Methods and

Approaches in
Teaching Speaking
 Speaking is a fundamental macro
skill in language acquisition,
emphasizing oral communication and
the ability to convey ideas verbally.
Speaking is interconnected with
other language arts, such as
listening, reading, and writing. It is
through speaking that learners
practice and apply vocabulary,
grammar, and comprehension
skills acquired in other language
activities.
Interactive Nature
• Speaking is inherently interactive, involving real-
time communication between speakers. This
necessitates the development of both
expressive and receptive skills.

Cultural and Contextual Sensitivity

• Effective speaking requires an understanding of
cultural nuances and the ability to adapt
language use to different contexts, emphasizing
the importance of cultural competence.
Dynamic and Flexible
• Unlike written language, speaking is dynamic, often
spontaneous, and requires learners to think on their
feet. Teaching strategies should encourage
flexibility and adaptability in communication.

Skill Progression
• Speaking skills develop in stages, ranging from
basic interpersonal communication to more
complex, academic discourse. Understanding this
progression is crucial for effective teaching and
assessment.
 TTT Discovery CLT
Approach Approach Approach

TBLT TPR
Approach Approach
Test, Teach, Test (TTT)
Approach
Test, Teach, Test (TTT) Approach
Key Principles
▪ This approach involves initial testing, teaching based on
the results, and then re-testing.
▪ It allows teachers to understand students’ prior knowledge
and tailor the instruction accordingly
Test, Teach, Test (TTT) Approach
Strength
▪ It provides immediate feedback on students’
understanding, allows for targeted teaching, and
measures progress effectively.
Test, Teach, Test (TTT) Approach
Weakness
▪ It may not be suitable for all learning content, and the
effectiveness depends on the quality of the tests.
Test, Teach, Test (TTT) Approach
Assessment Strategies
▪ Formative assessments such as quizzes and
observations are commonly used.
▪ The initial and final tests serve as diagnostic and
summative assessments respectively.
Discovery Approach
Discovery Approach
Key Principles
▪ This approach encourages learners to discover rules and
patterns of the language themselves.
▪ Emphasizes discovery and exploration, allowing students
to actively participate in the learning process.
Discovery Approach
Strength
▪ It promotes active learning, critical thinking, and deeper
understanding.
▪ Promotes language use in realistic and relevant
situations.
Discovery Approach
Weakness
▪ It may be time-consuming and challenging for students
who prefer structured learning.
▪ The effectiveness may vary based on students' language
proficiency levels.
Discovery Approach
Assessment Strategies
▪ Formative assessments such as observations and open-
ended tasks can be used to assess students’
understanding and discovery process
▪ Evaluate speaking skills through projects that require
students to present their findings or express opinions.
▪ Assess the ability to engage in spontaneous
conversations.
Communicative
Language Teaching
Approach
Communicative Language Teaching Approach
Key Principles
▪ CLT emphasizes interaction as both the means and the
ultimate goal of learning a language.
▪ Encourages language use through tasks that mirror
authentic communicative situations.
Communicative Language Teaching Approach
Strength
▪ It promotes fluency and communicative competence and
makes learning more engaging and relevant.
▪ Integrates speaking with other language skills, fostering a
holistic approach to language learning.
Communicative Language Teaching Approach
Weakness
▪ It may neglect the systematic study of grammar and
vocabulary.
▪ May be challenging for beginners who need more
structured language input.
▪ Assessing communicative competence can be complex.
Communicative Language Teaching Approach
Assessment Strategies
▪ Performance-based assessments such as role-plays,
presentations, and group discussions are commonly
used.
▪ Evaluate speaking skills through tasks that require
practical communication, such as giving directions or
making plans.
Task-Based Language
Teaching (TBLT)
Approach
Task-Based Language Teaching (TBLT) Approach
Key Principles

▪ TBLT focuses on the use of authentic language and on

asking students to do meaningful tasks using the target
language.
▪ Emphasizes fluency over accuracy, encouraging students
to communicate effectively.
Task-Based Language Teaching (TBLT) Approach
Strength

▪ It promotes communicative competence and reflects real-

world language use.
▪ Tasks can be motivating and engaging for students.
Task-Based Language Teaching (TBLT) Approach
Weakness

▪ It may be challenging to design appropriate tasks and

assess performance.
▪ Assessing fluency can be subjective, and students may
perform differently in different tasks.
Task-Based Language Teaching (TBLT) Approach
Assessment Strategies

