SEM 111 Weeks13-14 Language Learning Material Development (20230426095827)

PAMANTASAN NG CABUYAO
KATAPATAN HOMES, BANAY-BANAY, CABUYAO LAGUNA
College of Education
Learning Material Weeks 13-14 Language Learning Materials Development SEM111

Title: Developing Materials for Speaking Skills
Objective:
Introduction:
Speaking is a productive skill. Theoretically, according to O’Grady (1996), it is a mental
process. This means that it is a psychological process by which a speaker puts a mental concept
into some linguistic form, such as word, phrases, and sentences used to convey a message to a
listener. So the speech production is the process by which the speakers turn their mental concept
into their spoken utterances to convey a message to their listeners in the communicative
interaction.
Much recent work on optimal conditions for the teaching of speaking in second and
foreign language classrooms has been grounded in educational psycholinguistics or in cognitive
and social psychology. Theoretical constructs for language pedagogy have been drawn
extensively from empirical studies, underpinned by the central notions of second language
acquisition: communicative competence (Canale and Swain 1980); comprehensible input
(Krashen 1985), negotiated interaction (Ellis 1990, Gass and Varonis 1994, Long 1983, Pica, et
al. 1989), input processing (VanPatten and Cadierno 1993), developmental sequences and routes
of acquisition (Meisel, Clahsen and Pienemann 1981), and communication strategies (Faerch and
Kasper 1983). Such constructs are widely taught in teacher preparation programs in second and
foreign language teaching and clearly have relevance to oral language instructional practice.
From a communicative view of the language classroom, listening and speaking skills are
closely intertwined. ESL- Curricula in which oral communication skills will simply be labelled
as “Listening/Speaking” course.
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The 4 Language Skills
When we learn a language, there are four skills that we need for complete
communication. When we learn our native language, we usually learn to listen first, then
to speak, then to read, and finally to write. These are called the four “language skills”:
Skill #1: Listening

Skill #2: Speaking
Skill #3: Reading
Skill #4: Writing
Input is sometimes called “reception” and output is sometimes called “production”.
Spoken is also known as “oral”.
Note that these four language skills are sometimes called the “macro-skills”. This is in
contrast to the “micro-skills”, which are things like grammar, vocabulary, pronunciation and
spelling.
Why should we teach speaking skills in the classroom?
Motivation
Many students equate being able to speak a language as knowing the language and
therefore view learning the language as learning how to speak the language, or as Nunan (1991)
wrote, “success is measured in terms of the ability to carry out a conversation in the (target)
language.” Therefore, if students do not learn how to speak or do not get any opportunity to
speak in the language classroom, they may soon get de-motivated and lose interest in learning.
On the other hand, if the right activities are taught in the right way, speaking in class can be a lot
of fun, raising general learner motivation and making the English language classroom a fun and
dynamic place to be.
Speaking is fundamental to human communication
Just think of all the different conversations you have in one day and compare that with how
much written communication you do in one day. Which do you do more of? In our daily lives
most of us speak more than we write, yet many English teachers still spend the majority of class
time on reading and writing practice almost ignoring speaking and listening skills.
Principles for Teaching Speaking
• Focus on fluency and accuracy (depending on lesson/activity objective)
• Use intrinsically motivating techniques based on student goals and interests
• Use authentic language in meaningful contexts
• Provide appropriate feedback and correction
• Optimize the natural link between listening and speaking
• Give students the opportunity to initiate oral communication
• Develop speaking strategies
Oral communication skills in pedagogical research
1. Conversational discourse
• Attention to conversation rules, sociolinguistic appropriateness, speech styles, routines, etc.
2. Teaching pronunciation
• How to teach, yet understanding that accents will remain
3. Accuracy and fluency
• How to address these two elements of language usage and language use
4. Affective factors
• Creating a climate that encourages students to speak and to accept imperfections as

part of the process
5. Interaction effect
• Speaking is a collaborative activity which students must learn to negotiate
6. Questions about intelligibility
• Students must learn to be intelligible, not native speakers
7. The growth of spoken corpora
 The one of the key developments on teaching our production
8. Genres of spoken language
 How to teach variations of oral interaction
Types of spoken language
 Monologue eg lectures, speeches, recitations.

