GROUP 5

Teaching speaking
Dwi Ewilsa Noviane
Magdalena Dwi Resti
Yulia Citra
Teaching speaking
 A. Oral communication on pedagogical
research
1. Conversational discourse
The benchmark of succesful language acquisition is almost always
the demonstration of an ability to accomplish pragmatic goals
through interactive discourse with others speakers of the language.
The goals and techniques for teaching conversation are extremely
diverse, depends on the student, teacher and overall context of the
language.

2. teaching pronounciation
There has been some controversy over the role of pronounciation
work in communicative and intensive course of study. Because the
overwhelming majority of adult learners acquire accent-free
command of a foreign language.
3. accuracy and fluency
Fluency and accuracy are both important in CLT.
Accuracy is achieved to some extent by allowing
Students to focus on elements of grammar,
phonology 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
wrong, stupid or uncomprehensible.

5. The interraction effect

The greatest difficulty that learners encounter in
attempts to speak is interactive nature of most
communication.
 B. Types of spoken language

In beginning through intermediate levels of

proficiency, most of the efforts of students in oral
production come in the form of conversation, or
dialogue.
 C. What makes speaking difficult
These same characteristics must be take into account in the productive
generation of speech, but with a slight twist in that the learner is now the
producer.
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 special problems in teaching
spoken English. Students who don't learn colloquial contractions can
sometimes develop a stilted, bookish quality of speaking that in turn
stigmatizes them.
4. Performance variables
One of the most salient differences between
native and nonnative speakers of a language is
in their hesitation phenomena.
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
achieve an acceptable speed along with other
attributes of fluency.
7. Stress, rhytm, and intonation
The stress-timed rhythm of spoken English and its
intonation patterns convey important messages.

8. Interaction
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
1. Produce chunks of language of different lengths
2. Orally produce differences among the English phonemes and allophonic
variants.
3. Produce English stress patterns, words in stressed and unstressed positions,
rhythmic structure, and intonational contours.
4. Produce reduced forms of words and phrases.
5. Use an adequate number of lexical units (words) in order to accomplish
pragmatic purposes.
6. Produce fluent speech at different rates of delivery
7. Monitor your own oral production and use various strategic devices-pauses,
fillers, self-corrections, backtracking- to enhance the clarity of the message.
8. Use grammatical word classes (nouns, verbs, etc.), systems (e.g., tense,
agreement, pluralization), word order, patterns, rules, and elliptical forms.
9. Produce speech in natural constituents-in appropriate phrases, pause
groups, breath groups, and sentences.
10. Express a particular meaning in different grammatical forms
 TYPES OF CLASSROOM SPEAKING
PERFORMANCE

1. Imitative
Learners practice an intonation contour or try
to pinpoint a certain vowel sound. Imitation
of this kind Is carry out not for the purpose of
meaningful interaction, but for focusing on
particular elements of language form.
2. Intensive
Intensive speaking can be self-initiated or it can
even form part of some pair work activity,
where learners are "going over" certain forms of
language.
TYPES OF CLASSROOM SPEAKING
PERFORMANCE
1. Imitative: human tape recorder  The focus is on element of language form 
It is very limited portion of classroom speaking time
Example: When learners practice an intonation contour or try to understand
vowel sound
Is drilling part of the communicative language classroom?  focus on one
element of lg  offer limited practice through repetition
Guidelines for successful drill:
Keep them short
Keep them simple
Keep them snappy
Make sure students know why they are going the drill
Limit them to phonology or grammar points
Make sure they ultimately lead to communicative goals
Don’t overuse them
2. Intensive: Speaking performance t0 practice phonological or
grammatical aspect of language  It can be self-initiated or pair work
activity

3. Responsive: Short replies to teacher or student initiated questions

Example: T: How are you today?
S: Pretty good, and you?

S1: Did you do your homework last night?

S2: No, I was busy.
4. Transactional (dialogue)  Exchanging some information

T: What is the main idea in this essay?

