Speaking

Prepared by:

Yasmeen N. El jabali

Huda A. Mortaja

• Introduction• Speaking is "the process of building and sharing

meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13).

• Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues.

• However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance.

• Introduction Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words.

Activities To Promote SpeakingActivities• Speaking

Activities of speaking

• Role Play• Storytelling• Interviews• Picture Describing• Find the Difference• Dialogue • conversation

ActivitiesSpeaking

• With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.

Goal for Teaching Speaking

• The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

• Micro-skills Here are some of the micro-skills involved in speaking. The speaker has to:

• pronounce the distinctive sounds of a language clearly enough so that people can distinguish them. This includes making tonal distinctions.

• use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said.

• use the correct forms of words. This may mean, for example, changes in the tense, case, or gender.

• put words together in correct word order.• use vocabulary appropriately.• use the register or language variety that is appropriate to the situation

and the relationship to the conversation partner.• make clear to the listener the main sentence constituents, such as

subject, verb, object, by whatever means the language uses.• make the main ideas stand out from supporting ideas or information.• make the discourse hang together so that people can follow what you

are saying.

• Teaching Speaking • Many language learners regard speaking ability as the measure of knowing a

language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.

• Language learners need to recognize that speaking involves three areas of knowledge:

*Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation

*Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)

*Social and cultural rules and norms (turn-taking, rate of speech, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

• In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.

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• Major Problems in Teaching Speaking to ESL Students.

• Problems in getting the students to try to speak. Most of second language speakers have low self-esteem.

• Students are afraid of making or creating mistakes especially in pronunciation. (afraid of being laughed by others)

• Speaking skill should be taught and practiced in the language classroom. Because the

language course truly enables the students to communicate in English, so speaking skill

needs the special treatment. In reality, in daily life most of time people speak more than

write; yet many English teachers still spend the majority of class time on reading and

writing practice almost ignoring speaking and listening skills. Based on the statement

above, there should be a good balance to practice in classroom.

Suggestion• Try to involve each student in every speaking activity• Reduce teacher speaking time in class while increasing

student speaking time.• Ask eliciting questions such as "What do you mean? How did

you reach that conclusion? can you summarize the story?” in order to prompt students to speak more.• Do not correct students' pronunciation mistakes very often

while they are speaking• Encourage students continuously

ConclusionTeaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school

and success later in every phase of life .Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired.

Thank you