1.

Spoken language:
Spoken English grammar: greatly different from its written equivalent due to special
features such as ellipsis, deixis, discourse markers, elision, turn-taking.
Two teaching solutions:
Passive knowledge approach: listening to competent speakers and studying transcripts
Direct spoken grammar teaching: teaching how to use ‘buying time’ language, two-step
questions and other features of spoken language.
Lexical phrases and adjacency pairs:
They play an important role in making speeches fluent.
Students should recognize and learn as many lexical phrases and adjacency pairs as
possible.
Conversational strategies:
Learners usually have difficulty finding the right words, especially in certain new
situations and when they do not understand what was being said. -> using repair
strategies including words and phrases to describe generally. Also, students need to learn
how to use discourse markers and phrases
Listenership:
The interaction between speakers and listeners is crucial to the success of a conversation.
It is crucial for paying attention and helping the conversation forward, by using body
movements, eye contact or short phrases.
Students also need to know how and when to take or withhold turns
2. Students and speaking:

2.1. Reluctant students: many learners are placed somewhere on a line between desire
and fear to speak in class. The role of teacher is to help students to the desire end.
Making students feel relaxed: creating a relaxing environment to reduce affective filter
Matching level and task: setting task at the level that students are comfortable with.
Using pair work and groupwork:
With speaking activities conducted in class, some students may do it for pleasure while
others feel intimidated.
Pair work and groupwork are useful ways to give everyone a chance to speak and reduce
the pressure for each individual.
Preparation:
It is better to give students preparation time to think of ideas and the way to convey those
ideas, this can be done in L1.
Including fluency activities:
It can work as effectively as preparation does. By doing this, students will soon get used
to the speaking activities and gradually feel more confident.
Adopting appropriate teacher roles:
Prompter: teachers encourage students and give them words and phrases they need to
continue the conversation
Participants: teachers directly take part in the activities with students
Feedback providers: It is very important for teachers to decide when and how to offer
feedback and correction
Mandatory participation: there are some students who are ‘social loafers’, they let
everyone else do the work. Therefore, teachers should be providing activities with
specific rules that make everyone join in the activity.