Special Offer!Special Offer!4 speaking activities in 1 4 speaking activities in 1

session!session!

What does teaching the speaking skill mean to you?

as a language teacher

What does teaching the speaking skill mean to you?

VocabularyVocabulary StressStressIntonationIntonation

PronunciationPronunciation

Linguistic Linguistic factorsfactors

Extralinguistic Extralinguistic factorsfactors

Teachers’ Teachers’ behavior & behavior & attitudesattitudes

Psychological Psychological factorsfactors

Integration into Integration into other language other language

skillsskills

What does teaching the speaking skill mean to you?

Knowing vocabularyKnowing vocabularyKnowing parts of speechKnowing verbs, adjectives, nouns, etc…Understanding meaning

What does teaching the speaking skill mean to you?

StressStress (primary, secondary, tertiary, weak)Intonation (rising, falling, sustained)Juncture (plus juncture)PronunciationTone of voice?

What does teaching the speaking skill mean to you?

Linguistic factorsLinguistic factorsKnowing structuresKnowing sentencesKnowing phrasesKnowing gambits

What does teaching the speaking skill mean to you?

Extralinguistic factorsExtralinguistic factorsEye contactTurn-takingGestures & mimicsPauses & hesitationsFacial expressions

What does teaching the speaking skill mean to you?

Integration into other language skillsIntegration into other language skillsListeningWritingReading

What does teaching the speaking skill mean to you?

Teachers’ beliefs, attitudes & behaviorsTeachers’ beliefs, attitudes & behaviors towards teaching speaking

Teachers’ teaching stylesTeachers’ willingness & self-confidence

What does teaching the speaking skill mean to you?

Psychological factorsPsychological factorsAge of studentsNeeds, expectations, interests of studentsMotivation of studentsLearning styles & strategies of students

“Speaking involves MORE than simply knowing the linguistic components of the message”

(Chastain, 1988: 10)

What factors prevent students from speaking in class?

Lack of variety & novelty in the activitiesLack of language skills (vocabulary, grammar,

etc.)Teachers’ attitudes towards teaching

speaking & correcting students’ mistakesLanguage teaching materials

(decontextualized, inauthentic, not applicable in real life)

Negative classroom athmosphere

What factors prevent students from speaking in class?

Lack of practice in classTeaching stylesUninteresting topicsNot having enough background information

about the topicFear of making mistakes / high level of

anxietyLimited time

How can we motivate students and How can we motivate students and increase their participation in speaking?increase their participation in speaking?Scott Thornbury (2005:5) states that we

should consider the following points:Cognitive factorsFamiliarity with the topic, genre & partners in

speaking – meaningful & useful materials which cater for various intelligences of students

How can we motivate students and increase their participation in speaking?

Affective factorsFeelings towards the topic –comfort & self-

confidence of the studentsReadiness & willingness to learn speaking

How can we motivate students and increase How can we motivate students and increase their participation in speaking?their participation in speaking?

Performance factorsMode – speaking face to face is easierWait-timePlanningEncouraging & supportive class atmosphere –

opportunities for students to talk

“Speaking may not teach students language, but it helps them activate

the language they know”.Chastain (1988: 272)

Suggestions for teachers teaching speaking

Provide a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.

Try to involve each student in every speaking activity;

Reduce teacher talking time in classPositive signs when commenting on a student's

response. (Show respect)Ask eliciting questions such as "What do you

mean?

Suggestions for teachers teaching speakingSuggestions for teachers teaching speaking

Give written feedback Do not correct students' pronunciation mistakes on the spot.

Find soft strategies for correction Involve students in speaking activities not only in class but

also out of classProvide the vocabulary beforehandDiagnose problems faced by students who have difficulty in

expressing themselves in the target language and provide more opportunities to practice the spoken language.

What makes a GOOD free speaking activity?

STRUCTURED – SEMI-STRUCTURED- FREEOPEN-ENDEDCOMPETITIVEREPORTABLECHALLENGINGHAS A TEACHING/LEARNING GOAL IS FUN/INTERESTING

PHRASES & STRUCTURES USED IN ARGUMENTS

AGREEINGI think you are right.Yes, sounds great. That is a good idea.

PARTLY AGREEING That is a good idea,

but... That is quite true, but....

DISAGREEINGI would rather...

I prefer...I totally disagree...

SUGGESTIONSLet’s ......

How about ?I think we should....

Why don’t we?We can/could..

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REFERENCES

Thornbury, Scott. (2005). How to Teach Speaking, Longman.

Chastain, Kenneth. (1988). Developing Second-language Skills, Theory & Practice. Harcout, Brace, Jovanovich, USA.