S: The United Nation should have more authority.
T: More authority than what?
S: Than it does right now
T: What do you mean?
S: Well, the UN should keep all kids safe during wars
T: You don’t think the UN try to do it know?
S: Obviously not. Lots of kids still are going to be death.
5. Interpersonal (dialogue)  Social relationship rather than
information
1. A causal register
2. Colloquial language
3. Emotionally charged language
4. Slang
5. Ellipsis
6. Sarcasm
7. A covert “agenda”

6. Extensive (monologue)
Students at intermediate to advanced levels are called to give 
monologues  in form of  oral reports, summaries, short speeches
 PRINCIPLES FOR DESIGNING SPEAKING
TECHNIQUES
1. Use techniques that cover the spectrum of learner needs, from
language based focus on accuracy to message-based focus on
interaction, meaning, and fluency.
2. Provide intrinsically motivating techniques.
3. Encourage the use of authentic language in meaningful contexts.
4. Provide appropriate feedback and correction.
5. Capitalize on the natural link between speaking and listening.
6. Give students opportunities to initiate oral communication.
7. Encourage the development of speaking strategies.
 TEACHING CONVERSATION
Two major approaches (Richards, 1990)
indirect, direct
Direct : Involves planning a conversation
Indirect : Engaging in meaningful tasks
Example of task-based instruction
Willi’s (1996) framework
Sample tasks that illustrate teaching various
aspects of conversation
Features of Conversation that Can Receive Specific
Focus in Classroom Instruction
• How to use conversation for both transactional and interpersonal purpose
• How to produce both short and long turns in conversation
• Strategies for turn-taking in conversation
• Strategies for opening and closing conversation
• How to initiate and respond to talk on a broad range of topics
• How to use both casual and formal style
• How to use conversation in different social settings
• Strategies for repairing trouble spots in conversation
• How to maintain fluency in conversation
• How to use conversational fillers
• How to use conversational routines
 Some Sample Tasks that Illustrate Teaching
Various Aspects of Conversation

A. Conversation-Indirect (strategy conscious

raising)
B. Conversation-Direct (gambits)
C. Conversation- Transactional (ordering from a
catalog)
D. Meaningful oral grammar practice (modal
auxillary would)
E. Individual practice oral dialogue journals
F. Other Interactive techniques
Conversation-Indirect (strategy
conscious raising)
(adapted from Nolasco & Arthur 1987:105-6)
Conversation-Indirect (strategy conscious raising)
(adapted from Nolasco & Arthur 1987:105-6)
Conversation-Direct (gambits)
(adapted from Nolasco & Arthur 1987 : 40-41)
Conversation-Direct (gambits)
(adapted from Nolasco & Arthur 1987 : 40-41)
Conversation- Transactional (ordering
from a catalog)
(from Brown, New Vistas 2, 1999:31)
Conversation- Transactional
(Ordering from a Catalog)
(from Brown, New Vistas 2, 1999:31)
Conversation- Transactional (Ordering
from a Catalog)
(from Brown, New Vistas 2, 1999:31)
Conversation- Transactional
(Ordering from a Catalog)
(from Brown, New Vistas 2, 1999:31)
Meaningful oral grammar practice
(modal auxillary would)
(adapted from Nolasco & Arthur 1987 : 45-46)
Meaningful oral grammar practice
(modal auxillary would)
(adapted from Nolasco & Arthur 1987 : 45-46)
Individual practice oral dialogue
journals

Students express
themselves orally to
using oral
practice speaking, get
dialogue journals
feedback from
teacher
Other Interactive techniques
 TEACHING PRONUNCIATION
Views on teaching pronunciation:
 FACTORS THAT AFFECT PRONUNCIATION
Native Language
• Most influent factor

Age
• Children has a chance to speak like a native
• Adults maintain a foreign accent
• The younger the better is myth

