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TOPIC 7
S TR T EM D E M
T E M A M I D
O RI DE ST TE AR DE
A A T RA R I M O E M R I
R M S
O ST TE MO E MA I DE T RA
T
E MA
E T AR OS T
M
R A R ID T R A
E M M S T RA DE
S T A S T D E O R A R I
O T EM MO ATHE RI M
E THE ST EM
A
EM ORAL
R A LANGUAGE D E LEARNING.
S T R COMPLEXITY
M A IOF
D M O
COMPREHENSION T E
O S
OF T THE GENERAL A RI MEANING
M O IN ORALTE AR
INTERACTION:
M I DE
FROM HEARING
T RA TO RI D
M ACTIVE M
TEAND SELECTIVE ID
E A TE AR OSIMITATIVE MA
DE R LISTENING.
T R BEGINNING
TOE M SPEAK: FROM
E M T E
RA
REPRODUCTION
T E M A TO OS
AUTONOMOUS
M T R APRODUCTION.

T
R I D A
D EM
S T OS R RI
O RA DE RA MA ST A
EM T R I M
DE is the M S T T E O M
OS
Successful
M MA
communication, R Iwhich O of understanding
basis D E M human
among A
E
Tbeings, EM
T E E A I TR D
E
I D depends A on Communicative EM
A
RI
Competence D andST R mastery AofR the four Slinguistic
the
M O skills
A RI
A R R T A O E M importance M
O ST
(listening, speaking,
reading E
T
andM writing).EDecree M 119/2015Temphasises
A D Etheir TE by I DE
MorganisingTcontents A D R I A
DE on in an S
R and field competences
A A RI aroundSthem.
O
T AR skills should
These four
S TR be worked M AR
I O R M M M E
R M integrated
Echildren O ST way although TE listening,
not to the E
D
same extent. T

E
Natural
MO
development
E
of languageT ID
I D
in M
follows the
sequence: R I speaking, R A
reading and D
writing. A
Therefore, and as AR
AR stated in E A A ST skills will A I
Rprioritised R M
EM R ID Decree 119/2015,
S TR in the primary T EM stage M the Ooral M be
O StoTensure correct TE
MA language
foreign M Oacquisition.
D E TE E M A T EM
T E E A I R A D R
R ID S TR M AR O ST A RI O ST R A
A A O E M a deep Tlook M M T
T EM on thisDview,
Based
E M the present A Tessay aims to
D E take
E at oral language:
I DE OS
its acquisition
M T RA
R I A and speaking S
and its developmental
AR
I
OS
T in children.
stage
AR
Also, listening
TR AR will be Ifleshed DE out with MO
RA M M M S E M R E
some
TE pedagogical
DE
implications
T
E
for its
MO
development
E
in the

T
English
MA
classroom.
E R ID S TR
I A D T A O
RA

M AR ST
R
A RI TR
A TE
M EM
S T E O M O S A D
1.
T E M TE M T R R I RA
D A E O S R A M A S T
TR
A ORAL AR
I LANGUAGE R LEARNING
RI
D
EM ST TE MO
S M O ST A D O E
O
A TE M
Efirst
M
TE develop RI
Aand D EM R A R ID TR
A
R Oral skills are I D
the humanA beings E M do soR I
in a natural way,
S T without any Ainstruction S
ST needed.AHuman R R
ST are born to speak; our
T MA are wired MOto do so.AEven
M
TE before birth, MO
MO E M beings
O A T E brains
D E R D E
R A Tcan listen
we
D EtoM the different
S TRlanguages A
around us. From
A RI a very early O STage, children A
I
Rrespond
STR
A
T
S to sounds I O R M M M
MO M A R and tunesE and, M from a need
O ST to communicate, TE of spoken
they E
D
begin to imitate
T
E the recurrent
E MO
TE
sound patterns
RI
theyD hear and
EM
acquire the
A
framework
AR
I language.
TR
A
R ID R A
A A D R M S T
TR TE
M RI ST TE MandO MA OS
OS Oral communication
EM
A is a two-way M O
process between the speaker E the T E
listener, in which E M the A
A has to T DE A
Rappropriate R ID T
A
Rlistener I Ddecode STR
R speaker encode theI message inSanT A way, while the S has R to
O ST or interpret R A the message. M AROral language M O impliesTtwo EM skills: listening, MO which E
A
isMreceptive, E andMO
M T E E A E T D
OS
speaking,
M which isTproductive. R ID S TR R ID R A A RI D E M
E A T RI
ID S TR
A
EM
A
E MO T EM M OS T EM A
R T D M
A MO RI RA DE A TE AR
2.
E A A T R I R M
RI
D
ST
THE R COMPLEXITY
TE
M
M O
OF S
THE E
A
MCOMPREHENSION OS
T
R A OF THETE
A O E T M S T A
M
D E
GENERAL
M
R A
MEANING R I DIN ORAL T R A INTERACTION: I D E
FROM
M O HEARING
S T R E MA
I T A R E T
AR TO ACTIVE OS EMSELECTIVE OS MA ID MO
E M E M AND
A T E M LISTENING
T E A R D E R A
ID TR I D A E M R I S T MA
R S A R T R T A O E
MA Children M O EMhave quality OSinput before A being able to M
TEspeak. Hearing E Mrefers toRthe AT
TE E must listen Tand
D that enter M R I D T
A RI
sounds
S
A
TR our earsRand
E
I D is an automatic
T
OS process. R A
Listening, AR requires
however,
M M
S
Ofocus, it
EM
A
E M O A E M S T T E E T
T
is an
E Macquisition
active process.
T EM
When children first come
I Dby NoamEChomsky) MO
into contact with