 Dialogue eg conversations, interviews, debates, meetings.
Functions of Spoken Language
 Referential : utterances that provide information.

 Expressive : utterances that express the speaker’s feelings.
 Transactional: utterances where the main purpose is to get something done or acquire
something.
Interactional : utterances where the main emphasis is on the social relationship between

the participants.
 Phatic : utterances devoid of any serious content ‘small talk’, usually conducted
with strangers or people only slightly known.
What makes speaking difficult?
The main cause of what makes speaking difficult in the second stage is the formulation.
The smaller lexicon or a lack of vocabulary can cause the problem, weak grammatical and
phonological encoders deteriorate the accuracy and fluency of the speak.
Others cause can be the lack of:
• Clustering: the fluent speech not word by word, learners can organize their output.
• Redundancy: making the meaning of the speech clear
• Reduced forms: necessary to learn the reduced form to sound like a native speaker because
the reduced forms are used in the daily speech.
• Performance variables: the process of thinking as you speak.
• Colloquial language: the acquisition of idioms and phrases of colloquial language.
• Rate of delivery: the acceptable fluency and speeds at the moment of speak.
• Stress, rhythm & intonation: the right intonation and pronunciation of patterns to send
important messages
• Interaction: the creativity to produce the component waves of language, the creativity to
negotiate the conversation.
Tips for the teacher:
– Use authentic language in meaningful context.
– Give feedback and be careful with their corrections
– Teach in conjunction with listening
– Allows the student to initiate communication
– Improve the Motivation using a range of many different techniques.
Tips for the improvement of the fluency and Accuracy
Fluency:
– speak at normal speed
– self-correction
– smooth use of speech
Accuracy: Speaking using the correct form of grammar, vocabulary and pronunciation.
Micro- and Macroskills of oral communication
The implications of those focusing on both the forms of language and the functions of language.
The Forms of language include the types of sentences used (declarative, interrogatory,
imperative, exclamatory). Meanwhile, the functions of language include its purpose and its use.
These include the following:
1. Informative language function: communicating information, such as facts. 2. Expressive
language function: reporting feelings or attitudes or evoking these feelings in the reader/listener.
3. Directive language function: using language to cause or prevent actions, such as in

commands or requests
6 TYPES OF SPEAKING PERFORMANCE (THE KINDS OF ORAL PRODUCTION

THAT THE STUDENTS ARE EXPECTED TO CARRY OUT IN THE CLASSROOM):
1. IMITATE
A very limited portion of classroom speaking time may legitimately be spent generating
“human tape recorder” speech, where, for example, learners practice an intonation contour or try
to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of
meaningful interaction, but for focusing on some particular element of language form.
New teachers in the field always want the answer to this question: Is drilling legitimate
part of the communicative language classroom? The answer is a qualified yes. Drills offer
students an opportunity to listen and to orally repeat certain string of language that may pose
some linguistic difficulty-either phonological or grammatical. Drills are to language teaching
what the pitching machine is the baseball. They offer limited practice through repetition. They
allow one to focus on one element of language in a controlled activity. They can help to establish
certain psychomotor (“to loosen the tongue”) and to associate selected grammatical forms with
their appropriate context. Here are some useful guidelines for successful drills:
 Keep them short (a few minutes of a class hour only)

