SPEAKING

 Ss begin to learn a language when they are able to respond

by producing their own messages;
 mastering vocabulary and language structures in a foreign
language ≠ ability to take part in a conversation;
 when learning a foreign language Ss do not simply begin to
speak or to write  Ss need to be activated by motivation
and practice;
 Motivation: the T selects interesting topics and challenging
communicative tasks  to stir the Ss’ creativity and to
induce production of language;
 Practice: the T must help the Ss gradually move from
controlled activities  guided activities  free production
 is not a natural consequence of language learning;
 learners are prevented from being active speakers by:
◦ passive vocabulary, i.e. words on the tip of the tongue which
will not pop in when needed;
◦ anxiety and shyness as powerful inhibiting factors;
◦ lack of practice in managing communicative strategies.
 the T must build the Ss’ linguistic proficiency;
reduce the Ss’ anxiety;
 help Ss acquire confidence;
 practice the Ss’ giving oral expression to
their ideas.
 Ss may become active producers of language if the T
provides opportunities for Ss to speak the language
spontaneously and take an active part in conversation;
sets up interesting activities to challenge the Ss’
minds and to motivate them to take part in the
classroom activities;
provides the necessary support and guidance
without being intrusive and stifling the Ss’ desire for
independence and creativity;
creates a friendly and encouraging classroom
atmosphere to relieve the Ss’ anxiety.
The basic modes for oral communication are:
1. the conversational (dialogic) mode
- is interactional and communicative;
- relies on rapid exchange of information.
e.g. question – answer exchange
2. the expositional (monologic) mode
- one speaker + audience +/- interaction;
- relies on presentation and development of ideas at
some length.
e.g. summarizing
- is characterized by unexpectedness:
 rapid exchange of ideas
 interlocutors change roles very fast
 Interlocutors have no time for preparation
 listening and speaking skills are essential
 fluency is essential in interactive communication

 appropriate use of language is important  to avoid social

conflicts.
 is illustrated by: question-answer exchanges, brainstorming,
conversation, simulation, role play, improvisation,
discussions, debates.
 question-answer exchanges, brainstorming: help Ss activate
their knowledge of the language and the world and bring in
the Ss’ personal experience.
 simulation: the Ss act out a model dialogue from the
memory or create a similar dialogue.
 brainstorming before text  simulation after text
 role play: starts from the text and leads to interactive
communication ; funny, enjoyable  reduces Ss’ anxiety.
 improvisation and dramatization – similar to role play but
more creative and complex.
- relies on production of longer stretches of language;
- requires proficient language users able to speak for a
longer period of time;
- requires production of messages which are effective:
relevant (for the topic), coherent (logical flow of ideas),
accurate (grammatically correct) and appropriate
(stylistically adapted);
- requires meaningful behaviour (using body language
and paralanguage).
- INFORMATIVE – e.g. introducing oneself
- DESCRIPTIVE – e.g. describing a picture/ person
- NARRATIVE – e.g. story telling
- PERSUASIVE – e.g. convincing classmates to vote for a S.

Teaching techniques frequently used:

story telling, summarizing, describing, expressing
opinions, commenting on a text/ event/ speech, etc.
SPONTANEOUS SPEAKING (brainstorming, discussion)
- typical for ordinary communication;
- hard to achieve requires high linguistic proficiency and good
language skills;
- not always spontaneous  speakers are given some time to think
about what they want to say.
PREPARED SPEAKING (speech)
- is more accessible  there is time to think and prepare;
- Ss learn how to organize their linguistic material;
- Ss learn how to use linguistic strategies to convey their message
effectively;
- Ss get used to speaking in front of an audience.
 helping the Ss to gradually move from
controlled activities  guided activities  free production

Controlled activities
- are dominant in the early stage of language teaching  Ss imitate a
model (the T or the text);
- reading aloud (dialogues) – Ss practice pronunciation, stress,
intonation, etc. and the T correct the mistakes;
- dramatized reading – Ss imitate real-world interaction and use the text
interactively;
- simulation – Ss repeat the text from the memory and make changes
according to their imagination;
- re-telling or summarizing texts – very common;

- language games, songs and poems – effective with young learners.

 helping the Ss to gradually move from
controlled activities  guided activities  free production
Guided activities
- meant to launch the Ss in creative conversation practice (move from
repetition of a model  production of messages);
- Ss produce texts similar to those in the textbook by using different
materials;
- question-answer exchanges – the T involves the Ss in the act of producing
language;
- comprehension questions – the T can assess the Ss and gradually teaches
them to ask similar questions  engage in direct conversations;
- join/reorder slashed words/sentences/paragraphs to form coherent
sentences/paragraphs/texts;
- continue sentences/paragraphs using their imagination;

- use (non)linguistic clues (key words, pictures) to form texts.

 helping the Ss to gradually move from
controlled activities  guided activities  free production
Free production
- is possible when Ss have developed fluency and proficiency of language
(intermediate and advanced levels);
- the T should organize activities which stimulate real-life-like
interactions;
- independent and creative Ss should support Ss who need to be guided
 proficient Ss produce language in an organized way.;
- the T is an organizer of the activity, facilitator of interaction, moderator
and analyst;
- Ss must be taught to use language meaningfully, fluently, functionally
and appropriately and to combine language with paralanguage.