Teaching Speaking Teaching Speaking EffectivelyEffectively
They talk quite fluently, but it’s
hard to understand their
accents.
They have excellent
grammar, but they’re too shy
to say anything in
class.
They communicate mostly with
body language but they’re so animated they seem like good
speakers!
My students talk to each other a lot,
but they panic when they speak to native speakers.
Their presentation
skills are good but
they’re not so good at chatting.
What is a good What is a good speaker?speaker?
How do we teach How do we teach learners to become learners to become
good speakers?good speakers?
What do major language What do major language proficiency tests consider when proficiency tests consider when
assessing speaking skills?assessing speaking skills?FluencyFluency
CoherenceCoherence
VocabularyVocabulary
Grammatical rangeGrammatical range
Grammatical accuracyGrammatical accuracy
PronunciationPronunciation
Interactive communicationInteractive communication
What skills do you tend to focus on in What skills do you tend to focus on in your classes? How do you practice your classes? How do you practice them? Why?them? Why?
What is assessed as good What is assessed as good speaking depends on the speaking depends on the
situationsituation Telling a story about your weekend – Telling a story about your weekend –
responding, interactingresponding, interacting
Giving directions – helping someone get to a Giving directions – helping someone get to a destinationdestination
Delivering a business presentation – using clear Delivering a business presentation – using clear and logical delivery, good enunciation, good eye and logical delivery, good enunciation, good eye contact contact
Talking to a doctor – communicating the Talking to a doctor – communicating the problemproblem
Talk as InteractionTalk as InteractionTalk as TransactionTalk as TransactionTalk as PerformanceTalk as Performance
-Jack Richards-Jack Richards
Talk as Talk as InteractioInteractionn
Has a social functionHas a social function
Reflects relationships and rolesReflects relationships and roles
Reflects identityReflects identity
Uses conversational phrasesUses conversational phrasesPicture: http://eslarticle.com/uploads/_notregistered/art_4229_1d96224ddf.jpgPicture: http://eslarticle.com/uploads/_notregistered/art_4229_1d96224ddf.jpg
Talk as Talk as TransactionTransaction
Focuses on the message and Focuses on the message and information, not the speakersinformation, not the speakers
There may be digressions and There may be digressions and negotiationsnegotiations
Linguistic accuracy is not necessarily Linguistic accuracy is not necessarily importantimportant
Picture: http://genkijacs.com/images/asking_directions.jpgPicture: http://genkijacs.com/images/asking_directions.jpg
Talk as Talk as PerformancePerformance
Transmits information Transmits information
bbefore an audienceefore an audience Is often closer to written than Is often closer to written than
conversational languageconversational language Often follows a recognisable format Often follows a recognisable format Effectiveness and impact are often Effectiveness and impact are often
evaluatedevaluatedPicture: Picture: httphttp://csupueblotoday.com/wp-content/uploads/2011/03/Presentation.jpg://csupueblotoday.com/wp-content/uploads/2011/03/Presentation.jpg
How would you define How would you define these types of talk?these types of talk?
Chatting with a friendChatting with a friend
Making a sales presentationMaking a sales presentation
Telling a story about the weekendTelling a story about the weekend
Conducting a business meetingConducting a business meeting
Asking for directionsAsking for directions
Dividing up household choresDividing up household chores
Being interviewed for a job Being interviewed for a job
Needs AnalysisNeeds Analysis
What kind of speaking do students What kind of speaking do students need to do?need to do?
What kind of teaching do we need to What kind of teaching do we need to do in order for students to become do in order for students to become successful at different kinds of successful at different kinds of speaking?speaking?
How do we build their SKILLS in order How do we build their SKILLS in order for them to speak more effectively in for them to speak more effectively in each type of speaking? each type of speaking?
WHAT do we need to teach WHAT do we need to teach WHEN, and HOW do we teach and WHEN, and HOW do we teach and
practice it?practice it?
Vocabulary related to skills and abilities, and grammatical structures such as “I worked as a …….for 2 years”
Putting it all togetherPutting it all together
When students are taught appropriate skills, they When students are taught appropriate skills, they can develop confidence in speaking in can develop confidence in speaking in
different situationsdifferent situations
But.... students are all different….But.... students are all different….
How can we help everyone to practice and How can we help everyone to practice and enjoy speaking?enjoy speaking?
……… ……… Top Tips………..Top Tips………..
Key Factors – students need to:Key Factors – students need to:
Talk a lot Talk a lot
Talk to different audiences – use pair-work, group-work, Talk to different audiences – use pair-work, group-work, whole-class work, speaking homeworkwhole-class work, speaking homework
Talk in different styles – facilitate discussions, role-plays, short Talk in different styles – facilitate discussions, role-plays, short presentations, long presentations, prepared debates, presentations, long presentations, prepared debates, spontaneous debates, story-telling, interviews, simulation spontaneous debates, story-telling, interviews, simulation exercises, one-minute speeches exercises, one-minute speeches
Talk on different topics – personal, abstract, business, Talk on different topics – personal, abstract, business, academicacademic
Talk about what they are interested inTalk about what they are interested in
Talk about what the people they encounter will be interested Talk about what the people they encounter will be interested inin
Use relevant vocabulary – teach and practice itUse relevant vocabulary – teach and practice it
Teach relevant grammar – teach and practice itTeach relevant grammar – teach and practice it
Use relevant phrases, signposts, linking markers, interjections Use relevant phrases, signposts, linking markers, interjections – teach and practice them– teach and practice them
Be heard – listen to them!Be heard – listen to them!
Links to articles about Links to articles about speaking, including that of speaking, including that of Jack Richards, and these Jack Richards, and these slides can be found on the slides can be found on the website.website.
Thank you!Thank you!
Naomi TimmsNaomi Timms
Robyn O’LoghlinRobyn O’Loghlin
Questions to Questions to considerconsider
What will the focus of the activity be – talk as What will the focus of the activity be – talk as interaction, transaction, or performance?interaction, transaction, or performance?
How will the activity be modeled?How will the activity be modeled?
What stages will the activity be divided into?What stages will the activity be divided into?
What language support will be needed?What language support will be needed?
What resources will be needed?What resources will be needed?
What learning arrangements will be needed?What learning arrangements will be needed?
What level of performance is expected?What level of performance is expected?
How and when will feedback be given?How and when will feedback be given?
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