TEACHING SPEAKING

(METHOD IN ELT)

SECOND GROUP :
1. Hanafi Kadafi
2. Indri Nastiti
3. Mayang Puspita S
4. Maryatul Qibtiyah
5. Muhammad Akmal
 ORAL COMMUNICATION SKILLS IN
PEDAGOGICAL RESEARCH

• The benchmark of successful language acquisition is almost

always the demonstration of an ability to accomplish
pragmatic goals through interactive discourse with other
speakers of the language. And yet, as Richards (1990: 67)
• Teaching pronunciationThere has been some controversy
over the role of pronunciation work in a communicative,
interactive course of study.
 TYPES OF SPOKEN LANGUAGE

Several categories were defined for understanding

types of spoken language In beginning through inter
mediate levels of proficiency, most of the efforts of
students in oral production come in the fem of
conversation, or dialogue.
 WHAT MAKES SPEAKING
DIFFICULT?
Outlined some idiosyncrasics of spoken language that make
lis tening skills somewhat difficult to acquire.

 Clustering
 Redundancy
 Reduced forms Contractions
 Performance variables
 Colloquial language
 Rate of delivery
 Stress, rhythm, and intonation
 Interaction
MICROSKILLS OF ORAL
COMMUNICATION

In teaching oral communication, we don't limit

students' attention to the whole picture, even
though that whole picture is important. We
also help students to see the pieces-right down
to the small parts of language that make up the
whole. The effect of color hues, shading, and
brush stroke techniques, so language students
need to be shown the details of how to convey
and negotiate the ever-elusive meanings of
language.
 TYPES OF CLASSROOM SPEAKING
PERFORMANCE
 Imitative Microskills of oral communication :

1. Produce chunks of language

2. Orally produce differences among the English phonemes
3. Produce English stress patterns
4. Produce reduced forms of words and phrases
5. Use an adequate number of lexical units
6. Produce fluent speech at different rates of delivery
7. Monitor your own oral production and use various strategic
devices-pauses
8. Use grammatical word classes
9. Produce speech in natural constituents-in appropriate
phrases
10.Express a particular meaning in different grammatical forms
 Intensive

Intensive speaking goes one step beyond imitative to

include any speaking per formance that is designed to
practice some phonological or grammatical aspect of
language. Intensive speaking can be self-initiated or it
can even form part of some pair work activity, where
learners are "going over" certain forms of language.
 Responsive
A good deal of student speech in the classroom is responsive: short
replies to teacher- or student-initiated questions or comments.

 Transactional (dialogue)
Transactional language, carried out for the purpose of conveying
orexchanging specific information, is an extended form of responsive
language.

 Interpersonal (dialogue)
The other form of conversation mentioned in the previous chapter was
inter personal dialogue, carried out more for the purpose of
maintaining social relationships than for the transmission of facts and
information.
PRINCIPLES FOR DESIGNING SPEAKING TECHNIQUES

 Use techniques that cover the spectrum of learner

needs, from language based focus on accuracy to
message-based focus on interaction, meaning, and
fluency.
 Provide intrinsically motivating techniques.
 Encourage the use of authentic language in
meaningful contexts
 Provide appropriate feedback and correction
 Capitalize on the natural link between speaking and
listening
 Give students opportunities to initiate oral
communication
 Encourage the development of speaking strategies
 Conclusion
A communicative, pragmatic view of the
language classroom, listening and speaking
skills are closely intertwined. More often
than not, ESL curricula that treat oral
communication skills will simply be labeled
as "Listening/Speaking courses. The
interaction between these two modes of
performance applies especially strongly to
conversation, the most popular discourse
category in the profession. And, in the
classroom, even relatively unidirectional
types of spoken language input (speeches,
lectures, etc.)