a new
ID
language,
R
their
R
LAD
A
D R A A T R
RI language.
(language A device, coined
A starts relating the new sounds to the
Anew S TR EM RI
D
ST
R
TE
M
M OS E MA
M T A O
AT E MO
E When sufficiently
exposed to qualityT EMcommunicative D E M input,Rthey A will startRdecoding ID
E
the R AT
basic
A T
A R I D of theSlanguage
blocks TR in Aan unconscious I
ARway. Ideally,
T
OSthis process E M A
should be done
M OS before EMAR
O R M M T
TE
M the age Mfive, as studies
E of O ST have shown TE that after D E
this age theRability A to become
I DE a native-like A T
D I T R
A RI
speaker decreases
D E Mrapidly (Naja R A Ferjan and M
R
APatricia Kuhl).OS
M E MA O ST
R
E MA
EM I T E E T T
AT MA
R
M OS
T
R ID A D EM A
T E E A A T R R I R
A RI
D
ST
R
TE
M
M O S
E MA OS
T
R A
R A O M T
OS
T
TE
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R A D E A A RI O ST E MA ID
E ST
R
S T R I T R E M M T R O
MA S T E A A EM
MO There T Eare two kinds ofOlistening
M
situations:
R ID S TR T EM I D
T RA - Interactive:
R I DE Includes
S T RAface-to-face E
A
Msituations: E MO
conversations,
R A conferences,
video
M AR even OSTR
S T D T E to askM
MO EM
A calls where
phone
E MO the listener A
alternately Ilistens
slower speech. A R M OS
and speaks, with theTchance
R A DE
T for D
clarification,
I repetition
T R or M E S T R I ST
A R S T E I D O A O
ST
R MA
ENon-interactive: MO AR E M watching
M
TaEvideo where D EM
M O T - ID
E Include R Asituations TE
as M
listening to I
the D radio, A R I
A listeners A Rdo not have O ST chance to
the R Aask for M AR or slower
clarification S TRspeech. EMA MO
R M M T E O T E
ST TE DE OS T E M ID
MO R I
DE
M A
R situations D
RI such asSrecognising A A R
T RA are many
There
E M Amicro skillsI involved
R ST
in listening
O A TR EM and DE M
Tstress
S T A M M O RI
M O rhyme,

tone patterns
E
and
M intonation,
D E guessing meaning
A TE from M
context,
E
recognising
A vocabulary,
A
E A T I Rnew language, D R M
S
discriminating
TRdifferent A
among differentRsounds
of listening M AsituationsO
in the
SThelp the complete A RI and many O
T
Sothers. Working
TE with I DE
MO skill. STR TE M EM A AR
the types will development of the listening
E O A D EM TE I D T R E M
D R I
EM O ST AR S TR
A
M AR M OS
T EM
I D M E M O E E A I D
R DE Tlistening, students
EM to T ID TtoRhear not only AR
MA When R Ipractising active
A D
need
A make a conscious
A R effort
O S M
theAwords thatS
M TRother person
the
A RI is saying S TRmore importantly,
but, EM M
the complete
E message
A TEbeing ARI
E O T D R

