This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.

1. Teaching Speaking
in the Language
Classroom
Christine C.M. Goh

2. Introduction
What is speaking?
Speaking plays a key role in facilitating
language acquisition and is a vital language
communication skill.
It is also an indispensable tool for
thinking and academic learning.

3. Objectives of this book:
 To provide structured and guided
learning experiences for our students to
develop their speaking competence.
 To develop fluency, accuracy and
complexity among language learners.
 To help teachers to promote the
teaching of speaking in school and in
institution.

4. Chapter 1
Teaching
Speaking

5. The first chapter offers
essential theoretical
perspectives in
considering speaking as
process, skill, and
product.

6. Comprehensible Output Hypothesis
(Swain, 1995)
This theory proposes that when
learners have to speak in the
target language, they will
potentially need to pay attention
to its structure (i.e grammar and
pronunciation).

7. Feedback from
teachers must
be present in
this approach.

8. What do
language
learners face
when producing
speech?

9. According to Bygate,
1998…
There are three (3)
broad interrelated
phases of speech
planning and
production.

10. 1.Conceptualisation
2.Formulation
3.Articulation

11. Conceptualisation
the process by which
speakers select the
information to be
conveyed

12. Formulation
to convey the selected
information or ideas
speakers have to
formulate utterances,
often in real time

13. Articulation
to formulate utterances
which are spoken or
phonologically encoded
through the activation
and control of the
articulatory system

14. In preparing a speech
1. We identify the
information.
2. We formulate the
ideas to convey through
writing down the ideas
in sentences.

15. Speaking Skills
To speak effectively
learners need to have a
reasonable command of
the basic grammar of the
target language and a
working vocabulary.

16. The Four Key
Areas of
Speaking
Competence

17. Speaking Skills for Effective
Communication
1. Phonological Skills
2.Speech Function Skills
3.Interaction Management Skills
4.Extended Discourse
Organisation Skills

18. Phonological Skills
Produce accurate sounds of
the target language at the
phonemic (vowels and
consonants) and prosodic
(stress and intonation)
levels.

19. Speech Function Skills
Use spoken words to
perform communicative
functions, such as request,
demand, decline, explain,
complain, encourage, beg,
direct, warn and agree.

20. Interaction Management
Skills
Manage face-to-face
interactions by initiating,
maintaining and closing
conversations, regulating,
turn-taking, changing topics
and negotiating meaning.

21. Extended Discourse Organisation
Skills
Establish
coherence and
cohesion.

22. Chapter 2
Developing
Fluency

23. Chapter 2 focuses
on fluency-oriented
tasks for developing
a range of speaking
skills.

24. Also, this discusses
how we can help
learners communicate
meaning effectively
with few pauses and
hesitations.

25. Language learners
Focus their attention on
communicating meaning
rather than utterances
that are grammatically or
phonologically accurate.

26. What is
fluency?

27. Fluency
- a reasonable command
of grammar
- a knowledge of
appropriate vocabulary and
pronunciation that is clear and
intelligible

28. How can we
encourage
learners to
participate in a
speaking activity?

29. We must
build into the activity
a need to
communicate and an
incentive for
completing it.

30. Learners must
focus on communicating meaning as
best as they can do.
We can provide vocabulary and
content support, as well as include
training on how to use oral
communication strategies.

31. Chapter 3
Developing
Accuracy

32. In chapter 3, Goh
introduces an
informed
pedagogical
model.

33. What is the
ultimate goal of
language
learning?

34. To communicate
in fluent,
accurate
language.

35. What is
accuracy?

36. Accuracy
focuses and gives
importance on
grammatical and
phonological aspect
of the target language

37. My reaction
to the
report…

38. Speaking lessons therefore
should not only consist of
fluency practice, but also
include activities that
promote learner’s
awareness and acquisition
of correct grammar

39. Teaching speaking involves
drawing our students’
attention to its process, skills
and outcomes. It also involves
providing them with support
when they speak so that they
will not be overwhelmed by
the demands of the task.

40. The End.
Thank you for
listening! 
Presented by: Ms. Joy Anne Rose F. Geul