Teaching Speaking

Created by:
Pristina Dewikhan (T20196100)
Ulil Izzah (201101060010)
Imelda Eva Diarsya (201101060015)
Zaenal Abidin (201101060025)
Aditya Ghimnastiar (202101060010)
Suhaimah (201101060023)
 Oral Communication Skills in Pedadogicial Research
1. Conversational Discourse
Richards (1990: 67) noted, "the conversation class is something of an enigma in language teaching." The goals and the
techniques for teaching conversa tion are extremely diverse, depending on the student, teacher, and overall context of the
class
2. Teaching pronunciation
There has been some controversy over the role of pronunciation work in a communicative, interactive course of study.
3. Accuracy and fluency
fluency and accuracy are both important goals to pursue in CLT. While fluency may in many communicative language
courses be an initial goal in language teaching, accuracy is achieved to some extent by allowing students to focus on the
elements of phonology, grammar, and discourse in their spoken output.
4. Affective factors One of the major obstacles learners have to overcome in learning to speak is the anxiety generated
over the risks of blurting things out that are wrong, stupid, or incomprehensible.
5. The interaction effect
The greatest difficulty that learners encounter in attempts to speak is not the multiplicity of sounds, words, phrases, and
discourse forms that characterize any lan guage, but rather the interactive nature of most communication..

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 Types of Spoken Language

As you plan and apply techniques in your interactive

classroom, ensure that your students can handle
interpersonal and transactional dialogue and that they
can communicate with strangers as well as with
whom they are.
 What Makes Speaking Difficult?
Bear in mind that the following characteristics of spoken language can make oral performance
easy as well as, in some cases, difficult.
1. Clustering
Fluent speech is phrasal, not word by word. Learners can organize their output both
cognitively and physically (in breath groups) through such clustering.
2. Redundancy
The speaker has an opportunity to make meaning clearer through the redundancy of language.
Learners can capitalize on this feature of spoken language.
3. Reduced forms
Contractions, elisions, reduced vowels, etc., all form special problems in teaching spoken
English (see the section below on Teaching Pronunciation).
4. Performance variables
Learners can actually be taught how to pause and hesitate. For example, in English our
"thinking time" is not silent; we insert certain "fillers" such as uh, um, well, you know, I mean,
like, etc. One of the most salient differences between native and nonnative speakers of a
language is in their hesitation phenomena.
 What Makes Speaking Difficult?
5. Colloquial language
Make sure your students are reasonably well acquainted with the words,idioms, and phrases of
colloquial language and that they get practice in producing these forms.
6. Rate of delivery
Another salient characteristic of fluency is rate of delivery. One of in teaching spoken English
is to help learners achieve an acceptable speed with other attributes of fluency.
7. Stress, rhythm, and intonation
This is the most important characteristic of English pronunciation, as will be explained below.
The stress-timed rhythm of spoken English and its intonation patterns convey important
messages.
8. Interaction
As noted in the previous section, learning to produce waves of language in a vacuum-without
interlocutors-would rob speaking skill of its richest component: the creativity of conversational
negotiation.
 MICROSKILLS OF ORAL COMMUNICATION

One implication of such a list is the importance of focusing on both

the forms of language and the functions of language. Language
1st semesterstudents need to be shown 2nd the details of how to convey and
semester 3rd semester
negotiate the ever-elusive meanings of language.
Mercury is quite a Mars is actually a Saturn is a gas giant
Example of Micro- skills is : phonemes, words, collocations,
small planet very cold place with rings
phrasal units. They include production English stress patterns,
Venus has areduced forms, production of fluent
Jupiter speech, use of strategic devices
is the biggest Neptune is far away
(pauses,
beautiful name fillers). planet from us
TYPES OF CLASSROOM SPEAKING PERFORMANCE
Useful information

Imitative Intensive

What are them?

Responsive Transactional
TYPES OF CLASSROOM SPEAKING PERFORMANCE

Interpersonal 05

and

Extensive 06
 Principles for Designing Speaking Techniques

Encourage the
Techniques should cover the
development of
spectrum of learner needs 01 06
speaking strategies.

Give students
Techniques should be 02 05 opportunities to initiate
intrinsically motivating. oral communication.

03 04 Capitalize on the natural

Provide appropriate feedback link between speaking and
and correction. listening.
 TEACHING CONVERSATION

● According to Richard (1990:76-77), two major approaches characterize "current" teaching of

conversation, Those are indirect approach and direct approach.
● While both approaches can be found in language-teaching institutions around the world, recent
developments in such models as task-based instruction, now more than a decade or so since
Richards made his observations, have taken the learner well beyond simply using language.
● Richard (1990: 79-80) offered the following list of features of conversation that can receive
specific focus in classroom instruction:
○ how to use conversation for both transactional and interactional purposes
○ how to produce both short and long turns in conversation
○ strategies for opening and closing conversations
○ how to initiate and respond to talk on a broad range of tropics, and how to develop and
maintain talk on these topics
○ strategies for repairing trouble spots in conversation, including communication breakdown
and comprehension problems

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 How to Imply?

A. Conversation-Indirect (Strategy Consciousness-raising)

B. Conversation-Direct2nd
1st semester
(Gambits)
semester 3rd semester
C. Conversation- Transactional (Ordering from a catalog)
D. Meaningful Oral Grammar Practice
Mercury is quite a Mars is actually a Saturn is a gas giant
E.
small planet Individual Practice very cold place with rings
F. Other Interactive Techniques
Venus has a Jupiter is the biggest Neptune is far away
beautiful name planet from us
 Teaching Pronunciation

Rita Wong (1987:21) Reminded us that current language theories

suggest that the sounds of language are less important for
comprehension than how they are arranged.
 Teaching Pronunciation

Factors born affects Pronunciation

● Native language
● Age
● Exposure
● Innate phonetic ability
● Identity and language ego
● Motivation and concern for good Pronunciation

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Intonation-Listening for Pitch Changes
 A MODEL FOR CORRECTION OF SPEECH ERRORS
One of the keys, but not the only key, to successful second language learning lies in the
feedback that a learner receives from others. Chapter 8 of PLLT described Vigil and Oller's
model of how affective and cognitive feedback affects the message-sending process. The
traffic signal of cognitive feedback is the point at which error correction enters. A green light
here symbol izes noncorrective feedback that says «I understand your message.» A red light
sym bolizes corrective feedback that takes on a myriad of possiblc forms and causes the
learner to make some kind of alteration in production.
 A MODEL FOR CORRECTION OF SPEECH ERRORS
In order to make the decision the teacher may have recourse to factors with imme
diate, temporary bearing, such as the importance of the error to the current
pedagogical focus on the lesson, the teacher's perception of the chance of eliciting
correct performance from the student if nega tive feedback is given, and so on. In a
very practical article on error treatment, James Hendrickson advised teachers to try
to discern the difference between global and local errors, . « Once a learner of
English was describing a quaint old hotel in Europe and said, »There is a French
widdrw in every bedroom The local error is clearly, and
humorously, recognized. «The different city is another one in the another two» Is a
sentence that would certainly need treatment because it is incomprehensible as is.
Many utterances are not clearly global or local, and it is difficult to discern the necessity for
corrective feedback. A leamer once wrote, «The grammar is the basement of every language»
While this witty little proclamation may indeed sound more like Chomsky than Chomsky docs, it
behooves the teacher to ascertain just what the learner meant here , and to provide some feedback
to clarify the difference between the two. The bottom line is that we simply must not stifle our
students' attempts at production by smothering them with corrective feedback. 
 Those are from us and see u !!

Thank You For Your Attention Guyss!!