TEFL

THE TEACHING OF
SPEAKING
By Tri Luhpalupi Ningtyas (NIM 210211830815)
 Table of contents

01 What is it ? 04
When can it be
implemented ?
Why is it important What
02 to have it?
05 technologies are
available ?
How should it be
03 done ?
 01
What is it ?
 Teaching speaking
(Nunan, 2003)

To teach students to :
● Produce the English speech sounds and sound patterns
● Use word and sentence stress, intonation patterns and the
rhythm of the second language.
● Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter.
● Organize their thoughts in a meaningful and logical sequence.
● Use language as a means of expressing values and judgments.
● Use the language quickly and confidently with few unnatural
pauses, which is called as fluency.
 02
Why is it important to
have it?
 The Aim of Teaching Speaking
Speaking activities provide
rehearsal opportunities How to Teach English
(Hammer, 2007)

Speaking tasks provide

feedback for both teacher and
students

Speaking activities provide

opportunities for students to activate
the various elements of the language
they have stored in their brains
Problems in Teaching Speaking
(Ur, 2012)

Shyness and inhibitions Finding things to say

Low participation of L1 use

individuals
 03
How should it
be done ?
 Principles for Teaching Speaking Skills
(Brown, 2015)

1 3
Focus on both fluency and Provide techniques that
accuracy, depending on your spark the interest of students
objective

2 4
Ascertain that complexity of Encourage the use of
your techniques is appropriate authentic language in
meaningful contexts
Principles for Teaching Speaking Skills
(Brown, 2015)

5 6
Capitalize on the natural link
Provide appropriate
between speaking and listening
feedback

7 8
Give students opportunities to Encourage the development of
initiate oral communication speaking strategies
Classroom Speaking Performance
(Brown, 2015)

Imitative Responsive

Intensive

Transactional
(Dialogue)

Interpersonal Extensive
(Dialogue) (Monologue)
Activities to Promote Speaking
(Kayi, 2006)
Role Play
Discussion Storytelling

Brain Storming
Simulations
Story
Information Gap Completion
Interviews
Picture
Find the Narrating
Differences Playing Cards
Reporting
Picture
Describing
 Assesing Speaking in the Classroom
Preconsiderations required are :

1 2 3
Specify the category of Describe the skills Identify the genre of
speaking performance that that are to be assess spoken language that
is being assessed are being assessed
 Item Types and Tasks
for Assessing Speaking
1. Imitative speaking tasks : mimal pair repetition, word/phrase repetition,
sentence repetition
2. Intensive speaking tasks : directed response, read aloud, oral sentence
completion, oral cloze procedure, dialogue completion, directed response,
picture-cued elicitation of a grammatical item, translation (a word, phrase,
sentence)
3. Responsive speaking tasks : picture-cued elicitation of response or
description, map-cued elicitation of directions, Q&A – open-ended,
question elicitation, elicitation of instruction, paraphrasing
4. Interactive speaking tasks: oral interview, role play, discussions and
conversations, games
5. Extensive speaking tasks : oral presentations, picture-cued story-telling,
retelling story or news event, translation of an extended text
Possible Criteria for Evaluating Speaking Tasks

Pronunciation Vocabulary Discourse features

Fluency Grammar Task
 04
When can it be
implemented?
 These sentences may help
Young learners
● students from ages 3 to 8 years
old (Wilson, 2003; Alianello,
2004)
● learners from 5 to 14 years old
(Pinter, 2006)
Adult learners
● at least 25+ years old at the start of his or her
course (UK)
● as distinct from adolescent and child learners
(Knowles, 1973) in terms of self-concept,
experience, readiness to learn, orientation to
learning, and motivation to learning
 Characteristics of Young Learners
(1) They respond to meaning even if they do not understand individual
words.
(2) They often learn indirectly rather than directly.
(3) Their understanding comes not just from explanation, but also from
what they see and hear, and crucially, have a chance to touch and
interact with.
(4) They find abstract concepts such as grammar rules difficult to grasp.
(5) They generally display an enthusiasm for learning and a curiosity
about the world around them.
(6) They have a need for individual attention and approval from the
teacher.
(7) They are keen to talk about themselves and respond well to learning
that uses themselves and their own lives as main topics in the
classroom.
(8) have a limited attention span unless activities are extremely
engaging, they can get easily bored.
 Characteristics of Adult Learners
(Knowles, 1973)

(1) They are generally self-directed.

(2) They need to know the importance and relevance of what they’re learning.
(3) Their bring a variety of experiences that should be utilized in their learning.
(4) They are results-oriented and want to shift quickly from theory to application.
(5) They are intrinsically motivated and work best when learning has clear, relevant goals.
 05
What technologies
are available ?
 Technologies
 Communication lab
 Video conferencing
 Video Library
 CALL (Computer Assisted Language
Learning)
 TELL (Technology Enhanced Language
Learning)
 Pod casting
Technologies
 Quick Link Pen
 Quicktionary
 Programmes through educational
satellites
 Speech Recognition Software
· Internet
· Blogging
 Thanks!

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