 Keep them simple(preferably just one point at a time)
 Keep them “snappy”
 Make sure students know why they are doing the drill.
 Limit them to phonology or grammar points
 Make sure they ultimately lead to communicative goals
 Do not overuse them.
2. INTENSIVE
Intensive speaking goes one step beyond imitative to include any speaking performance that is
designed to practice some phonological or grammatical aspect of language. Intensive speaking
can be self-initiated, or it can even form part of some pair work activity, where learners are
“going over” certain forms of language.
3. RESPONSIVE
A good deal of student speech in the classroom is responsive: short replies to teacher or student
initiated questions or comments. These replies are usually sufficient and do not extend into
dialogues (#4 and #5). Such speech can be meaningful and authentic:
T: how are you today?
S: pretty good, thanks, and you?
4. TRANSACTIONAL(DIALOGUE)
Transactional language, carried out for the purpose of conveying or exchanging specific
information, is an extended form of responsive language. Conversations, for example, may have
more of a negotiating nature to them than does responsive speech:
T: What is the main idea in this essay?
S: The United Nations should have more authority
T: More authority than what/

S: Than it does right now
T: What do you mean?
S: Well, for example, the UN should have the power to
force certain countries to destroy its nuclear weapons.
T: You do not think the UN has the power now?
S: Obviously not. Several countries are currently
manufacturing nuclear bombs.
Such conversation could readily be part of group work
activity as well.
5. INTERPERSONAL(DIALOGUE)
The other form of conversation mentioned in the previous chapter was interpersonal
dialogue, carried out more for the purpose of maintaining social relationships than for the
transmission of facts and information. These conversations are a little trickier for learners
because they can involve some or all of the following factors:
·A casual register
·Colloquial language
·Emotionally charged language
·Slang
·Ellipsis
·Sarcasm
·A covert “agenda”
For example:
Amy: Hi, Bob. How is it going?
Bob: Oh, so-so
Amy: Not a great weekend, huh?
Bob: Well, far be it from me to criticize, but I am pretty miffed about last week
Amy: What are you talking about?
Bob; I think you know perfectly well what I am talking about.
Amy: Oh, that …. How come you get so bent out of shape over something like
that?
Bob: Well, whose fault was it, huh?
Amy: Oh, wow, this is great. Wonderful. Back to square one. For crying out loud,
Bob, I thought we’d settled this before. Well, what more can I say?
Learners would need to learn how such features as the relationship between
interlocutors, casual style, and sarcasm are coded linguistically in this
conversation.
6. EXTENSIVE (MONOLOGUE)
Finally, students at intermediate to advanced levels are called on to give extended
monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register
is more formal deliberative. This monologue can be planned or impromptu.
PRINCIPLES FOR TEACHING SPEAKING SKILLS:

1. Focus on both fluency and accuracy, depending on your objectives
Accuracy is the
extent to which students’ speech matches what peopleactually say when they use the
target language. Fluency is the extent towhich speakers use the language quickly and confid
ently, with few hesitations
or unnatural pauses, false starts, word searches, etc.
In our current interactive language teaching, we can easily slip into
interactive activities that don’t capitalize on grammatical pointers or
pronunciation tips. We need to bear in mind a spectrum of learner needs, from language-
based focus on accuracy to message-based focus on interaction, meaning and fluency. When
you do a jigsaw group technique, play a game, or discuss solutions to the environmental
crisis, make sure that your tasks have a linguistic (language-based) objective, and seize the
opportunity to help students to perceive and use the building blocks of language.
At the same time, don’t bore your students to death with lifeless, repetitious drills. As
noted above, make any drilling you do as meaningful as possible. The student cannot develop
fluency if the teacher is constantly interrupting them to correct their oral errors. Teachers
must provide students with fluency building practice and realize that making mistakes is a
natural part of learning a new language.
2. Provide intrinsically motivating techniques

Try at all times to appeal to students’ ultimate goals and interests, to their need for
knowledge, for status, for achieving competence and autonomy, and for “being all that they
can be”. Even in those techniques that don’t send students into ecstasy, help them to see how
the activity will benefit them. Often students don’t know why we ask them to do certain
things, it usually pays to tell them.
3. Encourage the use of authentic language in meaningful contexts

This theme has been played time and again. It is not easy to keep coming up with
meaningful interaction. We all succumb to the temptation to do, say, disconnected little
grammar exercises where we go around the room calling on students one by one to pick the
right answer. It takes energy and creativity to devise authentic contexts and meaningful
interaction, but with the help of a storehouse of teacher resource material, it can be done.
4. Provide appropriate feedback and correction

