1. Teaching Speaking Effectively

2. Some of my students talk a lot, but their grammar is very mixed-up.
Their presentation skills are good but they’re not so good at chatting.
They have excellent grammar, but they’re too shy to say anything in class.
Some of my students talk a lot, but their grammar is very mixed-up.
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.
They talk quite fluently, but it’s hard to understand their accents.

3. What is a good speaker? How do we teach learners to become good speakers?

4. What do major language proficiency tests consider when assessing speaking skills?
Fluency
Coherence
Vocabulary
Grammatical range
Grammatical accuracy
Pronunciation
Interactive communication
What skills do you tend to focus on in your classes? How do you practice them? Why?
These criteria, or something similar, are those that major language tests such as IELTS and Cambridge proficiency exams use to rate learners speaking skills. What do you currently do in the classroom to practice these skills?

5. What is assessed as good speaking depends on the situation
Telling a story about your weekend – responding, interacting
Giving directions – helping someone get to a destination
Delivering a business presentation – using clear and logical delivery, good enunciation, good eye contact
Talking to a doctor – communicating the problem

6. Talk as Interaction Talk as Transaction Talk as Performance
-Jack Richards
What do you think the differences might be between the three kinds of talk?

7. Talk as Interaction Has a social function
Reflects relationships and roles
Reflects identity
Uses conversational phrases
Picture:

8. Talk as Transaction
Focuses on the message and information, not the speakers
There may be digressions and negotiations
Linguistic accuracy is not necessarily important
Picture:

9. Talk as Performance Transmits information before an audience
Is often closer to written than
conversational language
Often follows a recognisable format
Effectiveness and impact are often evaluated
Picture:

10. How would you define these types of talk?
Chatting with a friend
Making a sales presentation
Telling a story about the weekend
Conducting a business meeting
Asking for directions
Dividing up household chores
Being interviewed for a job

11. Needs Analysis What kind of speaking do students need to do?
What kind of teaching do we need to do in order for students to become successful at different kinds of speaking?
How do we build their SKILLS in order for them to speak more effectively in each type of speaking?

12. WHAT do we need to teach WHEN, and HOW do we teach and practice it?
Signposting: “I’d like to start by discussing…” “Let’s move on to…..” “So, to sum up”
Linking phrases used to keep a story going such as “and then,” “after that”, “so when I arrived, I realised..”
Conversational phrases like “Really?” “Wow!” “Great!” “Are you serious?” “That’s amazing!” “Good on you!”
Vocabulary related to skills and abilities, and grammatical structures such as “I worked as a …….for 2 years”
Summary phrases such as “The good things are that… but the bad points are that…
We assess a speaker according to the ease of following the message, the presentation, the body language, appropriate openings and closings, and delivery skills

13. Putting it all together
When students are taught appropriate skills, they can develop confidence in speaking in different situations
But.... students are all different….
How can we help everyone to practice and enjoy speaking?
……… Top Tips………..

14. Key Factors – students need to:
Talk a lot
Talk to different audiences – use pair-work, group-work, whole- class work, speaking homework
Talk in different styles – facilitate discussions, role-plays, short presentations, long presentations, prepared debates, spontaneous debates, story-telling, interviews, simulation exercises, one-minute speeches
Talk on different topics – personal, abstract, business, academic
Talk about what they are interested in
Talk about what the people they encounter will be interested in
Use relevant vocabulary – teach and practice it
Teach relevant grammar – teach and practice it
Use relevant phrases, signposts, linking markers, interjections – teach and practice them
Be heard – listen to them!

15. Links to articles about speaking, including that of Jack Richards, and these slides can be found on the website.
Thank you!
Naomi Timms
Robyn O’Loghlin

16. Questions to consider
What will the focus of the activity be – talk as interaction, transaction, or performance?
How will the activity be modeled?
What stages will the activity be divided into?
What language support will be needed?
What resources will be needed?
What learning arrangements will be needed?
What level of performance is expected?
How and when will feedback be given?