Sub-skills of Speaking
1. Pronunciation
Pronunciation refers to the correct production of individual sounds and words so that speech is understandable. Clear pronunciation ensures intelligibility.
Example: Pronouncing school as /skuːl/ and practising minimal pairs like ship and sheep.
2. Stress
Stress means giving emphasis to certain syllables or words in speech. Incorrect stress may change meaning or confuse the listener.
Example: PREsent (noun) vs preSENT (verb); “I want a PEN, not a pencil.”
3. Intonation
Intonation refers to the rise and fall of voice while speaking. It expresses meaning, emotion, and attitude.
Example: Rising intonation – “Are you ready?” Falling intonation – “I am ready.”
4. Fluency
Fluency is the ability to speak smoothly and continuously without unnecessary pauses or hesitation.
Example: A student narrates a personal experience confidently without frequent pauses.
5. Accuracy
Accuracy refers to the correct use of grammar, vocabulary, and sentence structure while speaking.
Example: Saying “She goes to school every day” instead of “She go to school.”
6. Vocabulary (Lexical Resource)
Vocabulary refers to the range and appropriate use of words to express ideas clearly and precisely.
Example: Using words like happy, excited, delighted instead of repeatedly saying good.
7. Coherence and Organization
Coherence means arranging ideas in a logical and meaningful order so that speech is easy to follow.
Example: Using connectors like first, then, because, finally while narrating an event.
8. Appropriateness (Sociolinguistic Skill)
Appropriateness refers to using language according to the situation, listener, and social context.
Example: Saying “Good morning, sir” to a teacher and “Hi” to a friend.
9. Turn-taking
Turn-taking is the ability to know when to speak and when to listen during a conversation.
Example: Waiting for others to finish speaking before responding in a group discussion.
10. Non-verbal Communication
Speaking is supported by non-verbal cues such as gestures, facial expressions, eye contact, and body language.
Example: Maintaining eye contact and using hand gestures during a presentation.
11. Confidence
Confidence refers to the speaker’s self-belief and willingness to speak without fear or hesitation.
Example: A learner volunteers to answer questions and express opinions in class.
12. Interactional Skills
Interactional skills help speakers maintain conversations and social relationships.
Example: Starting a conversation with “How are you?” and asking follow-up questions.
Conclusion
Techniques and Materials for Teaching Speaking
I. Techniques for Teaching Speaking
1. Question–Answer Technique
This technique involves asking questions and encouraging learners to respond orally. It helps learners think quickly, frame sentences, and express ideas verbally.
Example: Teacher asks, “What did you do yesterday?” Students respond, “I played cricket with my friends.”
2. Dialogue and Conversation Practice
Learners practise guided or ready-made dialogues to learn correct sentence patterns, pronunciation, and social expressions.
Example: Students practise a dialogue between a shopkeeper and a customer in pairs.
3. Role-Play Technique
Role-play allows learners to speak by assuming roles in real-life situations. It promotes spontaneous speech and creativity.
Example: One student acts as a doctor and another as a patient and they converse.
4. Group Discussion
In group discussion, learners exchange ideas, express opinions, and respond to others’ views. This technique develops interactive speaking skills.
Example: Students discuss the topic “Advantages of Online Education.”
5. Storytelling
Storytelling encourages learners to organize ideas logically and speak continuously.
Example: A student narrates a story based on a picture sequence.
6. Picture Description
Learners describe pictures orally, helping them connect visual cues with spoken language.
Example: Students describe a picture showing a busy market scene.
7. Oral Drills
Oral drills involve repetition of words or sentences to develop accuracy and correct pronunciation.
Example: Teacher says, “She is reading a book.” Students repeat the sentence chorally and individually.
8. Speech and Oral Presentation
Learners prepare and deliver short speeches to develop public speaking skills.
Example: Students speak for one minute on “My Favourite Teacher.”
9. Pair and Group Work
Pair and group activities give maximum opportunities for learners to speak in a supportive environment.
Example: Students work in pairs and ask each other questions about hobbies.
10. Games and Speaking Activities
Games make speaking enjoyable and reduce fear of making mistakes.
Example: Guessing games where students describe an object without naming it.
II. Materials for Teaching Speaking
1. Teacher’s Speech
Teacher talk serves as the primary speaking model for learners and provides correct pronunciation and sentence patterns.
Example: The teacher models correct pronunciation while giving instructions.
2. Textbooks and Dialogue Scripts
Textbooks provide structured speaking activities, dialogues, and exercises.
Example: Students practise dialogues given in the textbook.
3. Pictures and Visual Aids
Pictures stimulate ideas and help learners speak with confidence.
Example: Learners describe pictures, charts, or flashcards.
4. Real-Life Objects (Realia)
Real objects make speaking meaningful and contextual.
Example: A pen or book is shown and students describe its use.
5. Audio-Visual Materials
Audio-visual materials expose learners to natural speech and pronunciation.
Example: Students watch a short video clip and speak about it.
6. Digital and Online Materials
Digital tools provide rich and motivating speaking opportunities.
Example: Students record their speech using a mobile phone and listen for improvement.
7. Games and Activity Cards
Activity cards with prompts encourage spontaneous speaking.
Example: Students pick a card with a topic and speak for one minute.
8. Classroom Environment and Peer Interaction
Peers act as speaking partners and audience, creating a supportive speaking environment.
Example: Learners interact through pair work and group discussions.
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