Special Offer! 4 speaking activities in 1 session!

What does teaching the speaking skill mean to you? as a language teacher

What does teaching the speaking skill mean to you? Vocabulary Stress Intonation Pronunciation Linguistic factors Linguistic factors Extralinguistic factors Extralinguistic factors Teachers’ behavior & attitudes Teachers’ behavior & attitudes Psychological factors Psychological factors Integration into other language skills Integration into other language skills

What does teaching the speaking skill mean to you? Knowing vocabulary Knowing vocabulary Knowing parts of speech Knowing verbs, adjectives, nouns, etc… Understanding meaning

What does teaching the speaking skill mean to you? Stress Stress (primary, secondary, tertiary, weak) Intonation (rising, falling, sustained) Juncture (plus juncture) Pronunciation Tone of voice?

What does teaching the speaking skill mean to you? Linguistic factors Linguistic factors Knowing structures Knowing sentences Knowing phrases Knowing gambits

What does teaching the speaking skill mean to you? Extralinguistic factors Extralinguistic factors Eye contact Turn-taking Gestures & mimics Pauses & hesitations Facial expressions

What does teaching the speaking skill mean to you? Integration into other language skills Integration into other language skills Listening Writing Reading

What does teaching the speaking skill mean to you? Teachers’ beliefs, attitudes & behaviors Teachers’ beliefs, attitudes & behaviors towards teaching speaking Teachers’ teaching styles Teachers’ willingness & self-confidence

What does teaching the speaking skill mean to you? Psychological factors Psychological factors Age of students Needs, expectations, interests of students Motivation of students Learning styles & strategies of students

“Speaking involves MORE than simply knowing the linguistic components of the message” (Chastain, 1988: 10)

What factors prevent students from speaking in class? Lack of variety & novelty in the activities Lack of language skills (vocabulary, grammar, etc.) Teachers’ attitudes towards teaching speaking & correcting students’ mistakes Language teaching materials (decontextualized, inauthentic, not applicable in real life) Negative classroom athmosphere

What factors prevent students from speaking in class? Lack of practice in class Teaching styles Uninteresting topics Not having enough background information about the topic Fear of making mistakes / high level of anxiety Limited time

How can we motivate students and increase their participation in speaking? Scott Thornbury (2005:5) states that we should consider the following points: Cognitive factors Familiarity with the topic, genre & partners in speaking – meaningful & useful materials which cater for various intelligences of students

How can we motivate students and increase their participation in speaking? Affective factors Feelings towards the topic –comfort & self- confidence of the students Readiness & willingness to learn speaking

How can we motivate students and increase their participation in speaking? Performance factors Mode – speaking face to face is easier Wait-time Planning Encouraging & supportive class atmosphere – opportunities for students to talk

“Speaking may not teach students language, but it helps them activate the language they know”. Chastain (1988: 272)

Suggestions for teachers teaching speaking Provide a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. Try to involve each student in every speaking activity; Reduce teacher talking time in class Positive signs when commenting on a student's response. (Show respect) Ask eliciting questions such as "What do you mean?

Suggestions for teachers teaching speaking Give written feedback Do not correct students' pronunciation mistakes on the spot. Find soft strategies for correction Involve students in speaking activities not only in class but also out of class Provide the vocabulary beforehand Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.

What makes a GOOD free speaking activity? STRUCTURED – SEMI-STRUCTURED- FREE OPEN-ENDED COMPETITIVE REPORTABLE CHALLENGING HAS A TEACHING/LEARNING GOAL IS FUN/INTERESTING

PHRASES & STRUCTURES USED IN ARGUMENTS AGREEING I think you are right. Yes, sounds great. That is a good idea. PARTLY AGREEING That is a good idea, but... That is quite true, but.... DISAGREEING I would rather... I prefer... I totally disagree... SUGGESTIONS Let’s How about ? I think we should.... Why don’t we? We can/could..

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REFERENCES Thornbury, Scott. (2005). How to Teach Speaking, Longman. Chastain, Kenneth. (1988). Developing Second-language Skills, Theory & Practice. Harcout, Brace, Jovanovich, USA.