▪ Performance-based assessments such as project work

and task completion are commonly used.
▪ Assess students based on their performance in tasks that
require speaking, such as problem-solving discussions.
Total Physical Response
(TPR)
Total Physical Response (TPR)
Key Principles
▪ TPR involves physical movement to react to language
input, which can help students better remember and
understand the language.
▪ Links language learning with physical actions, associating
words with movements.
▪ Emphasizes learning through doing, especially beneficial
for beginners.
Total Physical Response (TPR)
Strength
▪ It caters to kinesthetic learners and makes learning more
engaging and fun.
▪ Facilitates vocabulary retention through physical actions.
Total Physical Response (TPR)
Weakness
▪ It may not be suitable for complex language structures
and for students who are less physically active.
▪ May be less suitable for advanced language learners.
▪ Focuses more on basic vocabulary and commands.
Total Physical Response (TPR)
Assessment Strategies
▪ Observations and performance-based assessments are
commonly used.
▪ Assess understanding and speaking skills through
students' ability to respond to commands.
▪ Evaluate oral proficiency by having students retell a story.
TECHNIQUES AND
PROCEDURES IN
TEACHING READING
Model- Inquiry-
Information
Demo- Based
Gap Task
Imitate Discussion

Problem-
Command
Solving
Role-Play
Discussions
Model-Demonstrate-
Imitate (MDI)
Model-Demonstrate-Imitate (MDI)
Characteristics
▪ Teacher-Centered: The teacher models correct
pronunciation, intonation, and language use.
▪ Observational Learning: Students observe and imitate
the teacher's language patterns.
Model-Demonstrate-Imitate (MDI)
Procedure
▪ Modeling (Teacher): The teacher speaks a sentence or
phrase, emphasizing pronunciation and intonation.
▪ Demonstration (Teacher): The teacher provides an
example of how to use the language in a specific context.
▪ Imitation (Students): Students repeat the modeled
language, attempting to mimic the teacher's pronunciation
and expression.
Model-Demonstrate-Imitate (MDI)
Example
▪ Sentence Model: "Good morning, class."
▪ Demonstration: Teacher uses the greeting in a morning
routine scenario.
▪ Imitation: Students repeat the greeting in the same
context.
Inquiry-Based
Discussions
Inquiry-Based Discussions
Characteristics
▪ Student-Centered Inquiry: Students explore language
through guided discussions and investigations.
▪ Critical Thinking: Encourages critical thinking and
problem-solving.
Inquiry-Based Discussions
Procedure
▪ Introduction (Teacher): Pose a question or present a
scenario related to the language topic.
▪ Small Group Discussions (Students): Students discuss
the question, share ideas, and explore possible answers.
▪ Whole Class Reflection (Students): Groups share their
findings, and the class collectively reflects on the
language aspects discovered.
Inquiry-Based Discussions
Example
▪ Topic: Politeness in language
▪ Question: "How do different cultures express politeness
in their language?"
▪ Discussion: Students investigate and discuss politeness
expressions in various cultures.
Information Gap Task
Information Gap Task
Characteristics
▪ Interactive Communication: Requires students to
exchange information to complete a task.
▪ Real-Life Contexts: Simulates real-life communication
situations.
Information Gap Task
Procedure
▪ Information Gap (Pair Work): Provide each student with
different information. They must communicate to fill in the
gaps in their knowledge.
▪ Task Completion (Communication): Students engage in
a conversation to obtain the missing information.
▪ Reflection (Whole Class): Discuss the task, emphasizing
effective communication strategies used.
Information Gap Task
Example
▪ Scenario: Planning a trip
▪ Information: Each student has different preferences for
destinations and activities.
▪ Task: Plan a day trip together by exchanging information.
Problem-Solving
Discussions
Problem-Solving Discussions
Characteristics
▪ Language in Action: Students use language to solve a
problem or complete a task.
▪ Fluency Focus: Emphasizes effective communication
over linguistic accuracy.
Problem-Solving Discussions
Procedure
▪ Problem Introduction (Teacher): Present a real-world
problem that requires collaborative discussion.
▪ Group Discussion (Students): Students work in groups
to discuss and propose solutions using the target
language.
▪ Presentation (Groups): Groups present their solutions to
the class.
Problem-Solving Discussions
Example
▪ Problem: Planning a community event
▪ Discussion: Groups discuss ideas, allocate tasks, and
decide on the event details.
▪ Presentation: Each group presents their event plan.
Command Role-Play
Command Role-Play
Characteristics
▪ Kinesthetic Learning: Incorporates physical movement
with language commands.
▪ Immediate Response: Requires students to respond
physically to spoken commands.
Command Role-Play
Procedure
▪ Command Presentation (Teacher): The teacher gives
commands related to everyday actions.
▪ Student Response (Individual): Students physically
perform the actions associated with each command.
▪ Role-Play (Pairs/Groups): Students engage in role-plays
incorporating the learned commands.
Command Role-Play
Example
▪ Commands: Stand up, sit down, walk to the door, turn
around.
▪ Role-Play: Students create a short skit incorporating
these commands in a daily-life scenario.