1. Teaching Speaking
Chapter 17
Somayeh Bagheri Kangani

2. Are listening and speaking skills related to each other?
Example: conversation
In classroom there is interaction between listening and
speaking
Example: lectures, speeches, etc.
Activation limbic system in speaking
1. Talk shows
2. Film shows
3. Watching movies
4. Listening to news
5. Choosing specific topic
etc.

3.  Oral communication skills in pedagogical research
 Types of spoken language
 Characteristics which makes speaking difficult
 Microskills of oral communication
 Types of classroom speaking performance
 Principles for designing speaking skills
 Teaching conversation
 Teaching pronunciation
 A model for correction of speech errors

4. Oral communication skills in pedagogical research
1. Conversational discourse
Do you speak English?
2. Teaching pronunciation
3. Accuracy and fluency
How can we organize the speaker goals of accurate and fluent language?
Example: Playing tennis
Message oriented (teaching language use)
Language oriented (teaching language usage)  supporting role

5. 4. Affective factors
Anxiety  afraid of speaking  reactions of hearers  you are what you
speak (Language ego)learners are judged by hearers  Teacher’s job
5. The interaction effect
What to say? Or How to say? Or When to speak?
David Nunan  Interlocutor effect (leaners’s performance
related to the person he/she is talking with)
Interlocutor: a person who is having conversation with others
Example: For responding to a comment there are lots of possible sentences

6. Types of spoken language
Intermediate levels  students use conversation (dialogue)
Later, they can have both interpersonal and transactional dialogue

7. Characteristics which make speaking difficult
1. Clustering  grouping of number of similar words
2. Redundancy  words, phrase that repeats something which is
unnecessary
3. Reduced forms  contractions, elision, reduce vowel
4. Performance variables  process of thinking  thinking time in
English  is not silent  use fillers  uh, um, well, you know, I
mean, like  It shows the difference between native and nonnative
speakers

8. 5. Colloquial Language  using informal styles  learners are familiar
with informal words  idioms and phrases
6. Rate of delivery  learners should have acceptable speed
7. Stress, rhythm and intonation  different messages  Example: You
kill the man.
8. Interaction  if there is no interlocutor  learners lost their creativity
in conversation

9. Microskills of oral communication
The Focus is on both Forms and Functions of Language
Example: Picture and its small parts
Microskills
1. Produce chunks of language of different lengths
2. Orally produce differences among the English phonemes and allophonic variants.
3. Produce English stress patterns, words in stressed and unstressed positions, rhythmic
structure, and intonational contours.
4. Produce reduced forms of words and phrases.
5. Use an adequate number of lexical units (words) in order to accomplish pragmatic purposes.
6. Produce fluent speech at different rates of delivery
7. Monitor your own oral production and use various strategic devices-pauses, fillers, self-
corrections, backtracking- to enhance the clarity of the message.
8. Use grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement,
pluralization), word order, patterns, rules, and elliptical forms.
9. Produce speech in natural constituents-in appropriate phrases, pause groups, breath groups,
and sentences.
10. Express a particular meaning in different grammatical forms

10. 11. Use cohesive devices in spoken discourse
12. Accomplish appropriately communicative functions according to situations,
participants, and goals
13. Use appropriate registers, implicature, pragmatic conventions, and other
sociolinguistic features in face-to-face conventions.
14. Convey links and connections between events and communicate such relations as
main idea, supporting idea, new information, given information, generalization, and
exemplification.
15. Use facial features, kinesics, body language, and other nonverbal cues along with
verbal language to convey meanings.
16. Develop and use a battery of speaking strategies, such as emphasizing key words,
rephrasing, providing a context for interpreting the meaning of words, appealing for
help, and accurately assessing how well your interlocutor is understanding you.

11. Types of classroom speaking performance
1. Imitative: human tape recorder  The focus is on element of
language form  It is very limited portion of classroom speaking time
Example: When learners practice an intonation contour or try to
understand vowel sound
Is drilling part of the communicative language classroom?  focus on
one element of lg  offer limited practice through repetition
Guidelines for successful drill:
Keep them short
Keep them simple
Keep them snappy
Make sure students know why they are going the drill
Limit them to phonology or grammar points
Make sure they ultimately lead to communicative goals
Don’t overuse them

12. 2. Intensive: Speaking performance t0 practice phonological or
grammatical aspect of language  It can be self-initiated or pair
work activity
3. Responsive: Short replies to teacher or student initiated
questions
Example: T: How are you today?
S: Pretty good, and you?
S1: Did you do your homework last night?
S2: No, I was busy.

13. 4. Transactional (dialogue)  Exchanging some information
T: What is the main idea in this essay?
S: The United Nation should have more authority.
T: More authority than what?
S: Than it does right now
T: What do you mean?
S: Well, the UN should keep all kids safe during wars
T: You don’t think the UN try to do it know?
S: Obviously not. Lots of kids still are going to be death.

14. For example:
Rick: So, what did you do last weekend, Meg?
Meg: Oh, I had a great time. I went to a karaoke bar and sang with some friends on
Saturday.
Rick: That sounds like fun. Did you go to Lucky’s?
Meg: No, we didn’t. We went to that new place downtown. How about you? Did you go
anywhere?
Rick: No, I didn’t go anywhere all weekend. I just stayed home and studied for today’s
Spanish test.
Meg: Our Spanish test is today? I forget all about that!
Rick: Don’t worry. You always got an A.

