Teaching speaking skills

1. TEACHING SPEAKING by Dougles Brown
Presented by :
Soukaina Kouihi
Ihssane Moudoud
Supervised by : Ayad Chraa

2. Outline
1. Oral communication skills in
pedagogical research
2. Types of spoken language
3. Teaching conversation
4. Teaching pronunciation
5. Error’s treatment
6. Assessing speaking in classrooms
7. Speaking activities

3. Objectives of the presentation
1. Understand current issues
and concepts in pedagogical
research that are related to
teaching speaking
2. Appreciate factors that may
make speaking difficult for
students
3. Analyze types of spoken
language
4. Apply principles of designing
speaking techniques for
classroom lessons
5. Learn when to treat and
when not to treat students
errors
6. Recognize basic principles
for assessing speaking.

4. Speaking in pedagogical research
1. Conversational discourse
2. Teaching pronunciation
3. Accuracy vs. fluency
4. Affective factors
5. Interaction effect
6. Genres of spoken language

5. What makes speaking difficult ?
1. Clustering
2. Redundancy
3. Performance variables
4. Reduced forms
5. Rate of the delivery
6. Stress, rhythm and intonation

6. The importance of rhythm and stress
1. How many dogs do you have ?
2. I have been to Paris
3. Why do you learn English ?

7. 1. How many dogs do you have ?
I have two
1. I have been to Paris
I have, too
1. Why do you learn English ?
I have to

8. Microskills of oral communication
 Produce chunks of language of different lengths
 Produce differences among the English phonemes and
allophonic variants
 Produce English stress patterns , words in stressed and
unstressed positions
 Produce rhythmic structure , and intonational contours .

9.  Use an adequate number of lexical units
 Produce fluent speech at different rates of delivery
 Monitor your own oral production and use various strategic
devices
 Use grammatical word classes , word order , patterns and
rules

10.  Produce speech in appropriate phrases , pause groups ,
breath groups , and sentences .
 Express a particular meaning in different grammatical forms
 Use grammatical word classes , word order , patterns and
rules

11. Macro skills of oral communication
 Use cohesive devices in spoken discourse
 Accomplish communicative functions according to situations
, participants and goals
 Use appropriate register , implicative and pragmatic
conventions

12.  Convey links and connections between events and
communicate the relations
 Use facial features , kinesics and body language
 Develop and use a battery of speaking strategies

13. Types of classroom speaking performances
 Imitative performance
 Intensive performance
 Responsive performance
 Transactional performance
 Extensive performance

14. Principles for teaching speaking skills
• 1) Focus on both fluency and accuracy :
 The teacher should focus on activities that capitalize on
grammatical pointers and pronunciation tips .
 She needs to bear in mind a spectrum of learners needs .
 She should make sure that the tasks have linguistic
objectives

15.  She should help students to perceive and use the building
blocks of language .
 She should not bore the students to death with lifeless ,
repetitious drills .
 She should try as much as possible to make any drill as
meaningful as possible

16. Provide intrinsically motivating technique :
 Try to appeal to student’s ultimate goals , interests and
needs .
 Their needs can be : for knowledge , for status , for
autonomy ,or for achieving competence .
 Help them to see how each activity can help them .

17. Encourage the use of authentic language in
meaningful contexts
 The teacher should consult materials that offer instances of
authentic language (American more , inside out ,
interchange )
 Drills is a technique to provide a sense of authenticity

18. Provide appropriate feedback and correction
• It is important that the teacher takes advantage of his
knowledge of English to inject the kinds of corrective
feedback that are appropriate

19. Capitalize on the natural link between speaking
and listening
 The teacher should make sure he links between speaking
and listening .
 He should use techniques in which the two skills coincide

20. Give students opportunities to initiate oral
communication
 In a typical classroom students speak when spoken to
 Part of the communication competence is the ability to :
 initiate conversations
 Nominate topics
 Ask questions
 Change the subject

21. Teaching conversation
The direct method
 Learners are more or less loose to engage in interactions
Indirect method
 It involves planning a conversation program around the
specific micro skills strategies.

22. Teaching pronunciation
1. Teaching pronunciation before and now.
2. By the mid of the 1980th it gained more attention in
language teaching.
3. Bottom-up and top-down approachs
4. Second language Learners’ ultimate goal is to perform an
accent-free speech
5. As teachers we have to be familiar with the different
factors that influence pronunciation

23. Factors that affect pronunciation
1. Native language
2. Age
3. Exposure
4. Innate phonetic ability
5. Identity and language ego
6. Motivation and concern for a good pronunciation

24. The role of feedback
1. Affective feedback
a) Positive
b) negative
2. Cognitive feedback
a) Positive
b) negative

25. Vigil and Oller’s model of feedback

26. Errors treatment ( to treat or ignore ? )

27. In case you decided to treat the error

28. Speaking assessment in the classroom
1. Specify the category of speaking performance
2. Describe the micro –and macro skills that are to be
assessed
3. The genre of spoken language that is being assessed

29. Tasks for assessing speaking
1. Imitative speaking tasks
2. Intensive speaking tasks
3. Responsive speaking tasks
4. Interactive speaking tasks
5. Extensive speaking tasks

30. Scoring speaking tasks
1. Pronunciation
2. Fluency
3. Vocabulary
4. Grammar
5. Discourse features
6. The Nature of Task

31. Speaking activities
1) Conversation activities
2)Pronunciation activities

32. Conversations activities
Debate Information gap
•

33. Pronunciation activities

34. Tongue twisters
• Instructions:
1. divide the class into two groups
2. Bring 4 students from each group to the stage
3. Each 4 student will try to read the tongue twisters in a
limited time
4. The group who read the tongue twister faster will be the
winner

35. 1

36. 2

37. 3

38. 3

39. Chinese whisper (minimal pairs)
• Instructions
1. Divide students into two groups
2. Bring one students of each group
3. Make them read a set of minimal pairs
4. then make them put headsets with loud music
5. And say the minimal pair and they have to guess
which is correct based on your lipsing

40. Minimal pairs : guess the words game
1. Thank-sank
2. She- sea
3. Sheep-ship
4. Seat-sheet
5. Lake-lack
6. Launch-lunch
7. Think-sing
8. Thick-sick
9. Right-ride
10. Breath-breeze
11. Said-sad
12. Bad-bed
13. Lice-rice
14. Very-berry
15. Feel-veel
16. Fan-van
17. Gate-get
18. Late-get
19. Wait-wet