Developing speaking skills : Developing speaking skills
Do you need to teach speaking skills? : Do you need to teach speaking skills? Speaking is sometimes thought of as something which is covered sufficiently by virtue of being so bound up in the teaching of everything else.
Paradoxically, although many learners feel that being able to communicate effectively through speech is their main priority, when speaking is the main aim of the lesson it can sometimes lead to dissatisfaction.
Do you need to teach speaking skills? : Do you need to teach speaking skills? Dedicated speaking skills lessons can be useful.
Realistic classroom speaking activities could be seen as an opportunity for rehearsing the things learners may want to do outside the classroom, but in a safe environment, where mistakes can be learned from, rather than lead to difficulties and embarrassment.
Why do people speak? : Why do people speak? What is the difference between:
Talking to a friend and making a speech at his/her wedding.
Talking to your friend and talking to your boss.
Talking to a friend and talking to the newsagent when you buy a paper.
There are many reasons why people speak to each other. : There are many reasons why people speak to each other. One primary use of language is to establish and maintain social relationships.
Language is also used to share or pass on information.
Some speaking is based on performing a transaction of some kind.
In both social and work contexts language may also be used to discuss options and solve problems.
We use language to manage the interaction itself.
What does speaking involve? : What does speaking involve? In what ways may casual conversation be harder to take part in for a learner than giving a presentation?
To what extent does speaking involve a knowledge of vocabulary and grammar?
When listening to someone speaking a foreign language, what other things can make it difficult for the listener(s) to understand?
To what extent can learners correct their own mistakes as they speak?
Do you think that the language background and the culture of the learner may affect how they perform in English?
What learners need to practise and learn : What learners need to practise and learn Learners need to carry out routine exchanges – for example, when greeting someone or buying a newspaper.
Learners need to take part in unpredictable exchanges – for example, casual conversation.
Learners need to know when it is appropriate to speak, how they can politely interrupt and so on.
Learners need to monitor what they say, so that they can correct it if necessary.
Learners need to be able to ‘negotiate’ and manage exchanges – inviting others to speak, asking for repetition, and so on.
Learners need to speak with intelligible pronunciation.
Learners need to select appropriate vocabulary and use grammar to organise what they say.
A : A The teacher teaches the expressions: ‘So, do you mean that ...?’, ‘I didn't understand the last thing you said’, and ‘Could you speak a little slower, please?’.
B : B The learners work in groups of four. Three of the students are given different questions written on a piece of paper (such as 'What did you do last night?). None of the students are told what the others will ask. The fourth student must answer their questions and try to ask a question in return on the same topic. The group must try to ask and answer all the questions, with no pause lasting for more than two seconds.
Student A: What did you do last night?
Student B: I watched a video. And you?
Student A: Nothing much.
Student C: Where are you from?
Student A: Chile. Have you been there? etc.
C : C The teacher gives the class a typical error that is being made. For example, these + singular noun (‘these idea’). During a speaking activity, every time a speaker makes that particular error she must correct it before another student can say the correct form.
D : D The teacher elicits a dialogue between a shopkeeper and customer, with the learners practising it line by line. Learners then perform the role play with partners.
E : E The teacher teaches expressions such as: ‘I'm sorry, I didn't mean to interrupt you’, and ‘Sorry, you go first’.
Considerations when conducting speaking lessons : Considerations when conducting speaking lessons All speaking lessons should be conducted in open class situations -- with the teacher addressing the whole class or one student addressing the class.
Pair and group work will only lead to students learning the mistakes of their colleagues.
All mistakes should be corrected.
What the learners say is not important -- it is only important that they speak English accurately.
As soon as the learners start talking about something other than the given task, the teacher should ensure that the learners refocus on what they should be doing.
All learners must speak for approximately the same length of time in all lessons. Decide whether you agree or disagree with these statements
Summary : Summary Most learners feel that developing speaking skills is essential.
Not all the skills necessary for speaking effectively will necessarily be covered in other lessons.
The classroom provides an ideal, 'protected' environment in which learners can develop confidence in speaking English.
Teachers need to provide a variety of speaking activities to reflect the variety of speaking activities learners will engage in in real life.