Scott Thornbury teach speakingContents Introduction 1 What speakers do Introduction Speech production Coonceptualization and formulation Axticulation Self-monitoring and repair Automaticity Fluency ‘Managing talk What speakers know Extralinguistic knowledge ® Sociocultural knowledge Linguistic knowledge © Genre knowledge © Discourse knowledge © Pragmatic knowledge © Grammar © Vocabulary © Phonolo, Speech conditions Speaking in another language Differences between L1 and L2 speaking Communication strategies ‘What L2 speakers need to know Availability for use: implications for teaching Awareness-raising activities Awareness-raising Using recordings and transcripts Focusing on selected language features Using live listening Using noticing-the-gap activities Page iv " a7 a5 Appropriation activities 63 Appropriation: practised control Drilling and chants ‘Writing tasks Reading aloud Assisted performance and scaffolding Dialogues Communicative tasks Task repetition 6 Towards autonomy 89 + Autonomy and automaticity * Criteria for speaking tasks * Feedback and correction + Presentations and talks + Stories, jokes, and anecdotes + Drama, role-play, and simulation + Discussions and debates * Conversation and chat + Outside-class speaking 7 Planning and assessing speaking 112 + Integrating speaking into the curziculum + Organizing a speaking syllabus * Classroom talke + Assessing speaking + Assessment criteria Task File 132 Task File Key 146 Further reading 151 Index 155Who is this book for? What is this book about? Introduction Hors to Teach Speaking has been written for all teachers of English who wish to improve their knowledge and to develop their classroom skills in this important area. Ie is generally accepted that knowing a language and being able to speak it are not synonymous. Thus, the claim She Anows Halian does not entail the statement She can speak Italian. Yet, in many ways, the teaching of second or other languages has carried on as if knowing and speaking were the same thing. That is, you learn the grammar and you leam some vocabulary and you make sentences which you pronounce properly, and hey presto, you can speak! This is reflected in generations of books on oral English, which are essentially just books on how to vocalize grammar. Research — and common sense ~ suggests that there is a lot more to speaking than the ability to form grammatically correct sentences and then to pronounce them. For a start, speaking is interactive and requires the ability to co-operate in the management of speaking turns, It also typically takes place in real time, with litele time for detailed planning. In these circumstances, spoken fluency requires the capacity to marshal a store of memorized lexical chunks. And the nature of the speaking process means that the grammar of spoken language differs in a number of significant ways from the grammar ‘of written language. Hence, the study of written grammar may not be the most efficient preparation for speaking, No wonder speaking represents a real challenge to most language Jearners. Speaking is a skill, and as such needs to be developed and practised independently of the grammar curriculum. This book, therefore, attempts to redress the lack of available guides to the teaching of ‘speaking-as-skill’ Accordingly, in Chapter 1 we start by looking at what skilled speakers can do before looking at what they know (in Chapter 2). Chapter 3 addresses the problems faced by speakers of another language and maps out a number of priorities for the teaching of speaking. The succeeding three chapters deal wwith the three stages of a general approach to skill-development: awareness- saising (Chapter 4), appropriation (Chapter 5), and autonomy (Chapter 6). Finally, in Chapter 7, we look at ways that speaking can be integrated into the language curriculum and at some approaches to its assessment, Practical classroom applications are signalled throughout by this icon J. Finally, the Task File consists of photocopiable task sheets, relevant to each chapter. They can be used for individual study and reflection or for discussion and review in a training context. An answer key is provided. This is followed by chapter notes and further reading suggestions. The source information for the extracts within the chapters is provided in the chapter notes.