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Teaching speaking 1

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.

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Teaching Speaking Lecture 1
• Many language learners regard speaking ability as the measure of knowing a language.
• These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language.
• They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.
Three Areas of Knowledge that a Language Learner must Know
• Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
• Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
• 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.
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.
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.
Ideas to keep in mind in Planning Speaking Activities
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.
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.
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.
Conversation Strategies Encourage strategies like asking for clarification, paraphrasing, gestures, and initiating ('hey,' 'so,' 'by the way').
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.
Communicative efficiency GOAL of Teaching Speaking
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.
In developing the communicative efficiency of students, instructors must combine: Language Structured Communicative input output output
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.
Form oriented Content- oriented Language Input
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.
Form-oriented • Form-oriented input focuses on ways of using the language: linguistic competence; discourse competence; sociolinguistic competence; strategic competence.
Competencies to enhance in using the Language
Linguistic Competence guidance from the teacher or another source on vocabulary, pronunciation, and grammar
Discourse Competence appropriate things to say in specific contexts
Socio-linguistic Competence expectations for rate of speech, pause length, turn-taking, and other social aspects of language use
Strategic Competence explicit instruction in phrases to use to ask for clarification and repair miscommunication
Preparing the Student before a Speaking Task
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
Thank you!