T communicated. EM In order
T
M
Eto do this,EstudentsM O must pay attentionRto I the other person ST carefully. T EM
D A A O
A WeRcan
A
I do so byTworking RA with two
R I D differentStypes TR of listening: T EM EM T RA MA
- IntensiveS A O I D S
attention toA T E
TE
M MO EM focuses
listening
EM
mostly on form.
A StudentsRhave
A
to pay O
M
R A I D E
pronunciation, T grammar I D
and vocabulary T R rather E
thanM overall E
meaning.
D (Listen S TR to A
R R A R S T I O
M A S
directions T to a friend’s E M Ahouse). M O A R E M T EM
TE MO T ID
E
TR
A TE
M
RI
D A
A E
D - Extensive R S A A T R M
A RI S
A
TR listening
A
EMfocuses D MO understanding.
on overall
E ST
R
TE
StudentsM do not Oneed
M
S to TE
T O
T EM E MO
translate each word or focus on
A RI grammar E M Instead,Rthey
rules.
T
A must try I DtoE understand R A
A A D R T
RI
D and/or deduce R the general
STextensive listening TE
M meaning,Rsometimes
A
I
M OS
through
MAextensive
the context
E
and visual
OS aids. T
A O EM T M
T EM
Because
E M A T
focuses on
I DE
overall understanding,
R A I D E listening
T RA
I D helps students
T R understand spoken A
languageR in T
real-world contexts. R S
AR OS RA EM OS MA MO
M M S T T E M T E E A
TE In the Iprimary D E O R A D
Isome active I D T R
R should plan EM
stage, children can
O ST start having AR strategies
Alistening practice.
TRfor identifying AR OS
To do so,
M A
teachers
RI
D lessons M
to teach the E M
students O S TE
M the E
main M ideas A
TE A D E T M
E effective,Ait should follow I D T R
A
and extracting M information.
T-EPre-listening A RI In order T RA
for listening to be
I Dtopic andTfinds R M ARthree steps: M OS
M S R E E A
MA OSkey words
stage. OThe teacher sets the out students’
T expectations
R A and TE
discusses them E Mto elicit prior T E
knowledge. M
Some can be R
pointed I Dout and STR
ST I Dthe boardTcan A be useful.I Some DE activities RA MA content, MO
MO T RaAmind map A R on R R S T include T E
predicting E T
OS commenting EM on pictures M OSor asking E M A M O R I Dto the OS
M T E T for students’ E opinion or experiences
A related
A M
DE RA ID A R ID ST
R
T EM DE
RI S Ttopic. A R T R A O R I T
E MO T EM M OS T EM D EM R A E MA M OS
ID - While-listening

RtoAdo. We can DE stage. R It is crucial to setRthe
A
I context and T
OS explicit A T they need
what DE
AR S T R I divide the T
A
activities into E M
two groups E M
according to S
ourT Rgoal. On A
the R Ione
TR
M O E MA O S

