DEVELOPMENT OF

SPEAKING SKILLS AT By: Cristian Salazar and

Cristian Tierra

ENGLISH LESSONS
IMPORTANCE OF ENGLISH
LANGUAGE.
The English language has become an international language.
Among nations it serves as a lingua franca. It is spoken,
learnt and understood even in those countries where it is not
a natives language. English is playing a major role in many
sectors including medicine, engineering, education, advanced
studies, business, technology, banking, computing, tourism
etc. All our software development today, the communication
facilities available to us through internet, our access to a
variety of websites, are all being carried out in English.
IMPORTANCE OF SPEAKING
SKILLS.
Language is a tool for communication.
We communicate with others, to
express our ideas, and to know
others ideas as well. Communication
takes place, where there is speech.
Without speech we cannot
communicate with one another. The
importance of speaking skills, hence
is enormous for the learners of any
language. Without speech, a language
is reduced to a mere script. The use of
language is an activity which takes
place within the confines of our
IMPORTANCE OF SPEAKING
SKILLS.
Order to become a well-rounded
communicator one needs to be proficient in
each of the four language skills viz., listening,
speaking, reading and writing, but the ability
to speak skillfully, provides the speaker with
several distinct advantages. The capacity to
express ones thoughts, opinions and feelings,
in the form of words put together in a
meaningful way, provides the speaker with
these advantages. The joy of sharing ones
THE ACTIVITIES FOR THE
ENHANCEMENT OF
SPEAKING SKILLS.
THERE ARE MANY FORMS OF DEVELOPMENT OF SPEAKING SKILLS AT
ENGLISH LESSONS

DISCUSSION
INFORMATION GAP
ROLE PLAY
DISCUSSION
DISCUSSION
Discussion is probably the most used activity in the oral skill class.
Learners are assigned to discuss about provided topic. This activity
usually does in a group because discussion is an activity for sharing
information and knowledge to each other. Furthermore, learners are
necessary to take the prior knowledge for discussion. For example, the
topic is "Living together before marriage".
The evidence is maybe findings of research, statistic, or real experience.
Besides, learners have to realize the managing interaction as above.
The first step is teacher have to do a warm-up activity to introduce in
the topic by discussing in the similar topic. This activity will add some
ideas for students. The discussion does not have right or wrong, but it is
sharing your own thoughts and feeling to each other.
THERE ARE HOW TO
SUCCEED WITH
DISCUSSION:
Give students topical information and language forms in order that they have
something to say with other people.
Let student purpose discussion topic or choose from some options. The topic of
discussion is not necessary to be serious topic. Students would like to be motivated
if the topic is interesting.
Set objectives before discussion, and learners should achieve the goals.
Use small group instead of whole class discussion because a small group is easy to
participant in.
Let students discuss for 8 -10 minutes. Teacher should stop them if they have
nothing to say.
Give feedback after finishing discussion. Students will know your ability by
teacher's feedback.
INFORMATION GAP
INFORMATION GAP
An information gap activity is an activity where learners are missing
the information they need to complete a task and need to talk to
each other to find it.

Example
Learner A has a biography of a famous person with all the place
names missing, whilst Learner B has the same text with all the
dates missing. Together they can complete the text by asking each
other questions.
IN THE CLASSROOM
Information gap activities are useful for
various reasons. They provide an opportunity
for extended speaking practice, they
represent real communication, motivation can
be high, and they require sub-skills such as
clarifying meaning and re-phrasing. Typical
types of information gap activities you might
find include; describe and draw, spot the
difference, jigsaw readings and listenings and
split dictations.
ROLE PLAY
ROLE PLAY
It is an activity for developing speaking skill, and students can show
your ability about performance. Students usually are assigned
some roles and fit into some situations that students maybe face
outside classroom. Role play activity is advantage for practicing
and developing sociolinguistic competence that they have to speak
English with appropriateness according to situations and
characters. Students always enjoy playing, but some are not
because they are lack of self confidence.
INTRODUCE ACTIVITY BY EXPLAINING THE
SITUATION AND MAKE SURE THAT STUDENTS
UNDERSTAND THEIR OWN CHARACTER.
Set objectives before discussion, and learners should achieve the goals.
Give a card that explains the person or role to students. The card maybe
composes of words, expressions, or sentences
Have students brainstorm in their group for planning.
Use small group instead of whole class discussion because a small group is
easy to participant in.
Let students work at their own ability level because students have different
individual language skill. Teacher does not expect that everybody has to
produce equally to discussion.
Give feedback after finishing discussion. Students will know your ability by
teacher's feedback
STRATEGIES FOR
DEVELOPING SPEAKING
SKILLS Language learners who lack
confidence in their ability to
participate successfully in oral
interaction often listen in silence
while others do the talking. One
way to encourage such learners
to begin to participate is to help
them build up a stock of minimal
responses that they can use in
different types of exchanges.
Such responses can be
RECOGNIZING SCRIPTS
Some communication situations are
associated with a predictable set of
spoken exchanges a script. Greetings,
apologies, compliments, invitations,
and other functions that are
influenced by social and cultural
norms often follow patterns or scripts.
So do the transactional exchanges
involved in activities such as
obtaining information and making a
purchase. In these scripts, the
relationship between a speaker's turn
and the one that follows it can often
USING LANGUAGE TO TALK
ABOUT LANGUAGE
Language learners are often too
embarrassed or shy to say anything when
they do not understand another speaker
or when they realize that a conversation
partner has not understood them.
Instructors can help students overcome
this reticence by assuring them that
misunderstanding and the need for
clarification can occur in any type of
interaction, whatever the participants'
language skill levels. Instructors can also
give students strategies and phrases to
CONCLUSION
The teacher provides the learners with as many
opportunities as possible to learn different linguistic
forms, their meanings and their functions in different
social contexts. He also tries to bring them as close
to reality as possible. The different activities
suggested by the researcher serve the purpose of
providing the learners, opportunities where he can
directly apply, what he has learnt in the class. The
enhancement of speaking skills gives confidence to
the learners. They also come to have a better
understanding of the functional aspect of the target