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SPEAKINGSPEAKINGLanguage Skills Language Skills

DevelopmentDevelopmentAlejandra Echague C.Alejandra Echague C.

Gloria Salazar F.Gloria Salazar F.

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SPEAKING: THE MOST IMPORTANT SKILL

The development of this skill is a The development of this skill is a difficult, long, complex and at times difficult, long, complex and at times painful process. painful process.

As in all processes, we need to move As in all processes, we need to move slowly from easy to more complex slowly from easy to more complex language, from short to longer language, from short to longer utterances, from concrete and familiar utterances, from concrete and familiar topics to less concrete and predictable topics to less concrete and predictable onesones

As teachers we need to be aware of the As teachers we need to be aware of the problems involved and use different problems involved and use different strategies to overcome themstrategies to overcome them

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SPEAKING: THE MOST IMPORTANT SKILLSPEAKING: THE MOST IMPORTANT SKILL

HOW CAN WE HELP?HOW CAN WE HELP? Make a careful choice of topic and Make a careful choice of topic and

tasks to stimulate interest.tasks to stimulate interest.

Base the activity on easy language. It Base the activity on easy language. It is strongly suggested to teach or is strongly suggested to teach or review essential vocabulary and review essential vocabulary and structures before the activity starts.structures before the activity starts.

Priviledge pair work. Avoid group Priviledge pair work. Avoid group work initiallywork initially

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SPEAKING: THESPEAKING: THE MOST IMPORTAN T SKILLMOST IMPORTAN T SKILL

Tasks should include a challenge Tasks should include a challenge (negotiating meaning)(negotiating meaning)

Keep students speaking the target Keep students speaking the target language and reward use of English. language and reward use of English.

Prefer task-oriented activities Prefer task-oriented activities ( objetive is usually expressed by ( objetive is usually expressed by means of an observable result) Ex. a means of an observable result) Ex. a drawing, a summary, a drawing, a summary, a personal personal version of a dialogueversion of a dialogue, etc., etc.

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SEQUENCE OF SPEAKING ACTSSEQUENCE OF SPEAKING ACTS

I. I. REPEAT AND REPRODUCE.REPEAT AND REPRODUCE.

• Songs Songs

• ChantsChants

• Poems / rhymesPoems / rhymes

• Tongue twistersTongue twisters

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SEQUENCE OF SPEAKING ACTS

II. II. PRODUCTIONPRODUCTION

• Short interactions related to greetings and Short interactions related to greetings and routinesroutines (spontaneous small talk at the beginning (spontaneous small talk at the beginning of the class)of the class)

• Short descriptions of objects or pictures, e.g. Short descriptions of objects or pictures, e.g. toys, people, places, etc.toys, people, places, etc.

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SEQUENCE OF SPEAKING ACTSSEQUENCE OF SPEAKING ACTS

• Short narratives, e.g. weekend activities, Short narratives, e.g. weekend activities, anecdotes (the most embarrassing/ frightening, anecdotes (the most embarrassing/ frightening, happiest moment)happiest moment)

• Instructions and directions, e.g. “how to” Instructions and directions, e.g. “how to” activitiesactivities

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SEQUENCE OF SPEAKING ACTSSEQUENCE OF SPEAKING ACTS

• DIALOGUES DIALOGUES which incorporate frequently which incorporate frequently used communicative functions used communicative functions such assuch as: :

* greetings, * greetings,

* introducing self and others* introducing self and others,,

* expressing likes and dislikes, * expressing likes and dislikes,

* expressing obligation, * expressing obligation,

* making plans for the future, * making plans for the future,

* making/accepting/refusing * making/accepting/refusing invitations, invitations,

etc.etc.

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SEQUENCE OF SPEAKING ACTSSEQUENCE OF SPEAKING ACTS

• ROLE PLAYS ROLE PLAYS

• SPEECHES (Topic Speech)SPEECHES (Topic Speech)

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CHARACTERISTICS OF A SUCCESSFUL CHARACTERISTICS OF A SUCCESSFUL SPEAKING ACTIVITYSPEAKING ACTIVITY

• Learners talk a lotLearners talk a lot (teacher talk reduced (teacher talk reduced to a minimum)to a minimum)

• Participation is evenParticipation is even (all get a chance to (all get a chance to speak)speak)

• Motivation is highMotivation is high (learners are interested (learners are interested in the topic, have something to say about it: in the topic, have something to say about it: it is PERSONALLY RELEVANT!!) it is PERSONALLY RELEVANT!!)

• Remember the BIA principle!!!Remember the BIA principle!!!

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CHARACTERISTICS OF A CHARACTERISTICS OF A SUCCESSFUL SPEAKING SUCCESSFUL SPEAKING

ACTIVITYACTIVITY

• Language is of an acceptable levelLanguage is of an acceptable level (learners (learners express themselves in utterances easily express themselves in utterances easily comprehensible to each other, and with an comprehensible to each other, and with an acceptable level of language accuracy)acceptable level of language accuracy)

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PROBLEMS WITH SPEAKING PROBLEMS WITH SPEAKING ACTIVITIES ACTIVITIES

• INHIBITION (mistakes, criticism, or simply INHIBITION (mistakes, criticism, or simply shy)shy)

• NOTHING TO SAY (exposition to topic)NOTHING TO SAY (exposition to topic)

• LOW OR UNEVEN PARTICIPATION LOW OR UNEVEN PARTICIPATION (tendency of some to dominate the class. (tendency of some to dominate the class. Establish conditions of participation clearly)Establish conditions of participation clearly)

• MOTHER– TONGUE USE. Reward use of MOTHER– TONGUE USE. Reward use of target languagetarget language

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SPEAKINGSPEAKINGLanguage Skill Language Skill DevelopmentDevelopment

Alejandra Echague C.Alejandra Echague C.