THE EXPRESSIVE

MACRO SKILLS
SPEAKING
Group 2
NATURE AND
PURPOSE OF
SPEAKING
 NATURE AND PURPOSE OF SPEAKING

The Nature of Speaking

The spoken productive skill is called speaking (Siahaan, 2008:2).

According to Harmer (2001:39) speaking is a skill which desrves attention every

bit as much as literary skills, in both first and second language.
 NATURE AND PURPOSE OF SPEAKING

Thornbury (2005:13) mentions that there are two main

purposes for speaking.
Transactional Function - its primary purpose is to convey information and
facilitate the exchange of goods or services.
Intrapersonal Function - its primary purpose is to establish and maintain
social relations.
 NATURE AND PURPOSE OF SPEAKING

Speaking is verbal skill that involves words and sounds. It also involves:
Meaning:
1. Connotation - connotations are perceptions or feelings a word conveys, which
are distinct from the actual meaning of the words.
2. Denotation - meaning of a word.
 NATURE AND PURPOSE OF SPEAKING
Speaking is a verbal skill that involves words and sounds. It also involves:
Sociality, Relationship, Affect:
1. Formal - is precise, objective, and respectful.
2. Informal - is casual, personal, and expressive.
3. Slang - are informal phrases or words which are used by local groups or
regional communities only.
4. Turn-taking - is a part of the conversation structure in which one person
listens while others person speaks.
 NATURE AND PURPOSE OF SPEAKING
Speaking is a verbal skill that involves words and sounds. It also involves:
Cultural Issues:
1. Class
2. Ethnicity
3. Nationality
4. Religion
5. Gender
6. Dialect
 NATURE AND PURPOSE OF SPEAKING
Speaking is a verbal skill that involves words and sounds. It also involves:
Performance:
1. Articulation
2. Projection
3. Pronounciation
 NATURE AND PURPOSE OF SPEAKING
Speaking is a verbal skill that involves words and sounds. It also involves:
Sound Elements:
1. how volume
2. pitch
3. pace
4. and nature of sound complement/contradict/replace words
BICS VS. CALP
 BICS VS. CALP

CALP
As any student knows, learning a new language does not only entail
memorizing vocabulary and grammar rules. There is also the challenge of
using a new language for academic purposes. This is known as Cognitive
Academic Language Proficiency, or CALP.
 BICS VS. CALP
Characteristics of CALP: Academic Proficiency
• Includes formal and academic registers of the language
• Acquired mostly after the age of five, and acquisition continues throughout life
• Includes high levels of literacy
• Includes tens of thousands of specialized words relating to academic and
formal register
• Proficiency strongly correlated with academic success
 BICS VS. CALP
Why Is It Important to Know the Difference Between BICS and CALP?
In our increasingly globalized world, communication is critical. Whether we're
interacting with co-workers or clients, friends or family, the ability to
communicate effectively is essential. While BICS language skills are easier to
develop, acquiring the ability to communicate in the workforce or academia is
a must. Effective communication must also encompass cross-cultural
communication, including an understanding of traditions and customs.
CONTENT-BASED
INSTRUCTION
 CONTENT-BASED INSTRUCTION
Content-Based Instruction
which uses content that is both interesting and relevant to learners as a point
if departure. CBI is aimed at empowering students to become independent
learners and continue the learning process beyond the classroom. According
to Brinton (2003), the input-rich environment in CBI is ideal for student’s
acquisition of the language.
CBI is anchored on the assumption that an individual learns a second language
more successfully when he/she uses the language as a means of acquiring
information, rather than as an end itself.
 CONTENT-BASED INSTRUCTION

Brinton provides six principles for this approach:

Base instructional decisions on content rather than language criteria
integrate skills
involve students actively in all phases of the learning process
choose content for its relevance to students’ lives, interest, and/or
academic goals
select authentic text and tasks
draw overt attention to language features
 COMMUNICATIVE
LANGUAGE TEACHING
 COMMUNICATIVE LANGUAGE TEACHING (CLT)
OR THE “COMMUNICATIVE APPROACH”
which emphasizes the primacy of interaction in the language classroom.
Owing to its popularity, CLT may mean different things for different people.
In spite of this, educators generally believe that development of learners’
communicative skills will naturally come as they interact and perform
meaningful communicative skills tasks.

(Harmer, 2007)
 COMMUNICATIVE LANGUAGE TEACHING (CLT)
OR THE “COMMUNICATIVE APPROACH”

A greater degree of responsibility is thus expected of the learners, while

teachers assume the role of facilitator. Language teaching today is generally
seen to operate under this paradigm.
COMMUNICATIVE LANGUAGE TEACHING (CLT)
OR THE “COMMUNICATIVE APPROACH”
According to Richards (2006), the goal of CLT is teaching of
communicative competence (described above).

Brown (1994, as cited in Stryker and Leaver, 1997) describes four

characteristics shared by various communicative approaches.
 COMMUNICATIVE LANGUAGE TEACHING (CLT)
OR THE “COMMUNICATIVE APPROACH”
1. Classroom goals are focused on all of the components of
communicative competence and are not restricted to grammatical or
linguistic competence.
2. Language techniques are designed to engage learners in the pragmatic,
authentic, functional use of language for meaningful purposes.
Organizational language forms are not the central focus but rather
aspects of language that enable the learner to accomplish those
purposes.
 COMMUNICATIVE LANGUAGE TEACHING (CLT)
OR THE “COMMUNICATIVE APPROACH”
3. Fluency and accuracy are seen as complementary principles underlying
communicative techniques. At times fluency may have to take on more
importance than accuracy in order to keep learners meaningfully engaged in
language use.
4. In the communicative classroom, students ultimately have to use the
language, productively and receptively, in unrehearsed contexts.
 QUALITIES OF AN
EFFECTIVE ENGLISH
MACRO SKILLS
 QUALITIES OF AN EFFECTIVE EFFECTIVE
MACRO SKILLS TEACHER
Studies have been made as to what qualities or characteristics make an
effective language teacher. Dincer et al. (2013) identify these qualities under
four headings.
 QUALITIES OF AN EFFECTIVE EFFECTIVE
MACRO SKILLS TEACHER
A. Socio-affective skills
has positive attitudes towards students
motivates students
responds and spares time for students when they ask for help
enthusiastic in teaching
provides a stress-free classroom atmosphere
 QUALITIES OF AN EFFECTIVE EFFECTIVE
MACRO SKILLS TEACHER
B. Pedagogical Knowledge
provides students with an environment the is conducive to learning
guides students
has the ability to organize, explain and clarify
arouses and sustains interest
gives positive reinforcement
allocates enough time to preparation and delivery
teaches with an effective classroom materials by integrating technology
 QUALITIES OF AN EFFECTIVE EFFECTIVE
MACRO SKILLS TEACHER
C. Subject-Matter Knowledge
possesses fluency and accuracy in the target language
uses target language effectively in class
knows the target culture
integrates lessons based on students’ backgrounds and
prepares effective lesson plans
 QUALITIES OF AN EFFECTIVE EFFECTIVE
MACRO SKILLS TEACHER
D. Personality Characteristics
challenging and has reasonably high expectations
has sense of humor
enthusiastic and creative
tolerant, patient and kind; cares for students
sensible and open minded
flexible and has positive attitudes toward new ideas