How To Teach

Speaking
By Group
05
Members Of This Group

RAKA WIDI PRATAMA (H0119333)

NURFATIMA (H0119325)

SARTIKA. S (H0119339)

MUSRIHA (H0119320)

FITRIANI (H0119310)
Table of
Contents!
5. Appropriation
1. What speaker do activities

2. What speaker know 6. Towards autonomy

3. Speaking in another
7. Planning and
language
assessing speaking
4. Awareness-raising
activities
 Introduction

No wonder speaking
represents a real
challenge to most
language learners.
Speaking is a skill, and
such needs to be
developed and practised
independently of the
grammar curriculum.
 01
What speaker
do
 What speakers do
Speech production Conceptualization
The first point to At some point (it may have
emphasize is that been at the initial mention
speech production of jungket) she
takes place in real conceptualizes the story –
time and is therefore in terms of its discourse
essentially linear. type (a story), its topic
(kedgeree), and its purpose
(to amuse).
Self-monitoring
This quick self- Automaticity
correction of Kath’s is In order to achieve any
an instance of self- degree of fluency,
monitoring, a process therefore, some degree of
that happens concurrently automaticity is necessary.
with the stages of Automaticity allows speakers
conceptualization, to focus their attention on
formulation, and the aspect of the speaking.
articulation.
Articulation
The combined effect of all
these variables allows
speakers of english to
produce a range of over 40
phonemes, i.e. sounds
that, in english,
determine the meaning of a
word.
Fluency
Research into listeners’
perceptions of a
speaker’s fluency
suggests that pausing is
equally important. All
speaker pause – they have
to, to draw breath.
Managing talk Interaction
Speakers do as if they were
speaking in a kind of vacuum,
but of course most speaking
takes the form of face-to-face
dialogue and therefore involves
interaction.

Turn-taking
This delicate moment is
successfully negotiated
because the speakers are
familiar with the rules and
skills of turn-taking.

Paralinguistics
The interactional use of eye
gaze and gesture are known as
paralinguistics. Of couse,
these paralinguistic signals
apply only in face-to-face
conversation.
 02
What speaker
know
 Extralinguistic knowledge
The kinds of extralinguistic
knowledge that affect
speaking include such things
as topic and cultural
knowledge, knowledge of the
context, and familiarity with
the other speakers.
Sociocultural knowledge
Statements like these belong
to the area of sociocultural
knowledge. This is knowledge
about social values and the
norms of behaviour in a given
society, including the way
these values and norms are
realized through language.
 Linguistic knowledge
Genre knowledge Discourse knowledge Pragmatic knowledge
Over time and within Knowing how to organize and Pragmatic describe the
particular speech connect individual relation between language and
communities, certain ways of utterances, as well as how its contexts of use, including
realizing these speech to map this knowledge on to the purposes for which
events have become the turn-taking structures language is being used.
conventionalized to the of interactive talk, is 1. Speech acts
point that they have called discourse 2. The co-operative principle
involved into specific competence. 3. Politeness
genres. 4. Register

Grammar Vocabulary Phonology

There are a number of Here we need to distinguish Intonation serves both to
features of spoken between the words that separate the stream of
grammar that are the speakers use (their speech into blocks of
audible effects of real- productive vocabulary) and information (called tone
time processing the words that they units) and to mark
difficulties – what we recognize (their receptive information within these
will call performance vocabulary). units as being
effects. significant.
 ● Cognitive factors
Speech Familiarity with the topic;
Familiarity with the genre;
conditions Familiarity with the
interlocutors; Processing
demands.

● Affective factors
Feelings towards the topic
and/or the participants;
Self-consciousness.

● Performance factors
Mode; Degree of
collaboration; Discourse
control; Planning and
rebearsal time; Time
Conversation pressure; Environmental
condition.
 03
Speaking in
another language
Speaking in
another language
Differences between L1 and
L2 speaking
What L2 speakers need to
These differences are
exacerbated when it comes to know
speaking in a language Let’s revisit that list, and
different from your own. evaluate haw the linguistic
aspects of speaker knowledge
apply to second language
speaking.
Communication strategies
Availability for use:
Strategis competence is
achieved by means of what are implications for teaching
called communication In teaching terms, cognitivist
strategies. theory replaced the PPP model
with one that progresses from
awareness-raising, through
proceduralization, to autonomy.
 04
Awareness-raising
avtivities
Awareness-
raising

Awareness involves
at least three
processes:

1. Attention
2. Noticing
3. Understanding
Methods Using live listening
Live listening, i.e.
listening to the teacher
or a guest speaker, has
Using recordings and the particular advantage
transcripts of interactivity: the
teacher can adjust her
One way to raise learners’
talk according to her
awareness of features of
perception of the
spoken language is to expose
learner’s level of
them to instances of speaking
understanding.
and to have them study
transcripts of such
instances.
Using noticing-the-gap
Focusing on selected activities
language features Activities aimed at raising
awareness of the difference
Here are some further ideas, between the learner’s current
using recordings and their competence and the target
transcripts, for focusing on competence are called noticing-
selected language features. the-gap activities.
 05
Appropriation
activities
 Drilling
Drilling and The learners are played a
recording of an

chants interaction, in which are

embedded a number of
useful chunk-type items,
such as formulaic ways of
expressing specific acts.

