The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.

1. Teaching Speaking
BROWN
Presented by : SHOHREH TAVASSOLI

2. TEACHING CONVERSATION
‘’AN Indirect approach : Learner s are more or
less set loose to engage in interaction.
A direct approach that involves planning a
conversation program around the specific micro
skills , strategies, and process that are involves
in fluent conversation.’’ Richard(1990:76-77)
‘’ The focus is on using language to complete a
task, rather than on practicing language.’’
Richard (P.79)

3. ‘’Communicative tasks maximize the chances of
a focus on form on through intentional
manipulation’’. Willis(1996)
A. Conversation –indirect( strategies
consciousness- raising)
B. Conversation- Direct (gambits)
C. Conversation- Transactional (ordering from a
catalog)
D. Meaningful oral grammar practice(model
auxiliary would)

4. E. Individual practice: oral dialogue journals)
F. Other interactive techniques

5. ORAL COMMUNICATION SKILLS
IN PEDAGOGICAL RESEARCH
 CONVERSATIONAL DISCOURSE
 TEACHING PRONUNCIATION
 ACCURACY AND FLUENCY
 AFFECTIVE FACTORS
 THE INTERACTION AFFECT

6. CONVERSATIONAL DISCOURSE
‘’The conversation class is something of an
enigma In language teaching’’
Richards(1990:67)
The goals & the techniques for teaching
conversation are extremely diverse , depending
on the student, teacher and overall context of
the class.

7. Teaching Pronunciation

8. ACCURACY & FLUENCY
Accurate: Clear, Articulate, Grammatically,
and Phonologically correct language.
Fluent: Flowing, Natural language
There are both important goals to pursue in
CLT.
Our techniques should be message oriented
(Language use)as opposed to language
oriented(language usage)

9. AFFECTIVE FACTORS
Language Ego , you are what you speak
Provide the kind of warm, embracing climate
that encourages students to speak , halting
or broken their attempts

10. THE INTERACTION EFFECT
‘’Interlocutor effect : difficulty of a speaking
task as gauged by the skills of ones
interlocutor’’ .(David Nunan,1991b:47)
One learners performance is always colored
by that of the person he/she is talking with.

11. TYPE OF SPOKEN LANGUAGE
 Interpersonal or Interactional
 Transactional

12. WHAT MAKES SPEAKING
DIFFICULT?
Clustering : Fluent speech is phrasal, not word by
word .Learner can organize their output
cognitively & physically through such clustering.
Redundancy: The speaker has an opportunity to
make meaning clearer through the redundancy of
language.

13. Reduced forms: Contractions, elisions , reduced
vowels ,…,all form special problems in teaching
spoken English.
Performance variables: Process of thinking as
you speak allows you to manifest a certain
number of performance hesitations , pauses ,
backtracking & corrections.
Hesitation phenomena is one of the most
differences between native & nonnative
speakers of a language.

14. Colloquial Language: make sure your students are
reasonably well acquainted with words , idioms &
phrases of colloquial language and that they get
practice in producing these forms.
Rate of delivery: One of your task in teaching
spoken English is to help learners achieve an
acceptable speed along with other attributes of
fluency.

15. Stress , rhythm, and intonation: is the
important characteristic of English
pronunciation .the stress-timed rhythm of
spoken English & its intonation patterns convey
important messages.
Interaction: Learning to produce waves of
language in a vacuum without interlocutors
would rob speaking skills of its richest
component (the creativity of conversational
negotiation)

16. MICROSKILLS OF ORAL
COMMUNICATION
1. Produce chunks of language of different
lengths.
2. Orally produce differences among the English
phonemes & allophonic variants.
3. Produce English stress patterns , words in
stressed & unstressed positions , rhythmic
structure & international contours.

17. 4. Produce reduced forms of words & phrases.
5. Use an adequate number of lexical units in
order to accomplish pragmatic purposes.
6. Produce fluent speech at different rates of
delivery.
7. Monitor your own oral production & use various
strategic devices ,pauses, fillers, self-corrections,
backtracking to enhance the clarity of the
message.
8. Express a particular meaning in different
grammatical forms.

18. 9. Use grammatical word classes ,systems,
word order, patterns, rules, and elliptical
forms.
10. Produce speech in natural constituents in
appropriate phrases, pause groups , breath
groups and sentences.
11. Use cohesive devices in spoken discourse.
12. Accomplish appropriately communicative
functions according to situations, participants
and goals.

19. 13. Use appropriate registers, implicate,
pragmatic conventions , and other sociolinguistic
features in face-to-face conversations.
14. Convey links and connections between
events and communicate such relations as main
idea, supporting idea, new information, given
information, generalization and exemplification.

20. 15. Use facial features, kinesics, body language,
and other nonverbal cues along with verbal
language to convey meaning.
16. Develop and use a battery of speaking
strategies, such as emphasizing key words,
rephrasing, providing a context for interpreting
the meaning of words, appealing for help, and
accurately assessing how well your interlocutor
is understanding you.