In most EFL situations, students are totally dependent on the teacher for useful linguistic
feedback. In ESL situations, they may get such feedback “out there” beyond the classroom,
but even then you are in a position to be of great benefit. It is important that you take
advantage of your knowledge of English to inject the kinds of corrective feedback that are
appropriate for the moment.
5. Capitalize on the natural link between speaking and listening
Many interactive techniques that involve speaking will also of course include listening.
Don’t lose out on opportunities to integrate these two skills. As you are perhaps focusing on
speaking goals, listening goals may naturally coincide, and the two skills can reinforce each
other. Skills in producing language are often initiated through comprehension.
6. Give students opportunities to initiate oral communication
A good deal of typical classroom interaction is characterized by teacher initiation of
language. We ask questions, give directions, and provide information and students have been
conditioned only to “speak when spoken to.” Part of oral communication competence is the
ability to initiate conversation, to nominate topics, to ask questions, to control conversations,
and to change the subject. As you design and use speaking technique, ask yourself if you
have allowed students to initiate language.
7. Encourage the development of speaking strategies.
The concept of strategic competence (see Chapter 16:PLLT, chapters 5 and 8) is one that
few beginning language students are aware of. They simply have not thought about
developing their own personal strategies for accomplishing oral communicative purposes.
Your classroom can be done in which students become aware of, and have a chance to
practice, such strategies as:
·asking for clariﬁcation (what?)

·asking someone to repeat something (pardon me?, Huh?Excuse me?)
·using ﬁllers (uh, I mean, Well) in order to gain (to get) time to process
·using conversation maintenance cues (Uh-huh,Right, Yeah, OK, Hmm)
·getting someone’s attention (Hey, Say, So)
·using paraphrasing 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 non-verbal expressions to convey meaning
TEACHINGCONVERSATION
According to
Richard (1990: 76 – 77) thera are two major approaches characterize current
teaching of conversation :
1. An Indirect approach in which learners are more or less set loose to engage in interaction
2. A direct approach that involves planning a conversation program around the specific
microskills, strategies, and process that are involved in fluent conversation.
Richard (p. 79) was somewhat critical of task based instruction, which he labeled an indirect
approach, because in the task the focus is on using language to complete task, rather than on
practicing language.
Richard (1990:78-80) offered the following list of features of conversation that can receive
specific focus in classroom instruction :
1.
1. How to use conversation for both transactional and interactional purposes

2. How to produce both short and long turn in conversation
3. Strategies in managing turn-taking in conversation, including taking a turn, holding a
turn, and relinquishing a turn.
4. Strategies for opening and closing conversation
5. How to initiate and respond to talk on a broad range of tropics, and how to develop and
maintain talk on these topics.
6. How to use both a casuals type of speaking and a neutral or more formal social gathering
7. Strategies for repairing trouble spots in conversation including communication
breakdown and comprehension problems
8. How to maintain fluency in conversation through avoiding excessive pausing,
breakdowns, errors of grammar or pronunciation.
9. How to produce talk in a conversation mode, using a conversational lister and syntax
10. How to use conversational fillers and small talk
11. How to use conversational routines.
A. Conversation-Indirect (strategy consciousness-raising)
1. Plan your timeLevel : Intermediate or above

Time : 30-35 minutes
Aim : for students to consider ways in which they can learn English outside the
classroom.
Preparation: Make photocopies of the task sheet for your class.
Procedure:
1. Arouse student interest in the planning task.