Exposure
• If the class focus on pronunciation, attention and interest of leaners
 reaching goals

Innate phonetic ability

• manifest a phonetic coding ability

Identity and language ego

• importance of positive attitudes towards speakers of the lg

Motivation and concern for good pronunciation

• concerning about the pronunciation
 Three techniques for teaching different
aspects of English pronunciation
1. Intonation-listening for pitch changes
(Adapted from Wong 1987: 61)
2. Stress-contrasting Nouns
(Adapted from Nolasco & Arthur 1987: 67-68)
3. Meaningful minimal pairs
Three techniques for teaching different aspects
of English pronunciation
A. Intonation-listening for pitch changes
Adapted from Wong 1987: 61
B. Stress-contrasting Nouns
Adapted from Nolasco & Arthur 1987: 67-68
C. Meaningful minimal pairs
T: Okay, class, on the board, picture number 1 is a “pen” and picture
number 2 is a “pin”.
Listen: Pen [points to number 1], pin [points to number 2] [several
repetitions]. Now, I’m going to say either number 1 or number 2.
You tell me which. Ready? [pause] Pin.
Ss: Number 2.
T: Good. Ready. Pin
Ss: Number 2.
T: Okay. [pause] Pen.
Ss: Number 1
 A Model For Correction of Speech
Errors
When and How should I correct the speech errors of learners in
classroom?
Key: Feedback that learners receive from others

Affective and Cognitive feedback in Vigil and Oller’s model

Fossilization: Normal and natural stage for many
learners

Global Errors: Message is not clear for the hearer

Example: The different city is another one in the
another two

Local Errors: The hearer or reader can guess the

message
There is a French window in every bedroom
 Basic options Possible features

•To treat or to ignore

•To treat immediately or to delay
•To transfer treatment (to say other
•Fact of error indicated
learners) or not
•Location indicated
•To transfer to another individual a
subgroup or the whole class •Opportunity for new attempt
•To return or not to the original error
given
maker after treatment
•Model provided
•To permit other learners to initiate
treatment •Error type indicated
•To test for the efficiency of the treatment •Remedy indicated
•Improvement indicated
•Praise indicated
 A model for treatment of
classroom speech errors
Type, Source, Ling complexity,
Local or Global, Mistake or
Error, Learner’s affective state,
Learners ling stage, Pedagogical
focus, Communicative context,
Teacher style
THANK YOU
COMMENTS/CRITITICS/SUGGESTIONS
1. Irma : share the materials to
other teammate.
2. Sri : additional iformation
“correction of speech errors”
Local error : when the
students make ‘little’ error, the
teachers shouldn’t correct
them because it can interrupt
the students.
Global : need to be corrected
 QUESTIONS
1. Rama : explain “what makes listening difficult” point 3-8
2. Irma : give the examples of contractions and elisions
3. Nisa : How teachers improve students’ accuracy and fluency?
4. Fany : bookish
5. Satria : How does the teacher make sure the students apply the
language in daily life?
6. Sri : What does “keep them snappy” mean?
7. Elsa : explain about the factors that trick the learners! (covert
agenda)
8. Nia : How do students get the opportunities to initiate the oral
communication?
9. Junia : What are the differences between responsive and
transactional
10. Novia : Explain more about the natural link between speaking and
listening!
11. Yahya : Give the example of pair worked activity in the intensive
speaking!
 QUESTIONS
1. Tiffany : “Language ego” How big language affect the
pronunciation?
2. Irma : (pg.277) what are the differences between
conversational fillers and conversational routines? Give the
example!
3. Fairisha : (pg.283) what is ranking exercise & values
clarification?
4. Rama : (285) “Innate phonetic ability” how does the teacher
motivate the learners to get their phonetic ability?
5. Maitri : Why is teaching conversation is important for student?
6. Elsa : (289) Explain briefly how to apply the model by Vigil and
Oller in the classroom in order to correct the speech error!