2. Introduction
What is speaking?
Speaking plays a key role in facilitating
language acquisition and is a vital language
communication skill.
It is also an indispensable tool for
thinking and academic learning.
3. Objectives of this book:
To provide structured and guided
learning experiences for our students to
develop their speaking competence.
To develop fluency, accuracy and
complexity among language learners.
To help teachers to promote the
teaching of speaking in school and in
institution.
5. The first chapter offers
essential theoretical
perspectives in
considering speaking as
process, skill, and
product.
6. Comprehensible Output Hypothesis
(Swain, 1995)
This theory proposes that when
learners have to speak in the
target language, they will
potentially need to pay attention
to its structure (i.e grammar and
pronunciation).
12. Formulation
to convey the selected
information or ideas
speakers have to
formulate utterances,
often in real time
13. Articulation
to formulate utterances
which are spoken or
phonologically encoded
through the activation
and control of the
articulatory system
14. In preparing a speech
1. We identify the
information.
2. We formulate the
ideas to convey through
writing down the ideas
in sentences.
15. Speaking Skills
To speak effectively
learners need to have a
reasonable command of
the basic grammar of the
target language and a
working vocabulary.
17. Speaking Skills for Effective
Communication
1. Phonological Skills
2.Speech Function Skills
3.Interaction Management Skills
4.Extended Discourse
Organisation Skills
18. Phonological Skills
Produce accurate sounds of
the target language at the
phonemic (vowels and
consonants) and prosodic
(stress and intonation)
levels.
19. Speech Function Skills
Use spoken words to
perform communicative
functions, such as request,
demand, decline, explain,
complain, encourage, beg,
direct, warn and agree.
20. Interaction Management
Skills
Manage face-to-face
interactions by initiating,
maintaining and closing
conversations, regulating,
turn-taking, changing topics
and negotiating meaning.
27. Fluency
- a reasonable command
of grammar
- a knowledge of
appropriate vocabulary and
pronunciation that is clear and
intelligible
28. How can we
encourage
learners to
participate in a
speaking activity?
29. We must
build into the activity
a need to
communicate and an
incentive for
completing it.
30. Learners must
focus on communicating meaning as
best as they can do.
We can provide vocabulary and
content support, as well as include
training on how to use oral
communication strategies.
38. Speaking lessons therefore
should not only consist of
fluency practice, but also
include activities that
promote learner’s
awareness and acquisition
of correct grammar
39. Teaching speaking involves
drawing our students’
attention to its process, skills
and outcomes. It also involves
providing them with support
when they speak so that they
will not be overwhelmed by
the demands of the task.
40. The End.
Thank you for
listening!
Presented by: Ms. Joy Anne Rose F. Geul