2. Set up the initial pair work and give the students five to ten minutes to discuss,
add to, or modify the list of suggestions.
3. When the initial discussion is over, you should facilitate the setting up of the
groups. Allow the groups a maximum of twenty minutes to complete the
planning task.
4. Chair the report-back session in which each group presents its suggestion.
Make posters available to help the groups present their ideas.
Task sheet :
Techniques that people use to help them learn English outside the classroom :
5. Memorizing a list of words

6. Reading a grammar book
7. Doing a grammar exercise
8. Reading a book or a magazine in English
9. Re-copying things from their class notebook
10. Correcting mistakes made in written work
11. Preparing the next unit of the coursebook
12. Work with your partner and add any others of your own. Tell each other
which ones in the list you find helpful, if any, then tell the class about the new
one you have added.
13. Arrange yourselves in groups and take a time period from this list :
-Thirty minutes per day for six days in a week
-One hour per day for five days a week
-Two hours per day for four days a week
-In a group plan a program to show how you could make use of the time to do extra work
on your English. Use the ideas from the earliest list, as well as any other you can think of.
Choose one person to present your plan to the rest of the class.
Remark
If student agrees to experiment with a study plan, sometime should be allowed in
classroom for them to discuss how they are getting on.
B. Other Interactive techniques Of course, many other task and techniques can be applied
to the teaching of conversation. They are almost impossible to categorize, but here are a few
possible types, gleaned simply from the table of contents of Friederike Klippel’s (1984)
practically litte resource book :
Interviews
Guessing games
Jigsaw tasks
Ranking exercises
Discussion
Values clarification
Problem solving activities
Role play
Simulations
Teaching Pronunciation
Advice for Teaching Pronunciation: How to Help Your Students Excel
Pronunciation is an extremely important part of the teaching of English. Regardless of how good
a students reading, writing and vocabulary skills are, if they can’t pronounce words correctly,
then listeners will not be able to understand them.
Teaching pronunciation can seem quite intimidating to some teachers, particularly if you are a
new ESL teacher. However, if you break your task down into step-by-step chunks, it becomes
much more simple than it may seem at first.
People from different parts of the world have various difficulties when it comes to pronouncing
English words and sounds. For example, there is no ‘R” sound in some languages, and these
people tend to use an ‘L’ sound instead.
How To Teach Pronunciation

Start With Sounds
Before you get on with teaching your students how to pronounce words, you should focus on
sounds. Begin by teaching your students phonemes. This will pay off in the long run and will
prevent your students from making lots of pronunciation mistakes.
Move on to Words
After the students have mastered basic phonemes, including short and long vowels, you can
move on to pronunciation of words.
When teaching work pronunciation, teach your students spelling patterns , and associate the
phonemes they have already learned with the right spelling patterns. This helps the students to
internalize the rules of English spelling and will make it easier for them to pronounce written
words correctly.
It’s also helpful to separate words into one-syllable and multi-syllable words. This way they can
start with basic words and move onto more complicated ones. Make sure you teach them how to
count syllables.
Getting More Advanced: Sentences, Intonation, Rhythm

After getting to grips with phonemes and words, your students can move on to the more
difficult part.
Learning sentences and conversation structures can be very complicated for foreign
students. There are several factors such as stress, intonation, and rhythm that need to be learned.
This part is not easy to teach as it can only really develop naturally over time.
Practice makes perfect, so encourage your students to practice as much as they can at home, and
suggest that they watch English TV programs so they can get a feel how people converse in the
English language.
One of the main obstacles in teaching pronunciation is the nervousness and lack of
confidence that students have. Remember that your role as teacher is to encourage students
constantly and praise even their smallest developments. If you can keep your students positive
and focused, their development will enhance no doubt.
The evaluation of oral production performance can be quite complicated. First we have
to be clear about the level language that our targeting. There are at least six possible criteria that
we can use :
1. Pronunciation
2. Fluency
3. Vocabulary
4. Grammar
5. Discourse features (cohesion, sociolinguistic appropriateness)
6. Task (accomplishing the objective of the task)
Some scales add “comprehension “to account for the extent to which a student has
comprehended directions or elicitation. We can use categories such as, beginning, intermediate,
and advanced as potential levels. Whatever category that you use the most important is to
describe them as clearly as possible in order to make reliable evaluations.
Activity:
References:
Alda, R. (2018). Going to the MALL: Mobile assisted language learning in english language instruction. International Journal of
English Language Teaching. Volume 60/4 July-August 2018 Rs. 15
Alda, R. (2018). Podcasting tasks and students’ aural-oral skills. International Journal of Language and Education. Volume:7,
Issue:4, October 2018
K to 12 English Curriculum Guide Retrieved at www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf

