Teaching and Assessing

Speaking
Prepared by:

TRIXIE HYACINTH L. PELICANO, MAEd

Speaking and its
Importance
Speaking is the process of building and sharing
meaning through the use of verbal and non-verbal
symbols in a variety of contexts. It is a
“combinatorial skill” that involves doing various
things at the same time including non-verbal
communication skills like listening, eye contact,
and body language.
Why do we speak?

01 Convey thoughts 02 Persuad people

03 Inspire people and spur them

into action
Skills to be Developed to be an Effective
Speaker in Second Language
Vocabulary
Being a good speaker means constantly
expanding your vocabulary. Reading is an
effective way to improve your vocabulary.
Grammar
The fewer grammar mistakes you make, the
more effective is your speech. You may need to
learn specific grammatical structures like the
different tenses, comparative forms, relative
clauses, conditionals, passive and active voice,
to name a few.
Skills to be Developed to be an Effective
Speaker in Second Language

Pronunciation
Segmentals are also called phonemes.
Individual sounds of consonants and vowels

Suprasegmentals are speech techniques that

apply to multiple segments such as stress,
intonation, and rhythm.
Speech Register
This refers to the level of formality and style in speaking anchored on different situations and
contexts.

Used in very formal ceremonies and must be said the same each time we say it. Example, the Philippine
Frozen or Fixed Register National Anthem, the Lord’s Prayer, etc.

This follows a prescriptive format. It is used in formal settings and is usually impersonal. This includes
Formal Register academic language – speeches, announcements, etc. The speaker uses complete sentences and avoids
slang.

This is the standard form of communication. The speaker uses the participation and feedback of the
Consultative Register listener. Situations using consultative registers are doctor and patient, lawyer and client, teacher and
student, and counselor and client

This is an informal speech, usually used between friends, or colleagues who have things to share. There
Casual Register is a free and easy communication between the speaker and the listerner.

This is between two very close individuals. It is described by an economy of words, with a high chance
Intimate Register of nonverbal communication. This usually occurs between husband and wife, boyfriend and girlfriend,
parents and children, and siblings
Speech Act
This refers to an utterance expressed by an
individual that presents information and
performs an action as well.
 Three Categories of Speech Act

Locutionary Act of making an expressive meaning. An utterance that

produces the literal meaning based on what the speaker

Act said.

Illocutionary The meaning one wishes to convey. It is not just the act of
saying something but the act of saying something for the
purpose of stating opinion, confirming or denying,
Act making a prediction, a promise, giving advise or

Perlocutionary permission.

The effect of our words that entails a person to do

Act something.
Example: THE SPEECH ACT

Locution
Illocution
(literal/ Perlocution
(intended
specific (effect)
meaning
words)

1. An indirect request for The hearer will close/open

someone to open the It is hot here. the window
window.
2. An indirect refusal to
close the window
Example: THE SPEECH ACT

Locution
Illocution
(literal/ Perlocution
(intended
specific (effect)
meaning
words)

Could be interpreted as a The person stops smoking.

request, and order, or a Stop smoking.
warning.
Example: THE SPEECH ACT

Locution
Illocution
(literal/ Perlocution
(intended
specific (effect)
meaning
words)

Could be interpreted as an Young people will have a

opinion or an idea Our young people rely limited time on social
heavily on social media. media.
Start a campaign on the limit
of social media usage for
young people
 Speech Delivery
One way of categorizing speech is the way it is
delivered.
 Impromptu Speaking
Delivering a message on the spur of the
moment without preparation and
predetermination. The speaker is provided on
the spot with a topic and she/he will say
something about it.
Extemporaneous Speaking
Delivering a speech in a conversational fashion
using notes. This is planned and prepared but
the speaker uses an outline only as a reference
while speaking.
Manuscript Speaking
This consists of reading a fully scripted
speech. It is useful when a message
needs to be delivered in precise words
like the state of the nation address of the
President of the Philippines.
Memorized
Speaking
Delivering a speech from memory.
Memorization allows the speaker to
be free of notes.
Speaking Tasks
 Speaking tasks
The main aim of speaking tasks is to help students develop fluency. To develop speaking
skills, they need intensive practice.

