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Principle For Teaching Speaking

1. Provide opportunities for both accuracy and fluency in speaking. Accuracy refers to using correct grammar and pronunciation, while fluency means speaking confidently with few pauses. 2. Increase speaking time by using group work and pair work to limit teacher talking. When the teacher is not involved, students take on roles like asking questions. 3. Design activities where students must negotiate meaning, such as asking for clarification or explanations during conversations. This helps students learn from language used at their level.

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163 views1 page

Principle For Teaching Speaking

1. Provide opportunities for both accuracy and fluency in speaking. Accuracy refers to using correct grammar and pronunciation, while fluency means speaking confidently with few pauses. 2. Increase speaking time by using group work and pair work to limit teacher talking. When the teacher is not involved, students take on roles like asking questions. 3. Design activities where students must negotiate meaning, such as asking for clarification or explanations during conversations. This helps students learn from language used at their level.

Uploaded by

ismaa
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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3.

PRINCIPLES FOR TEACHING SPEAKING

1. Be aware of the differences between second language and foreign language


learning contexts.
A foreign language (FL) context is one where the target language is not the
language o f communication in the society (e.g., learning English in Japan or studying
French in Australia). A second language (SL) context is one where the target
language is the language o f communication in the. Second language learners include
refugees, international students, and immigrants. Some second language learners
(especially those who arrive in their new country as children) achieve notable
speaking skills, but many others progress to a certain proficiency level and then go no
further.

2. Give students practice with both fluency and accuracy.


Accuracy is the extent to which students’ speech matches what people actually
say when they use the target language. Fluency is the extent to which speakers use the
language quickly and confidently, with few hesitations or unnatural pauses, false
starts, word searches, etc.

3. Provide opportunities for students to talk by using group work or pair work, and
limiting teacher talk.
Pair work and group work activities can be used to increase the amount of
time that learners get to speak in the target language during lessons. One further
interesting point is that when the teacher is removed from the conversation, the
learners take on diverse speaking roles that are normally filled by the teacher (such as
posing questions or offering clarification).

4. Plan speaking tasks that involve negotiation for meaning.


Negotiating for meaning, involves checking to see if you’ve understood what
someone has said, clarifying your understanding, and confirming that someone has
understood your meaning. By asking for clarification, repetition, or explanations
during conversations, learners get the people they are speaking with to address them
with language at a level they can learn from and understand.

5. Design classroom activities that involve guidance and practice in both


transactional and interactional speaking.
Interactional speech is communicating with someone for social purposes. It
includes both establishing and maintaining social relationships. Transactional speech
involves communicating
to get something done, including the exchange of goods and/or services.

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