15. 5. Interpersonal (dialogue)  Social relationship rather than
information
1. A causal register
2. Colloquial language
3. Emotionally charged language
4. Slang
5. Ellipsis
6. Sarcasm
7. A covert “agenda”

16. 6. Extensive (monologue): Students at intermediate to advanced
levels are called to give  monologues  in form of  oral
reports, summaries, short speeches

17. Principles for designing speaking techniques
1. Focus on both fluency and accuracy, depending on your objectives
2. Provide intrinsically motivating techniques
3. Encourage the use of authentic language in meaningful contexts
4. Provide appropriate feedbacks and correction
5. Capitalize on the natural link between speaking and listening
6. Give students opportunities to initiate oral communication
7. Encourage the development of speaking strategies
Asking for clarification (What?)
Asking someone to repeat something (Huh? Excuse me?)
Using fillers (Uh, I mean, Well) in order to gain time to process
Using conversation maintenance cues (Uh-huh, Right, Yeah, Okay, Hm)

18. Getting someone’s attention (Hey, Say, So)
Using paraphrases for structures one can’t produce
Appealing for assistance from the interlocutor (to get a word or phrase,
for example)
Using formulaic expressions (at the survival stage) (How much does
-------- cost? How do you get to the --------?
Using mime and nonverbal expressions to convey meaning.

19. Teaching Conversation
Two major approaches (Richards, 1990)  indirect, direct
Direct: Involves planning a conversation
Indirect: engaging in meaningful tasks
Example of task-based instruction:
Willi’s (1996) framework
Sample tasks that illustrate teaching various aspects of conversation

20. A. Conversation-indirect (strategy consciousness-raising)
Adapted From Nolasco & Arthur (1987: 105-6)

21. B. Conversation-Direct (gambits)
Adapted from Nolasco & Arthur 1987: 40-41

22. C. Conversation-Transactional (ordering from a catalog)
From Brown, New Vistas 2, 1999: 131

23. From Brown, New Vistas 2, 1999: 132

24. D. Meaningful oral grammar practice (modal auxiliary would)
Adapted from Nolasco & Arthur 1987: 45-46

25. E. Individual practice: using oral dialogue journals
Students express themselves orally to practice speaking, get feedback from teacher
F. Other interactive technique:
Interviews, Guessing games, Jigsaw tasks, Ranking exercises, Discussions, Values
clarification, Problem solving activities, Role play, Simulations

26. Teaching Pronunciation
Views on teaching pronunciation:
1. 1970s  1. Experience a revolution of sorts, 2. pronunciation
instruction became incidental
2. 1980s  1. Attention was on grammatical structures, 2. There
was balance between fluency and accuracy, 3. Pronunciation was a
key to gaining full communicative competence
3. Current approaches contrasts with early approaches  1. Top-
down approach is taken in which the most relevant features of
pronunciation; stress, rhythm and intonation are given high priority

27. Features of pronunciation
Factors:
1. Native Language  Most influent factor
2. Age  1. Children has a chance to speak like a native
2. Adults maintain a foreign accent
3. The younger the better is myth
3. Exposure  If the class focus on pronunciation, attention and interest
of leaners  reaching goals
4. Innate phonetic ability  manifest a phonetic coding ability
5. Identity and language ego  importance of positive attitudes towards
speakers of the lg
6. Motivation and concern for good pronunciation  concerning about the
pronunciation

28. Three techniques for teaching different aspects of English pronunciation
A. Intonation-listening for pitch changes
Adapted from Wong 1987: 61

29. B. Stress-contrasting Nouns
Adapted from Nolasco & Arthur 1987: 67-68

30. C. Meaningful minimal pairs
T: Okay, class, on the board, picture number 1 is a “pen” and picture number 2
is a “pin”.
Listen: Pen [points to number 1], pin [points to number 2] [several
repetitions]. Now, I’m going to say either number 1 or number 2. You tell
me which. Ready? [pause] Pin.
Ss: Number 2.
T: Good. Ready. Pin
Ss: Number 2.
T: Okay. [pause] Pen.
Ss: Number 1

31. A Model For Correction of Speech Errors
When and How should I correct the speech errors of learners in classroom?
Key: Feedback that learners receive from others
Affective and Cognitive feedback in Vigil and Oller’s model

35. Fossilization: Normal and natural stage for many learners
Global Errors: Message is not clear for the hearer
Example: The different city is another one in the another two
Local Errors: The hearer or reader can guess the message
There is a French window in every bedroom.

36. Basic options
To treat or to ignore
To treat immediately or to delay
To transfer treatment (to say other learners) or not
To transfer to another individual a subgroup or the whole class
To return or not to the original error maker aftertreatment
To permit other learners to initiate treatment
To test for the efficiency of the treatment

37. Possible features
Fact of error indicated
Location indicated
Opportunity for new attempt given
Model provided
Error type indicated
Remedy indicated
Improvement indicated
Praise indicated

38. A model for treatment of classroom speech
errors
Type, Source, Ling complexity, Local or
Global, Mistake or Error, Learner’s affective
state, Learners ling stage, Pedagogical focus,
Communicative context, Teacher style

39. The End
Hooria Safa