The document discusses principles of oral communication skills in English. It covers 5 main topics: 1) oral communication skills, emphasizing accuracy, fluency, and affective factors, 2) types of spoken language including monologues, dialogues, and transactional vs. interpersonal language, 3) challenges of speaking like clustering, redundancy, reduced forms, and interaction, 4) microskills of oral production, and 5) types of classroom speaking performances such as imitative, intensive, responsive, transactional, interpersonal, and extensive speaking. The overall document provides an overview of best practices for teaching oral communication in a second language classroom.

1. Práticas Orais
em Língua
Inglesa
Professor: Fabio Nunes
Aula 1: Princípios de
produção oral em língua
inglesa (parte 1)

2. Content
1. Oral communication skills
2. Types of spoken language
3. What makes speaking
difficult
4. Microskills of oral
communication
5. Types of classroom
speaking performance

3. #1
Oral
communication
skills

4. Conversational discourse
1. Oral communication skills

5. Teaching pronunciation
1. Oral communication skills

6. Accuracy and fluency
 Accuracy: Speaking using correct forms of
grammar, vocabulary, and pronunciation
 Fluency: Speaking at normal speed, without
hesitation, repetition, or self-correction, and
with the smooth use of connected speech
1. Oral communication skills

7. Affective factors
 Language Ego: you are what you speak.
 Provide the kind of warm, embracing climate
that encourages students to speak , halting or
broken their attempts.
1. Oral communication skills

8. The interaction effect
 One learners performance is always colored
by that of the person he/she is talking with.
1. Oral communication skills

9. #2
Types of spoken language

10. Monologue
Planned Unplanned
Dialogue
Interpersonal
Unfamiliar Familiar
Transactional
Unfamiliar Familiar
2. Types of spoken language

11. 2. Types of spoken language
Monologue
 Planned: manifest little redundancy. Example:
speech
 Unplanned: exhibit more redundancy.
Example: long stories in conversations

12. 2. Types of spoken language
Dialogue
 Interpersonal: promote social relationships
 Transactional: convey propositional or
factual information

13. #3
What makes
speaking difficult

14.  Clustering: Fluent speech is phrasal,
not word by word.
 Redundancy: The speaker has an
opportunity to make meaning clearer
through the redundancy of language.
 Reduced forms: Contractions,
reduced vowels, etc., all form special
problems in teaching spoken English.
3. What makes speaking difficult

15.  Performance variables: Process of
thinking as you speak allows you to
manifest a certain number of
performance hesitations, pauses,
backtracking & corrections.
 Colloquial Language: make sure your
students are reasonably well
acquainted with words, idioms &
phrases of colloquial language and that
they get practice in producing these
forms.
3. What makes speaking difficult

16.  Rate of delivery: Help learners achieve an
acceptable speed along with other
attributes of fluency.
 Stress, rhythm, and intonation: Stress-
timed rhythm of spoken English & its
intonation patterns convey important
messages.
 Interaction: Produce waves of language in
without interlocutors would rob speaking
skills of the creativity of conversational
negotiation.
3. What makes speaking difficult

17. #4
Microskills of oral communication

18. a) Produce chunks of language of
different lengths.
b) Orally produce differences among the
English phonemes & allophonic
variants.
c) Produce English stress patterns,
words in stressed & unstressed
positions, rhythmic structure &
international contours.
4. Microskills of oral communication

19. d) Produce reduced forms of words &
phrases.
e) Use an adequate number of lexical units
in order to accomplish pragmatic
purposes.
f) Produce fluent speech at different rates of
delivery.
g) Monitor your own oral production & use
various strategic devices, pauses, fillers,
self-corrections, backtracking to enhance
the clarity of the message.
4. Microskills of oral communication

20. h) Express a particular meaning in different
grammatical forms.
i) Use grammatical word classes, systems,
word order, patterns, rules, and elliptical
forms.
j) Produce speech in natural constituents in
appropriate phrases, pause groups,
breath groups and sentences.
k) Use cohesive devices in spoken
discourse.
4. Microskills of oral communication

21. l) Accomplish appropriately communicative
functions according to situations,
participants and goals.
m) Use appropriate registers, conventions,
and other sociolinguistic features in face-
to-face conversations.
n) Convey links and connections between
events and communicate such relations
as main idea, supporting idea, new or
given information, generalization and
exemplification.
4. Microskills of oral communication

22. o) Use facial features, body language, and
other nonverbal cues along with verbal
language to convey meaning.
p) Develop and use speaking strategies,
such as emphasizing key words,
rephrasing, providing a context, and
accurately assessing how well your
interlocutor is understanding you.
4. Microskills of oral communication

23. #5
Types of classroom
speaking performance

24.  Imitative: is carried out not for the purpose of
meaningful interaction, but for focusing on
some particular element of language form.
 Intensive: goes one step beyond imitative to
include any speaking performance that is
designed to practice some phonological or
grammatical aspect of language.
5. Types of classroom speaking
performance

25.  Responsive: short replies to teacher or
student –initiated questions or comments.
Teacher: How are you?
Student: Pretty good , thanks, and
you?
5. Types of classroom speaking
performance

26.  Transactional (dialogue): carried out for the
purpose of conveying or exchanging specific
information, is an extended form of
responsive language.
Teacher: What is the main idea in this
essay?
Student: The United Nations should
have more authority.
Teacher: More authority than what?
Student: Than it does right now…
5. Types of classroom speaking
performance

27.  Interpersonal (dialogue): carried out more
for the purpose of maintaining social
relationships than for the transmission of facts
and information.
Amy: Hi, Bob, how's it going?
Bob: Oh, so-so.
Amy: Not a great weekend, huh?
Bob: Well, far be it from me to criticize,
but I'm pretty miffed about last week…
5. Types of classroom speaking
performance

28.  Extensive(monologue): students at
intermediate to advanced levels are called on
to give extended monologues in the form of
oral reports, summaries, or perhaps short
speeches.
5. Types of classroom speaking
performance

30. Source
BROWN, H.D. Teaching by principles:
An interactive approach to language
pedagogy. Chapter 17. White Plains, NY:
Longman, 2000.