T I D M O E M O S
ID
E A Tinitial cycle
hand, activities
D EM
can be extensive
R A for global
M AR
understanding.
I DE a story, A
These activities
T are ideal
EM
for
R T R I T E R R D
RI
the and include matching pictures, sequencing answering basic
A OS questions, R
MAfollowing M OS
T
E MAother hand, O SweT
intensive OST
A R
M E E instructions, acting out. On T the can use M
ID
E
A T
listening I D to focusST
activities
R onRA specific words or facts. D E M are ideal
These A TEfor medium EM
R R A I R D
A ST and superior A
EM cyclesDand E
O
Minclude ST
R such as A
activities M
R
finding ST in twoA
differences
O RI
versions, OS
M O T O E M E M M
I DE A
extracting
A RI
information,
D E M activities,
completion
R A Tdictations I
E game-like
Dand A Tactivities.RI DE
R R M I T R R
OS
T
- TE R
MA perform M O S
E MA what they O SThave learned E Mto A
E MO
M
Post-listening.
T E
Students E tasks T
connecting M T their D
I DE T R A
experience. These are not listening R I D exercises R A as such, Ibut D Ebasically A
follow-up work, suchA RI
R
M OS as summarising, T RA E MAabout what
talking O
T have learned
Sthey AR to other R
STstudents, inventingT EM a MOS
E S T M O
R ID MO
dialogue, role-play or making D Ea Msummary. A TE EM A ID
E
A E A I R I D T R R
RI
D
ST
R
MA
R
O ST AR OS E MA M OS
A O E M M T
TE
M EM AT D EM TE I DE T RA I DE
D R I R
AR
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T AR S TR
A
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M M M E E T
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R ID R A D E S T R
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Aplicació aula
D EM
A A ST I O M I
S TR Some Tmethodological
EM O M ARborne inDmind E M
R A TE activitiesMare AR
O M principles
TE to be I when
ST pre-listening
designing listening
TE will E MO
Ato keep input I DE and clear, A A Rvocabulary; O R A activities
R R simple
T R with M
familiar
E M scaffolding.
use T that D
O ST contextualise MA the audio; O Suse
visual supportTE for language I D M OS T RA A RI
E EM A AR OS
M
R AT D S TR M I DE M T EM E MO
STThere are A I E R E A
R different MO T MA I D that include TRear-training ID
MO to distinguish R
many activities to develop these receptive skills S
E M E E
T information R A
T RI
sounds D or stress,Rgames
T
A to extract
E MA such asESimon MO says, T EM
following
MO
R A M A O S A T I D E
ST instructions TPR, completion
TE of materials
texts,
E M available TR
dictations...To
Ssuch
work
A
on these activities,
AR
the A
teacher
TR BBC, British
can use
ID
MO a wideR A variety D O as R
podcasts,
T ICT M
resources S
(YouTube, A R
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I
D EM OS European
E
Tprojects. E MO TE
M MO
M
Council...), audiobooks,
E M English-speaker
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A I D A D E
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A T M O
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R
EM
A MO TE EM TE
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DE
M O
3. O
TR
A
SBEGINNING

R A
T
TO SPEAK: A RI
D E
FROM O
R A
ST IMITATIVE
M
I D
AR REPRODUCTION S T RA

TE
M AR
I D

ETO M AUTONOMOUS
O ST EM
TPRODUCTION D EM TE E MO I DE
D I A R
AR
I
D EM R A AR S TR R ID T RA E MA
I T M A S T
AR
Speaking is the OSproductive TE skill. ItE can
oral MObe defined T EMas the ability MO to communicate in E MA
M M D A of oral production E A T
TE speechI D E an appropriate
within
TR
A context.RI The main TRaim
R ID is toTR
S speak fluently, A
R S M A O S A O R
E MA
that is, the
E MO
speaker should
A TE
be able to express
E M ideas

