teaching speaking.pptx
TRANSCRIPT
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Teaching Speaking
Brwa Rasul Sharif
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According to Chaney, speaking is the process of
building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of
contexts. Speaking is an interactive process of constructing
meaning that involves producing and receiving and
processing information !ro"n, #$$%& !urns '
(oyce, #$$)*.
Speaking is the action of conveying information or
expressing one+s thoughts and feelings in spoken
language.
What is speaking?
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1. Transactional function to buy something
and so on*
. Interpersonal function to be sociable, to
express our feelings or opinion, and so on*
The purpose of speaking
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he follo"ing statements are /nglish learners+
response to the 0uestion
1 his is the problem, 2 have been learning/nglish long, but 2 can+t speak, 2 understand
the conversation but 2 can+t ans"er
immediately as 2 like. 1 he problem is to speak /nglish "ith other
people face to face. 2 can+t find "ords. 2
al"ays use the same sentences.+
Which aspects of your English do you
most want to improe?
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1Shynessandinhi!itions
- "indingthingstosay
3
#owparticipationofindiiduals
%#1use
Some pro!lems that students may face.
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he students should actually talk a lot.
he language used should be of an acceptance
level.
$ow to design and administer
procedures to get students to talk%
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2s fluency the ability to speak fast4
- Speed is a factor but it is by no means the
only-or even the most important-one. 5esearch
suggests that pausing is e0ually important. "luency the features "hich give speech the
0ualities of being natural and normal,
including native-like use pausing, rhythm,intonations, stress, rate of speaking, and use of
inter6ections and interruptions.
"luency and &ccuracy
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&ccuracy the learners need to produce a
message that is accurate enough in terms of
"ord order, "ord endings, pronunciation, andso on for the listener to understand.
Controlled activities generally focus on thelearners producing language accurately, "hile
less controlled activities focus on developing
the learners+ fluency.
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2n the classroom "e need to get our learners to
practice both production and interaction.
#* 'rills
a. Substitution drills
b.
ransformation drillsc. 7unctional-situational drills
* (air work and group work
Speaking in the classroom
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3* Interactie actiities
a. 2nformation gap.
b. 8iscussion activitiesc. 5ole plays
d. 9ames
e. 2nformal interaction
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"eed!ack :earners need encouragement and
they need to kno" "hen they are making
mistakes that cause other people not to
understand or misunderstand them.
)orrection 2t is more difficult to decide "hen
to correct. eachers can choose to correct as
soon as the mistake is made or at the end of
the activity or class.
"eed!ack and )orrection
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;o" can "e correct learners4
The adantage of immediate correction is
that the learner can correct the error and use
the corrected language for the rest of theactivity.
The disadantage is that it can break theflo" of communication and possibly de-
motivate or embarrass the learner.
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!ro"n and her colleagues found that prior
experience as a listener helps speakers
improve their performance as a speaker.
here are t"o reasons for this findings
#. 2n the first place, being a listener gives
learners models to deploy "hen acting as a
speaker.
. And being a hearer helps the learner
appreciate the difficulties inherent in the
task.
#istening to facilitate speaking.
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aper conversations
c. Computer mediated chat
d. 5e"riting
Writing to facilitate speaking.
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2ntervie"s
:ive monologues
5ecorded monologues
5ole-plays
Collaborative tasks and discussions
Types of spoken tests
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>ractice makes if not perfect at least
fluent speaker, therefore speaking activities are
the fundamental for speaking. 2 can say
"hoever kno"s speaking a language, it meansthey kno" the language, and vice-versa.
)onclusion
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7lore=, ?. C. #$$$, @ @@*.Improving Adult English Language Learners'
Speaking Skills. 5etrieved from /ricdigests.org
httpBB""".ericdigests.orgB@@@-3Badult.htm
;armer, (. #$$*.How to Teach English.;arlo" Addison earson /ducation :imited.
hornbury, S. @@I*.How to teach speaking.;arlo" >earson /ducation
:imited.
Fr, >. @#*.A %ourse in English Language Teaching.Cambridge
Cambridge Fniversity >ress.
References