Chants
A more playful form of
practice that replicated
the repeating and
chunking nature of
drilling is the use of
chants.

Milling activities
One way of providing
repetitive practice of
formulaic language in a
more communicative
framework is to set up a
milling activity
 Writing task
Learners have a Asking learners to
conversation with adapt, improve, or
their classmates, but otherwise modify
instead of speaking, written dialodues is
they write the a useful way of
conversation on a practising newly
shared sheet of paper Computer- introduced features
Dictation mediated of speech.
chat

Paper
The teacher dictates conversation Chatting on the Rewriting
useful expressions Internet by
(such as ways of exchanging short
giving advice) and typed lines of text
learners write them is an effective way
down, and then of ‘taking in slow
compare. motion’.
Reading aloud Dialogues
In fact, reading aloud is the Here are some ways of easing the memory
natural ‘next step’ between writing demands of dialogue practice, while at the
same time providing optimal conditions for the
and speaking. It is analogous to incorporation of new language items:
the way actors read their lines
before commiting the text of a play 1. Items on board
to memory. Reading aloud fell out
of favour at one time because it 2. Chunks on cards
was felt to be an inauthentic
language activity: when, after all, 3. Memorizing scripts
do we have to read aloud in real
life?. Also, it can be painful 4. Picture and word cues
experience listening to someone
reading a text aloud that they 5. Flow-diagram conversations
barely understand.
6. Conversational tennis

7. Disappering dialogue

8. Dialogue building
 06
Towards
autonomy
 Autonomy
Criteria for speaking Presentations and Stories, jokes, and
tasks talks anecdotes
1. Productivity 1. Show-and-tell 1. Guess the lie
2. Purposefulness 2. Did you read about……? 2. Insert the word
3. Interactivity 3. Academic presentations 3. Chain story
4. Challenge 4. Business presentations 4. Party jokes
5. Safety
6. authenticity

Drama, role-play, and Discussions and Conversation and

simulation debates chat
1. Alibis 1. Discussion cards 1. Sentence star
2. Shopping around 2. Warm-up discussions 2. True/false sentences
3. The Inquiry 3. Balloon debate 3. One of us/Some of us
4. The Soap 4. Pyramid (or
Consensus)debate
5. Panel discussions
Outside-class
speaking
Tape diaries
Learners keep a taped diary
by recording themselves
regularly at home on
audiotape and submitting this
to the teacher for feedback.
Audio and video conferencing
These are virtual meetings,
in which two or more people
communicate via a live audio
or video link over the
Internet.
Human-computer
interaction
While this may still
seem in the realm of
science fiction,
computer programs have
already been devised
that, by responding to
written input, simulate
human-human interaction.
Portfolios and diaries
Asking learners to reflect on
their out-of-class speaking
experiences is a useful way of
raising their awareness as to
their strengths and weaknesses
and also of monitoring their
progress over time.
 07
Planning and
assessing speaking
 Integrating speaking into the curriculum
Implicit in the kinds
of decisions that
The learners’ need need to be made at
will also determine the planning stage is
the best balance the issue of how to
between accuracy and find the right
fluency. balance accuracy and
weighting Placement fluency.
tests

Need Balancing
The relative analysis At the very least, a accuracy and
weighting of skills placement test should fluency
work in a course will be used for an
depend to a large initial assessment of
degree on the the candidates’
learners’ needs. speaking skills.
 Integrated skills
Organizing a Speaking, therefore,
needs to be practised in

speaking conjunction with other

skills, which suggest an

syllabus integrated skills

approach.

A task-based approach
Generic task types include:
1.Surveys
2.Design tasks
3.Research tasks
4.Imaginative tasks

A genre-based approach
Task-based instruction has
been criticized, however, on
the grounds that it
prioritizes the processes of
using language, at the expense
of a focus on the products.
Classroom
talk
Whatever the
instructional approach
that is adopted, the
single most influential
factor in the
development of speaking
skills is probably the
classroom culture.
 Types of spoken
Assessing tests
1.
speaking
Interviews
2. Live monologues
3. Recorded monologues
4. Role-play
5. Collaborative tasks and
discussions.

The CELS test of

speaking
In practice, formal
examinations often include a
range of test types, so that
the strengths of one type
counterbalance the
weaknesses of another and
allow learners to show
themselves to their best
advantage.
Assessment
criteria
Grammar and vocabulary
On this scale, candidates are
awarded marks for the
accurate and appropriate use
of syntactic forms and
vocabulary in order to meet
the task requirements at
teach level.
Discourse management
On this scale, examiners are
looking for evidence of the
candidate’s ability to
express idea and opinion in
coherent, connected speech.
Pronounciation
This refers to the
candidate’s ability to
produce comprehensible
utterances to fulfil the
task requirements, i.e.
it refers to the
production of individual
sounds, the appropriate
linking of words, and
the use of stress and
intonation to convey the
intended meaning.
Interactive communication
This refers to the candidate’s
ability to interact with the
interlocutor and the other
candidate by initiating and
responding appropriately and at
the required speed and rhythm to
fulfil the task requirements.
Thanks!