Teaching

SPEAKING
Listening and speaking skills are closely intertwined.
More often than not, ESL curricula that treat oral
communication skills will simply be labeled as
“Listening/Speaking” courses.

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Oral Communication Skills in Pedagogical Research

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Conversational
discourse Affective

2
factors

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Teaching
pronunciation

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The interaction
effect

Accuracy &
Fluency

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What makes speaking difficult?
Redundancy
Clustering

Colloquial
language Stress, rhythm
Reduced forms
and intonation

Performance Rate of
variables delivery
 Chunking is a great strategy / that speakers use / very
effectively. It sounds effortless, / but in fact, / it takes a lot of
practice.

Clustering: 5
 Microskills
of oral communication
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1. Produce chunks of language of different lengths.

2. Orally produce differences among the English phonemes and allophonic

variants.

3. Produce English stress patterns, words in stressed and unstressed positions,

rhythmic structure, and intonational contours.

4. Produce reduced forms of words and phrases.

5. Use an adequate number of lexical units (words) in order to accomplish

pragmatic purposes.

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6. Produce fluent speech at different rates of delivery.

7. Monitor your own oral production and use various strategic devices—
pauses, fillers, self-corrections, backtracking—to enhance the clarity of the
message.

8. Use grammatical word classes, word order, patterns, rules, and elliptical
forms.

9. Produce speech in appropriate phrases, pause groups, breath groups, and

sentences.

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10. Express a particular meaning in different grammatical forms.

11. Use cohesive devices in spoken discourse.

12. Accomplish appropriately communicative functions according to

situations, participants, and goals.

13. Use appropriate registers, 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.

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15. Use facial features, kinesics, body language, and other nonverbal cues
along with verbal language to convey meanings.

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.

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 TYPES OF CLASSROOM
speaking
performance

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Imitative Intensive Responsive Transactional Extensive
PRINCIPLES FOR DESIGNING
speaking techniques
✢ Use techniques that cover the spectrum of learner needs.
✢ Provide intrinsically motivating techniques.
✢ Encourage the use of authentic language in meaningful
contexts.
✢ Provide appropriate feedback and correction.
✢ Capitalize on the natural ink between speaking and
listening.
✢ Give Ss. opportunities to initiate oral communication.

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 Encourage the development
of speaking strategies
✢ Asking for clarification (what?).
✢ Asking someone to repeat something (Huh?, Excuse me?).
✢ Using filters ( I mean, Well…) in order to gain time to process.
✢ Using conversation maintenance cues (Right, Yeah, Okay, Hm).
✢ Getting someone’s attention (Hey).
✢ Using paraphrases for structures one can’t produce.
✢ Appealing for assistance from the interlocutor to get a word or phrase.
✢ Using formulaic expressions at the survival stage (how do you get to the _____?
✢ Using mime and nonverbal expressions to convey meaning.

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The Teaching of Speaking
Jack C. Richards
Talk as interaction:

Talk as interaction refers to what we

normally mean by “conversation” and
describes interaction that serves a
15 primarily social function.
Talk as transaction:

Talk as transaction refers to

situations where the focus is on
what is said or done
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Talk as performance: Skills involved

Features

Examples

- Using an appropiate fromat.

- Predictable organization &
- Manteining audience engagement.
sequence.

- Giving a class report about a - Using correct pronunciation &

- Often monologic.
school trip. gramar.
- Language is more like written
- Conducing a class debate. language.

- Making a speech of welcome.