EM
clearly,
T
correctly
D E M
and without
O ST
too much
R A
T hesitation. I DSpeech isSusually TR D process, in RI and receiver E Minterchange ST
RI
a two way A which sender
A A R O A T R M A I D M O
M OS
their roles continuously.
TE
M
D EM TE M TE M AR ID
E
TR
A
I A E T E A R O S
RA
According AR to Stephen S TR Krashen,AR theI Dability toTRspeak A fluently comes with E Mtime, after E M
the
M S T
TE
acquirer has built
E MOup a certain T E M linguisticMcompetence O T byAunderstanding
R the input. R I DIdeally, RA
S A
A when students RI
D start the RAprimary R I
stage,DEthey haveMbeen O exposed A
TRto sufficient E Minput and can O ST
TR A S T E O S T M
EM to develop
begin
T MOtheir oral E MA
production. WeI D
R shall always E Mremember
A way, so they
fluency over accuracy
ID
E
R AT
A D E T M A I D T R R T
MA OS
and that the teacher should rephrase what the students say in a simple can start
TR reproducing RI the utterances. RA TE AR OS
OS M A
OS
T
TE
M M T E
DE
M
T
TE M R A I DE T RA R I A
A E T AR imitation S R
TR The development ID O S RAa sequence M M Oto autonomous MA production. ST
OS R
MA to theIlistening
of
M speech follows T
OS children T E from
E T E O
E M of A
T ESimilar
R
DE skill,M before can speak R I Dneed to R
they A formed IaD
have schema
RA the vocabulary M A they wantI
E
D to use. TRA E M A
O ST A R S TR
T TE R S T M O
S
E MA MO D EM A TE EM A
T D E A I R I D T R
A There are different stages
TR developed by Stephen RI in the development ST
R ARskill according
of this
M OS
T to the Natural AR Approach OS
O S R A A O E M E M M
M E M go through A T this stage, DE on MO
Krashen:
O ST 1. Silent TEperiod. All D R I DE the length A T R I
M R I students
S T A R T R of which
A depends
DE
E A A O M S M R I
D R many
ST learner starts
factors, M such
TE speaking
as
EinMEnglish, (s)he
culture or
TE must have
personality. It means
MObeen immersed
that before an TEEnglish language
MA D
M O R I D A D E A E
in sufficiently
T A RI
R I TR EM
DE RA
Tcontextualised
A meaningful
Mand ST input. The A Rsilent period S ends when the studentTis
RI S T E M O M O R A
MO readyAto speak. I DE A TE EM O ST RA
AR
D E R R R I D M T E M
I STEarly production. MA ST R
Ato DE words M OS T
AR M O 2. T E TheyM Ocan now E M
begin produce R I some E in English, A
answer I
DE DE
RAquestions,RIeither/or A T and Esome MA simpleRwhat, I D who Sand TR where MAR
I yes/no T questions,
R T A O
MA
R
M OS
questions MAis this?, who
(what
E O STis this man?, where is T the EM cat?). At this E M
stage, mistakes A TE
A D R
R ID
E are expected
R A T and D E M not beSalways
should TR corrected, A as the focus A RI is on fluency O ST over ARI
T RI to Decree MO 119/2015. STR EM M EM
E MA M O S
accuracy, according
A E T D E T
T
DE T EM R ID E MO A A RI TR
A ID
R I 3. R A A
M At this point D
I they can Suse R
T sentences M S
O and why A R
MA STSpeech emerge. TE can express ARthemselves Oand participate TEand answer E Mhow TE
M
T E M O questions. They E M M in a D
variety of A
teaching
DE R A poetry, songs, T I D E
T RA A RI additional S T R R ID
I T
strategies:
A models, isM
chants, R S
describing…Scaffolding through support, A
M AR OS as visuals T Ror E
A to help them M O along thisTstage. EM E MO TE
M
E M such S T key E A D
I D E M O R I D
S T R
A RI R A A RI
R E A A O T M
MA R4. I DIntermediate S TR fluency.TEThey M can now E Manswer complex T EM questions, M OS engage in TE
E A O D
T
EM extended E Mdiscourse, A they canAwrite
and RI and use T
A language
Rthe I DinE a communicative
R A T
T I D T R M S A R S T A
A way.
AR OS TE MO EM MO TR
TR M M D E T E O S
4
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TE E MO I DE T RA A RI E MO aula RA
Aplicació
A A AR S EM ID ST
S TR R ID T R E M M O T R O
O A OS T E A A M
T EM We can distinguish
M three
different I D of speaking
types
R
R
ST situations: TE
M E
I Dwhere TRA
A - D E R A M A M O R
A MAclarification, OS
Interactive:
TR
Includes face-to-face conversations, videoconference, phone calls
OS A RI speaker O
the ST
alternately listensTE and speaks I D Ewith the S TR to: ask
chance T Efor M
M
TE repetition
M
DE or slowerTspeech. RA

