What is speaking?

1. Real-Time Expression: Speaking is described as a skill that happens in real-time,

Where the speaker is required to express themselves on the spot. Unlike reading or
writing, speaking occurs instantly, often with the listener waiting for an immediate
response.
2. Constraints of Speaking:
Speaking lacks the luxury of editing and revising, which is possible in writing. It
emphasizes the spontaneity and immediacy of communication.
3. Language Skills and Teaching:
3.1. Four Language Skills: Listening, speaking, reading, and writing are identified
as the four language skills.
3.2. The difficulty of speaking is highlighted in comparison to the other skills.
4. Productive and Receptive Skills:
4.1. Productive skills involve generating language (speaking and writing).
4.2. Receptive skills involve receiving language (listening and reading).
5. Channel of Communication:
5.1. Speaking is categorized as a productive aural/oral skill, emphasizing verbal
expression to convey meaning.
6. Teaching Speaking:
6.1. Challenges in Teaching Speaking: Despite its natural aspect, speaking in a
foreign language is acknowledged as a complex process.
6.2. Commercial language schools may sometimes overlook the complexity of
teaching speaking, hiring untrained individuals for conversation classes.
7. Differences Between Spoken and Written Language:
7.1. Auditory vs. Visual: Spoken language is auditory, while written language is
visual.
7.2. Temporary vs. Permanent: Spoken language is temporary and has immediate
reception, while written language is permanent and involves delayed
reception.
7.3. Prosody vs. Punctuation: Spoken language includes prosody (rhythm, stress,
intonation), while written language uses punctuation.
7.4. Immediate Feedback vs. Delayed or No Feedback: Speaking provides
immediate feedback, whereas written language involves delayed or no
feedback.
7.5. Limited vs. Unlimited Planning and Editing:** Planning and editing are
limited in spoken language due to the immediate channel, while written
language allows unlimited planning, editing, and revision.
Teaching Methods for Speaking: An Evolution

Traditional Approach:
Method: Repetition drills, memorization of textbook dialogues.
Focus: Familiarizing students with sounds and structural patterns.
Issue: Actual conversations differed from textbook dialogues.
Duration: Several semesters of repeating after the teacher, studying grammar rules,
and reciting dialogues.

Evolution through Language Acquisition Research:

Shift in Focus: Language acquisition research challenges traditional beliefs.
Interaction-Based Learning: Interaction is crucial for language learning.
Emergence of Communicative Language Teaching (CLT):
Weak Version: Combines language components with communication activities.
Strong Version: Emphasizes communication in the target language, downplaying
accuracy.

Importance of Accuracy in Communication:

Challenge: Making oneself understood requires accuracy.
Complexity: Managing linguistic components during speech is demanding.
Linguistic Elements in Speaking:
Components: Text, Utterances, Clauses, Phrases, Words, Morphemes, Phonemes.
Sound System Elements: Syllables, Distinctive Features.
Suprasegmental Phonemes: Stress, Rhythm, Intonation.

Principles for Teaching Speaking:

Awareness, Autonomy, and Authenticity Pyramid:
Units of Spoken Language: Text, Utterances, Clauses, Phrases, Words, Morphemes,
Phonemes.
Sound System Elements: Syllables, Distinctive Features, Suprasegmental Phonemes.
Importance of Understanding these Units for Teachers.

Principle of Teaching Speaking:

Complex Nature: Speaking involves the interaction of various linguistic elements.
Teaching Focus: Understanding and integrating these units for effective
communication.
Conclusion:
The evolution of teaching speaking has moved from traditional methods to
communicative language teaching, emphasizing interaction. The complexity of
speaking involves managing various linguistic elements, and understanding these
units is crucial for language teachers. The principles for teaching speaking stress the
significance of awareness, autonomy, and authenticity in language instruction.
Principles for Teaching Speaking

Context Awareness:

FL vs. SL Contexts:
FL Context: Target language not used in society.
Challenges: Limited opportunities for language use outside the classroom.
Example: Learners struggle to communicate in the target language when traveling.
SL Context: Target language is the societal language.
Learners: Include refugees, international students, and immigrants.
Observation: Proficiency levels may plateau with noticeable errors.
Balancing Fluency and Accuracy:

Fluency vs. Accuracy:

Fluency: Quick, confident speech with few hesitations.
Accuracy: Speech matches actual language use.
Teaching Approach:
Necessity: Learners need practice in both fluency and accuracy.
Avoidance of Constant Interruption: Mistakes are natural; constant correction hinders
fluency development.
Promoting Student Interaction:

Reducing Teacher Dominance:

Issue: Teachers often dominate classroom talk (50-80%).
Solution: Incorporate pair work, group work to increase student speaking time.
Outcome: Students take on diverse speaking roles, usually filled by the teacher.
Negotiating for Meaning:

Learning through Interaction:

Process: Negotiating for meaning involves seeking clarification, repetition, or
explanations during conversations.
Benefit: Interaction aids understanding and being understood in the target language.
Transactional and Interactional Speaking:
Defining Purposes:
Interactional Speech: Social communication, maintaining relationships.
Transactional Speech: Communicating to accomplish tasks, including exchanging
goods/services.

Classroom Activities:
Balance: Design activities covering both interactional and transactional purposes.
Consideration: Recognize the continuum from relatively predictable to unpredictable
spoken interactions.

Teaching Methods for Speaking in the Classroom

Equalizing Power Discourse:

Issue: Teacher-dominated classroom talk can create unequal power dynamics.
Impact: Teacher controls topics, turns, feedback, and questions.
Challenge: Students may have limited opportunities for active participation.

Conversational Nature of Speaking:

Genres of Speaking:
Variety: Speaking includes reciting poetry, debates, discussions, and messages.
Common Type: Conversations.

Teaching Strategies:
Planning Activities:
Recommendation: Plan small group or pair activities for conversational skill practice.
Objective: Provide learners with opportunities to take turns, ask questions, and change
topics without teacher dominance.