21. Drills offer students:
An opportunity to listen and to orally repeat
certain strings of language that may pose some
linguistic difficulty either phonological or
grammatical.
They offer limited practice through repetition.
They allow one to focus on one element of
language in a controlled activity.
They can help to establish certain psychomotor
patterns and to associate selected grammatical
forms with their appropriate context.

22. Some useful guidelines for successful drills:
Keep them short
Keep them simple
Keep them snappy
Make sure students know why they are doing the
drill.
Limit them to phonology or grammar point.
Make sure they ultimately lead to communicative
goals.
Don’t overuse them.

23. TYPE OF CLASSROOM SPEAKING
PERFORMANCE
1. Imitative: is carried out not for the purpose of
meaningful interaction, but for focusing on some
particular element of language form.
2. Intensive: goes one step beyond imitative to
include any speaking performance that is
designed to practice some phonological or
grammatical aspect of language.

24. 3. Responsive: short replies to teacher or
student –initiated questions or comments.
T: How are you?
S:Pretty good , thanks, and you?
4. Transactional (dialogue): carried out for the
purpose of conveying or exchanging specific
information, is an extended form of responsive
language.
T: What is the main idea in this essay?
S: The United Nations should have more
authority.

25. T: More authority than what?
S: Than it does right now……..
5. Interpersonal (dialogue): carried out more for
the purpose of maintaining social relationships
than for the transmission of facts and
information.
Amy: Hi, Bob , how's it going?
Bob: Oh , so-so
Amy : Not a great weekend , huh?
Bob: Well , far be it from me to criticize, but I'm
pretty miffed about last week…….

26. 6. Extensive(monologue): students at
intermediate to advanced levels are called on to
give extended monologues in the form of oral
reports, summaries, or perhaps short speeches.

27. PRINCIPLES FOR DESIGNING
SPEAKING TECHNIQUES
1. Use techniques that cover the spectrum of
learner needs, from language- based focus on
accuracy to message- based focus on
interaction ,meaning , and fluency.
2. Make sure that your tasks include techniques
designed to help students to use the building
blocks of language.

28. Don’t bore your students to death with lifeless,
repetitious drills .
Make any drilling you do as meaningful as
possible.
2. Provide intrinsically motivating techniques :
Try at all times to appeal to students ultimate
goals and interests ,to their need for knowledge
and for being all that they can be.
Help them to see how the activity will benefit
them.

29. 3. Encourage the use of authentic language in
meaningful contexts: It is not easy to keep
coming up with meaningful interaction . where
we go around the room calling on students one
by one to pick the right answer , it takes energy &
creativity to devise authentic contexts &
meaningful interaction , but with the help of a
storehouse of teacher resource material.

30. 4. Provide appropriate feedback and correction:
In most EFL situations, students are totally
dependent on the teacher for useful linguistic
feedback , it is important that you take
advantage of your knowledge of English to inject
the kinds of corrective feedback .
5. Capitalize on the natural link between
speaking and listening: As you are perhaps
focusing on speaking goals , listening goals may
naturally coincide , and the two skills can
reinforce each other.

31. 6. Give students opportunities to initiate oral
communication: A good deal of typical
classroom interaction is characterized by teacher
initiation of language .ask yourself if you have
allowed students to initiate language.
7. Encourage the development of speaking
strategies: your classroom can be one in which
students become aware of , and have a chance
to practice.

32. TEACHING PRONUNCIATION
The factors within learners that effect
pronunciation adapted from Kenworthy
(1987:4-8)
1. Native language: If you are familiar with the
sound system of a learners native language
,you will be better able to diagnose student
difficulties.

33. 2. Age: Generally speaking ,children under the
age of puberty stand an excellent chance of
sounding like a native ,if they have continued
exposure in authentic contexts.
Exposure: Research seems to support the notion
that the quality and intensity of exposure are
more important than mere length of time.

34. Innate phonetic ability: Strategies based
instruction has proven that some elements of
learning are a matter of an awareness of your
own limitations combined with a conscious
focus on doing something to compensate for
those limitations.
Identity and language ego: Students need to
become aware of and not afraid of the second
identity that may be emerging within them.

35. Motivation and concern for good pronunciation:
Some learner are not particularly concerned
about their pronunciation, while others are. If
motivation and concern are high , then the
necessary effort will be expended in pursuit of
goals.

36. Error treatment options can be classified in a
number of possible ways. one useful taxonomy
was recommended by Kathleen Bailey
(1985),seven ‘’basic options'' are complemented
by eight ;; possible features’’ within each option(
Bailey 1985:111)

37. Basic options Possible features
To treat or to ignore
To treat immediately
or to delay
To transfer treatment
or not
To transfer to another
individual, a subgroup,
or the whole class
To return, or not to
original error maker
after treatment
To permit other
learner to initiate
treatment
To test for the efficacy
of the treatment
Fact of error indicated
Location indicated
Opportunity for new
attempt given
Modal provided
Error type indicated
Remedy indicated
Improvement
indicated
Praise indicated