Mozayan, M. (2015). Materials to develop microskills and macroskills: Are there any principles? ELT Voices. Retrieved at
http://eltvoices.in/Volume5/Issue_6/EVI_56_1.pdf
Poetsch, S. (2016). Teaching language: Macro skills. Retrieved at https://www.indigoz.com.au/language/teachmacro.html
Qodir, A., Baehaqi, L., & Miftah, M. Z. (2016). “Developing materials of listening comprehension for the English department
students”. Journal on English as a Foreign Language. Retrieved at
https://www.ijlter.org/index.php/ijlter/article/download/668/287
Stanely, G. (2013) Language Learning with Technology: Ideas for Integrating Technology in the Classroom. Cambridge
Cambridge University Press.
Teaching material development: Speaking. Retrieved at https://rinaaghna.wordpress.com/2012/11/28/teaching-material-
development-speaking-2/

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PAMANTASAN NG CABUYAO

KATAPATAN HOMES, BANAY-BANAY, CABUYAO LAGUNA

Learning Material Weeks 13-14 Language Learning Materials Development SEM111

The 4 Language Skills

Skill #1: Listening

Why should we teach speaking skills in the classroom?

Speaking is fundamental to human communication

Principles for Teaching Speaking

• Focus on fluency and accuracy (depending on lesson/activity objective)

• Use intrinsically motivating techniques based on student goals and interests

• Use authentic language in meaningful contexts

• Provide appropriate feedback and correction

• Optimize the natural link between listening and speaking

• Give students the opportunity to initiate oral communication

• Develop speaking strategies

Oral communication skills in pedagogical research

• Attention to conversation rules, sociolinguistic appropriateness, speech styles, routines, etc.

• How to teach, yet understanding that accents will remain

3. Accuracy and fluency

• Creating a climate that encourages students to speak and to accept imperfections as

• Speaking is a collaborative activity which students must learn to negotiate

6. Questions about intelligibility

• Students must learn to be intelligible, not native speakers

7. The growth of spoken corpora

 The one of the key developments on teaching our production

8. Genres of spoken language

 How to teach variations of oral interaction

Types of spoken language

 Monologue eg lectures, speeches, recitations.

Functions of Spoken Language

 Referential : utterances that provide information.

Others cause can be the lack of:

• Redundancy: making the meaning of the speech clear

• Performance variables: the process of thinking as you speak.

• Colloquial language: the acquisition of idioms and phrases of colloquial language.

Tips for the teacher:

– Use authentic language in meaningful context.

– Give feedback and be careful with their corrections

– Teach in conjunction with listening

– Allows the student to initiate communication

– Improve the Motivation using a range of many different techniques.

Tips for the improvement of the fluency and Accuracy

– speak at normal speed

– smooth use of speech

Micro- and Macroskills of oral communication

3. Directive language function: using language to cause or prevent actions, such as in

6 TYPES OF SPEAKING PERFORMANCE (THE KINDS OF ORAL PRODUCTION

 Keep them short (a few minutes of a class hour only)

T: how are you today?

S: pretty good, thanks, and you?

T: What is the main idea in this essay?

S: The United Nations should have more authority

T: More authority than what/

PRINCIPLES FOR TEACHING SPEAKING SKILLS:

2. Provide intrinsically motivating techniques

3. Encourage the use of authentic language in meaningful contexts

4. Provide appropriate feedback and correction

·asking for clariﬁcation (what?)

1. How to use conversation for both transactional and interactional purposes

1. Plan your timeLevel : Intermediate or above

Preparation: Make photocopies of the task sheet for your class.

1. Arouse student interest in the planning task.

5. Memorizing a list of words

How To Teach Pronunciation