REMEDIAL

INSTRUCTION
IN SPEAKING
PRESENTED BY GROUP 2
BSED III- ENGLISH (1)
 A. WHAT MAKES ◈ Clustering
SPEAKING DIFFICULT? ◈ Redundancy
(BROWN, 2001) ◈ Reduced forms
◈ Performance variables
◈ Colloquial language
◈ Rate of delivery
◈ Stress, rhythm, and intonation
◈ Interaction
B. Teaching Pronunciation (Murcia,
Brinton, and Goodwin, 1996)
“Techniques and practice materials in
teaching pronunciation which have been
used traditionally and continue to be
utilized in speaking classes are as ff:
1. Listen and imitate.
Learners listen to a model
provided by the teacher and
then repeat or imitate it.
2. Phonetic training.
Articulatory descriptions,
articulatory diagrams, and a
phonetic alphabet are used.
3. Minimal Pair Drills.
These provide practice on
problematic sounds in the target
language through listening
discrimination and spoken practice.
Drills begin with word-level then
move to sentence-level.
 4. Contextualized
minimal pairs.
The teacher established the setting
or context then key vocabulary is
presented. Students provide
meaningful response to sentence
stem.
 5. Visual Aids
These materials are used to cue
production of focus sounds.
 6. Tongue Twister
How much wood would a woodchuck
chuck if a woodchuck could chuck wood?

Peter Piper picked a peck of pickled

peppers. How many pickled peppers did
Peter Piper pick?
Can you can a can as a canner
can can a can?
 7. Developmental
approximation drills.
Second language speakers take
after the steps that English
speaking children follow in
acquiring certain sounds.
 8. Practice of vowel
shifts, and stress shifts
related by affixation
Example:
Vowel shift:
mime (long i) mimic (short i)

Sentence context:
Street mimes oftenmimic the
gestures of passersby.
 8. Practice of vowel
shifts, and stress shifts
related by affixation
Stress shift:
PHOtograph phoTOGraphy

Sentence context:
I can tell from these photographs
that you are very good at
photography.
 9. Reading
aloud/recitation.
Passages and scripts are used
for students to practice and then
read aloud focusing on stress,
timing, and intonation.
 10. Recording of
learners’ production

Playback allows for giving of

feedback and self-evaluation.
 C. The Use of Accuracy based
Activities (Hedge 2000)
“Accuracy precedes fluency. Form-focused
activities prepare students for communicative
tasks. These activities have a high degree of
control and focuses on specific language
components. To strike a balance, Hedge (2000)
describes how to make accuracy-based
activities meaningful."
1. Contextualized
Practice
This aims to establish the
link between form and
function. The activity
should highlight the
situation where the form is
commonly used.
 2. Personalizing
Language
Personalized practice encourages
learners to express their ideas,
feelings, and opinions. These
activities help learners to use
language in interpersonal
interactions. A variety of gambits or
useful expressions should be
provided.
 3. Building awareness of
the social use of language.
This involves understanding
social conventions in
interaction. Communication
strategies are
directly taught and practiced
through contextualized
activities.
4. Building Confidence
The key is to create a positive
climate in classroom where
learners are encouraged to
take risks and engage in
activities.
 D. Talking to Second Language
Learners in the Beginning Level
(Cary 1997)

Cary (1997) suggests that “teachers need to

make speech modifications as a form of
instructional support when teaching with second
language learners.”
1. Speak at standard speed.

This means providing more

and slightly longer pauses to
give students more time to
make sense of the utterances.
 2. Use more gestures,
movement, and facial
expressions.

These provide emphasis on

words and give learners extra
clues as they search for
meaning.
3. Be careful with fused
forms.

Language compressions or
reduces forms can be difficult
for learners. Use these forms
without overusing or
eliminating them altogether.
4. Use shorter, simpler,
sentences.
5. Use specific
namesinstead of
pronouns.
THANK
YOU!