M AR E MO T RA I DE T RA
I S R S
TR
A AR OS TE RI
D
MO MA MO
S M M A E T E E
O TE - Partially E
I D interactive:
A
TRSpeakingAsituations TE
M include
R ID giving a speech A to a liveAaudience R ID ST
A R O S A T R M M O
A R Mknow whatOthey S understand TE and what
S TR T
M does not
that
Ethey D E M
interrupt
O ST
the speech. We can
TE M ID
E
O do notI by looking M
at their faces. A E R OS
A A R D E S T R R ID T R A
E M A M
R EM I O A OaSspeech. T E
O ST -TNon-interactive M AR speaking E Msituations includeT EM recording M R ID
M TE D A E A A MO
T RA A RI S TR R ID S TR T EM E
S MA O use of stress, D
MO ThereSare
A
TR many micro T
M involved
Eskills E MO in listeningEsituations
T
such
E Mas A rhyme A and RI
MO
intonation clearly A
TRenoughAtoRbe I Dunderstood, A use of vocabulary RI
D appropriately
ST
R and theEcorrect
T
M
M OS
E S T R A O E
R I D form ofEwords MO (tense,Tgender…). EM M OS T EM D EM R A R ID
A D A I T MA
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M AR the vocabulary M OS T E I DE
R T R
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The shown to develop oral skills by presenting and structures
TE in contextualised
M E MA withMthe OS use of multimodal I DE such as Tpictures, RA E MA
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situations input songs,
R ID
movement andT R ideally, I DE in some T RA constructions.
grammar E M A
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environment M AR
A S A R O S T D T E
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M is very important whenEM developing E Mspeech. We must ensure R
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R A students
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judgement
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R A A
in uncomfortable
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situations as thisT
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could lead to fear or dislike R A
R ID R A M A M O T RA E M O ST T E
T TE DE OS T ensure to M
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the students R I
with a speaking E M activity, we R Amust D E introduce
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R
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flashcards, R
songs D
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andDvocabulary to T
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teacher R
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who would
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T the teacher R
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R
R E get more skilful, S A can introduce
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different
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when
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ST
activities. The use
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AR OSwill be essential I Dmeaning
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teacher’s part. E
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OS
T A R
S TR that errors M AR M O
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M Teachers E
must M take into O
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expected and A
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R R characteristics,
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ST
paraphrasing, AsoRwe must not S TR T
rush the children EM into expressing E M
O
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E M becauseTitEisMnot realistic.
E MO A A R I
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T M
D A ID DE
TR R S TR T EM RI R A I A
S
OSome activities M A to developMspeaking O E M A
O S T A R STR
M E E T EM MO
EM
skills
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DE A -TSurveys. Give R I Dstudents aStable TR and ask D A Ttheir E
R A them to I
complete it with
TR
some D
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ST E MAfor example, E MO S TR food, sport M ARor animal. O S A RI O ST
O answers,
T to their favourite
M - Guided dialogues, RI
D where some MO wordsAare TEmissing and EM
M
TE to complete EitM
DE A A ID
E
TR I D students have
A R I D
ST
S TR with their T E Mown information.
A R O S A R T R A O
MO - Reciting poems T EMor singing. EM TE
M
M OS TE
M
D EM
E A D E find out some I
D R
ST - Information-gapA RI whereTR
activities,
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R I Dto R A information. M AR ST
R
O R
-ORole-play M S A S T E
T the phone. O
EM ST from MO
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EM
ID M - ID A T E A I D R
ID
Following instructions, for example, to prepare some food.
ID
E
- TR
A
A Rexperiences. S TR R ST
R
M AR O ST
R S
Describing personal A O TE
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MPresentations. TE
M
E MO T EM E M A D EM
T E A D D R I A
RI
D
ST
R
A RI RA A RI O ST AR S TR
A O T M
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M
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AR TR
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Aplicació aula
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A A ST I O M I
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O
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- Reaching-a-consensus A O ST R A TE E MO
R M EM T D
ST
R AR
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M O ST TE D M OS T RA RI
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M A T - CommunicativeD EM A
TR such as,
games,
M AR my lord”,I D
“Yes E
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R I S E R E A E
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games. MO T MA ID TR ID
MO M E E R S A R
T - Problem-solving,
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M
A A S TR A T E D E TE MO
R M O R I A E
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MO A D O R M S R
CONCLUSION
R T A
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I
D EM OS TE E MO TE
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ID
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SAsTR oulined in this essay, oral
A
EMcommunication E MO is the main A TEbuilding block E M of Communicative
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M
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M competence A T D R I D I
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R in the English
A class. R
A It Imust be worked
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way
M AR
O
M through S TR M M E M O S TE and I DE
Eskills O
contextualised TEand adapted D Eactivities thatTcater
for ourM
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students' interests
D
I developmental M
characteristics. I
Thus,Rwe must not RAonly be aware I D of its grammar
A rules and AR
AR D E R A A
M to communicate S T R T R E M
A RI
vocabulary words,
O STbut also beTE able
MO in the
E MAtarget language M OS fluently,
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taking
E MA
M M D E A T E A T
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into account the context and culture to become communicatively competent.
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