)

8. • Social and cultural rules and norms
(turn-taking, rate of speech, length
of pauses between speakers, relative
roles of participants): Understanding
how to take into account who is
speaking to whom, in what
circumstances, about what, and for
what reason.

9. Communicative Model of Language
Teaching
• Instructors help their students
develop this body of knowledge
by providing authentic practice
that prepares students for real-
life communication situations.

10. Communicative Model of Language
Teaching
• They help their students develop the
ability to produce grammatically
correct, logically connected
sentences that are appropriate to
specific contexts, and to do so using
acceptable (that is, comprehensible)
pronunciation.

11. Ideas to keep in mind in
Planning Speaking
Activities

12. Content
As much as possible, the content
should be practical and usable in
real-life situations. Avoid too much
new vocabulary or grammar, and
focus on speaking with the language
the students have.

13. Correcting Errors
You need to provide appropriate feedback and
correction, but don't interrupt the flow of
communication. Take notes while pairs or
groups are talking and address problems to
the class after the activity without
embarrassing the student who made the error.
You can write the error on the board and ask
who can correct it.

14. Quantity vs. Quality
Address both interactive fluency
and accuracy, striving foremost
for communication. Get to know
each learner's personality and
encourage the quieter ones to
take more risks.

15. Conversation Strategies
Encourage strategies like asking for
clarification, paraphrasing,
gestures, and initiating ('hey,' 'so,'
'by the way').

16. Teacher Intervention
If a speaking activity loses steam, you
may need to jump into a role-play,
ask more discussion questions,
clarify your instructions, or stop an
activity that is too difficult or boring.

17. Communicative
efficiency
GOAL of
Teaching
Speaking

18. Communicative Efficiency
• Learners should be able to make themselves
understood, using their current proficiency to
the fullest.
• They should try to avoid confusion in the
message due to faulty
pronunciation, grammar, or vocabulary, and to
observe the social and cultural rules that
apply in each communication situation.

19. In developing the
communicative
efficiency of
students,
instructors must
combine:
Language Structured Communicative
input output output

20. Language input
• comes in the form of teacher talk,
listening activities, reading passages,
and the language heard and read
outside of class
• It gives learners the material they
need to begin producing language
themselves.

21. Form
oriented
Content-
oriented
Language Input

22. Content-oriented
• Content-oriented input focuses on
information, whether it is a simple
weather report or an extended lecture
on an academic topic. Content-oriented
input may also include descriptions of
learning strategies and examples of their
use.

23. Form-oriented
• Form-oriented input focuses on ways
of using the language: linguistic
competence; discourse competence;
sociolinguistic competence; strategic
competence.

24. Competencies to
enhance in using
the Language

25. Linguistic
Competence
guidance from the teacher or
another source on
vocabulary, pronunciation,
and grammar

26. Discourse
Competence
appropriate
things to say in
specific contexts

27. Socio-linguistic
Competence
expectations for rate of
speech, pause length,
turn-taking, and other
social aspects of language
use

28. Strategic
Competence
explicit instruction in
phrases to use to ask for
clarification and repair
miscommunication

29. Preparing the
Student before a
Speaking Task

30. Introduce the topic
Provide a model of the
speech they are to produce
Clear and specific
instructions must be given
Practice the actual speaking
activity

31. Thank you!