Approaches to teaching speaking (Richards, 1990) I. Direct methods which focused on special features of oral interaction (turn taking, topic management, questioning strategies etc) II. Indirect methods — create situations for interactions ( group work, pair work) and it has several techniques of teaching speakingTeaching speaking strategies
Approaches to teaching speaking
Approaches to teaching speaking
(Richards, 1990)
(Richards, 1990)
I. Direct methods which focused on special
I. Direct methods which focused on special
features of oral interaction (turn taking,
features of oral interaction (turn taking,
topic management,, questioning strategies
questioning strategies
topic management
II. Indirect methods — create situations for
II. Indirect methods — create situations for
etc)
etc)
interactions ( group work, pairpair work)
work)
interactions ( group work,
Gambits (producing an appropriate
3.3. Gambits
(producing an appropriate
response)
response)
i. Language to indicate the speaker’s
i. Language to indicate the speaker’s
agreement with what has been said
agreement with what has been said
ii. Language which indicates polite
ii. Language which indicates polite
disagreement
disagreement
iii. Language to indicate possible doubt
iii. Language to indicate possible doubt
iv. Language to provide positive and
iv. Language to provide positive and
negative
negative
feedback
feedback
4. Awareness activities
4. Awareness activities
• Students need to become aware of
• Students need to become aware of
what
what
native speakers do in conversation if
native speakers do in conversation if
they are
they are
themselves to achieve communicative
themselves to achieve communicative
competence in the target language.
competence in the target language.
• The focus of the awareness activities
• The focus of the awareness activities
should
should
target promoting the following issues:
target promoting the following issues:
Fluency activities
Fluency activities
• The communicative needs of the
• The communicative needs of the
average
average
foreign student fall within a limited
foreign student fall within a limited
range of
range of
purposes, the most important of which
purposes, the most important of which
are:are:
- the maintenance and development of
- the maintenance and development of
social
social
relationships;
relationships;
- information exchange;
- information exchange;
Techniques and
Techniques and
resources
resources
Why use icebreakers- Affective Filter
Why use icebreakers- Affective Filter
• Students need to feel comm_______ in
_______ in
• Students need to feel co
order
order
for learning to be effective.
for learning to be effective.
• They need to know who is in the
• They need to know who is in the
classroom
classroom
with them before they can feel sa_
with them before they can feel sa_
friends in
• They are worried about their friends
in
• They are worried about their
the
the
classroom settings and need to be put
classroom settings and need to be put
Objectives
Objectives
i. create a positive group atmosphere
i. create a positive group atmosphere
ii. help students to relax
ii. help students to relax
iii. break down social barriers
iii. break down social barriers
iv. energize & motivate
iv. energize & motivate
v. help students to think outside the box
v. help students to think outside the box
vi. help students to get to know one
vi. help students to get to know one
another
another
Theoretical implications of Accuracy
Theoretical implications of Accuracy
vs Fluency
vs Fluency
• Overuse of accuracy monitoring can
• Overuse of accuracy monitoring can
cripple
cripple
language development — lose of
language development — lose of
confidence
confidence
through over-correction (Brumfit 1979)
through over-correction (Brumfit 1979)
• Too much emphasis on overcorrecting is
• Too much emphasis on overcorrecting is
harmful — eg causes excessive monitor
harmful — eg causes excessive monitor
in the
in the
In summary
In summary
• STORY TELLING can add fun and energy
• STORY TELLING can add fun and energy
— and set the tone for learning
— and set the tone for learning
• Must be planned carefully and
• Must be planned carefully and
conducted
conducted
appropriately
appropriately
• Need to fit in the time frame
• Need to fit in the time frame
• Has to make students’ affective filter
• Has to make students’ affective filter
lowlow
• Need to somehow tie with the lesson’s
• Need to somehow tie with the lesson’s
objective
objective
•• Fluency activities on the other hand can
Fluency activities on the other hand can
provide learners with a chance to
provide learners with a chance to
recycle
recycle
language and vocabulary and help
language and vocabulary and help
increase
increase
confidence
confidence
• Teachers should allow time for
• Teachers should allow time for
icebreakers/
icebreakers/
games
games
Examples of
Examples of
icebreakers
icebreakers
Introducing oneself
Introducing oneself
• Write your full name on a piece of paper
• Write your full name on a piece of paper
• Teacher will collect paper and
• Teacher will collect paper and
redistribute
redistribute
them
them
• Class walks around and look for the
• Class walks around and look for the
persons
persons
whose names they hold
whose names they hold
• Ask the following questions:
• Ask the following questions:
i. Hobbies
i. Hobbies
Describe yourself in 3 words
Describe yourself in 3 words
• Instructions
• Instructions
• Give your students some time to think
• Give your students some time to think
and
and
choose three words to describe
choose three words to describe
themselves
themselves
• This could be used when teaching
• This could be used when teaching
adjectives
adjectives
• Allow time for questions
• Allow time for questions
• Taking times
• Taking times
• Listening to them patiently
• Listening to them patiently
What is your favorite food?
What is your favorite food?
Instructions
• What is your favorite food?
• What is your favorite food?
• What food have you always wanted to
• What food have you always wanted to
try but
try but
haven’t?
haven’t?
• Whyy do you never want to taste in your
do you never want to taste in your
• Wh
mouth again?
mouth again?
Tears…
Tears…
• Find someone for each category below:
• Find someone for each category below:
i . i . Cried recently?
Cried recently?
Not felt embarrassed to cryry in front
ii. ii. Not felt embarrassed to c
in front
of of
other people?
other people?
Cried longer than 3 hours?
iii. iii. Cried longer than 3 hours?
iv. iv. Never cried in the last 3 years?
Never cried in the last 3 years?
v. v. Ever made yourself cry by thinking
Ever made yourself cry by thinking
about about
sad/happy events?
sad/happy events?
Using an appropriate theme
Using an appropriate theme
• We should use appropriate themes that
• We should use appropriate themes that
our our
students can identify with, example- joy,
students can identify with, example- joy,
sadness, love, etc.
sadness, love, etc.
• What are some themes that we should
• What are some themes that we should
avoid?
avoid?
teaching-speaking.ppt