Discussion Short Speeches

A discussion is carried out to arrive at a
Given a time frame, students are
conclusion, to share ideas about an event, or to
given a topic and deliver a speech
find solutions.
before the class.

Your last word is mine Guess the picture

The first student starts telling a story;
another continues using the last word
uttered by the first student, then another
student continues until the whole story is
finished.
One student has the picture and the
partner needs to guess what’s in the
picture by asking probing questions
and clarifications.
 Speaking tasks
The main aim of speaking tasks is to help students develop fluency. To develop speaking
skills, they need intensive practice.

Role Play Narrating and telling a

Students pretend they are in various social
contexts and have a variety of social roles. This
friend about an amusing
exercise will encourage the students to speak in weekend experience
real-life situations.

Interviews Playing games that

Students interview an interesting engage students in
personality in the community and report
to the class the results of the interview. coversation
Conducting class
debates
 Paying attention to specific skills
Means speaking easily, and reasonably quickly without having to stop and pause a lot. It
Fluenc refers to how many languages a student can speak, or the capacity to produce speech at a
y normal rate without interruption.

Pronunciation It is the act of producing the sounds of speech, including articulation, stress, and intonation.
When it comes to speaking assessments, the utmost consideration is whether the learner’s
pronunciation makes communication easy or difficult.

Refers to the body of words used in a particular language. The assessment of vocabulary in
Vocabulary speaking is on the breadth and depth of the vocabulary used by the speaker. Breadth refers
to the number of words a student knows. Depth is what the learner knows about the words.
 Paying attention to specific skills

Accurac This refers to the correct use of the language system.

y
Interaction This refers to the ability to interact with others during communicative tasks.
 Types of Speaking Assessment Tasks

1. Imitative 2. Intensive
Step 3
Repeating a small stretch of
language and focusing on
pronunciation. The competence Neptune is very far Earth is the planet
assessed is that purely phonetic, from the Sun where we all live
prosodic, lexical, and grammatical
(pronunciation)
Types of Speaking Assessment Tasks

1. Imitative
Repeating a small stretch of language and focusing on
pronunciation. The competence assessed is that purely
phonetic, prosodic, lexical, and grammatical (pronunciation)
2. Intensive
1.1 Reading Aloud
Reading aloud can be used a s a companion for other more
communicative tasks.

1.2 Directed Response Task (DRT)

This is beneficial to elicit a specific grammatical form or a
transformation of a sentence which requires minimal
processing.

Sentence/Dialogue Completion
Beneficial only for assessing the test taker’s micro skill of
providing the right chunks of language and other
pronunciation feature.
3. Responsive
These are speaking tasks that involve responses to spoken
prompts. Some of these examples are question and answer,
giving instructions and directions, and paraphrasing.
4. Interactive
This refers to interactional and transactional conversations.

a. Interview
In conducting an interview, the teacher must create a relaxed atmosphere, talk
less, and listen more. Constructive feedback must be given afterward.

b. Drama-like Task
Divided into three sub types which differ respectively from the preparation to
scripting.
a. Improvisations – gives very little opportunity to students to
prepare for the situation and may incite creativity in using the language.
b. Role Play – provides a slightly longer time for students to
prepare although scripting is highly unlikely.
c. Simulation – involves real-world sociodrama which is the
pinnacle of speaking competence
4. Interactive
This refers to interactional and transactional conversations.

c. Discussions and Conversations

These are informal assessments to performance in terms of stress, grammar,
intonation, pronunciation, signaling, and comprehension

d. Games
Games that can elicit spoken language objectively can be used as informal
assessment for speaking.
5. Extensive (Monologue)
a. Speech (Oral Presentation or Oral Report
Commonly practiced to present a report, paper, or design in a school setting.

b. Picture-cued Story Telling

Similar to the limited version, at this level the main consideration of using a
picture or series of pictures is to make it into a stimulus for a longer story or
description

c. Retelling a Story or New Event

The focus is usually on the meaningfulness of the relationship
of events within the story, fluency, and interaction with the
audience.
Assessing Speaking
using Rubrics
Speaking skill is a performance-based
skill. Therefore, it can be assessed using
a rubric. There are two types of
assessment – Holistic Rubric and
Analytic Rubric.
Thank you!