Scribd Logo
Upload

Welcome to Scribd!

  • 0 views

    Lec1 Speaking

    Uploaded by

    perpetual.aldjr

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Lec1 Speaking

    Uploaded by

    perpetual.aldjr
    0 views4 pages

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    0 views4 pages

    Lec1 Speaking

    Uploaded by

    perpetual.aldjr

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    LECTURE NOTES IN THE TEACHING OF SPEAKING

    Dr. Mark Joshua D. Roxas, LPT


    Program Chair, BSED-English/Research Coordinator

    Lecture 1: Communicative Perspective in the Teaching of Speaking

    I. What is the Communicative Perspective


    • The communicative perspective in teaching speaking focuses on developing learners'
    ability to communicate effectively and appropriately in real-life situations, rather than
    merely mastering linguistic structures.
    • Key Principle: Language is a tool for interaction, not just a set of rules.

    II. Theoretical Foundations

    1. Communicative Language Teaching (CLT):


    § Originates from the functional view of language, emphasizing meaning and
    context over form.
    § Prioritizes the ability to use language in various communicative scenarios.
    § Supported by sociolinguistic theories like Hymes’ concept of communicative
    competence

    2. Communicative Competence (Dell Hymes, 1972):

    Components:
    § Linguistic Competence: Knowledge of grammar and vocabulary.
    § Sociolinguistic Competence: Appropriateness of language in social
    contexts.
    § Discourse Competence: Coherence and cohesion in spoken discourse.
    § Strategic Competence: Ability to repair communication breakdowns and
    use compensatory strategies.

    3. The Input and Interaction Hypotheses (Krashen & Long, 1985):


    § Input Hypothesis: Learners acquire language through comprehensible input
    slightly above their current level (i+1).
    § Interaction Hypothesis: Speaking skills improve through meaningful
    interaction and negotiation of meaning.

    4. Output Hypothesis (Swain, 1985):


    § Learners need opportunities to produce language, which helps internalize
    linguistic forms and promotes accuracy and fluency.

    In a Nutshell: Communicative Language Ability (Communicative Competence)


    Canale and Swain (1980)

    Component Description Examples


    Linguistic Knowledge of grammar, Using correct verb tense,
    Competence vocabulary, phonology, and appropriate vocabulary, and
    sentence structure. accurate pronunciation.
    Sociolinguistic Ability to use language Using formal language in a job
    Competence appropriately based on social interview or informal speech with
    and cultural norms. friends.
    Discourse Ability to produce coherent and Linking ideas using transition words
    Competence cohesive spoken or written texts. like however, therefore, or on the
    other hand.
    Strategic Ability to manage Using gestures, synonyms, or
    Competence communication, repair paraphrasing when unable to recall
    breakdowns, and use a specific word.
    compensatory strategies
    effectively.
    Pragmatic Understanding and using Interpreting indirect requests
    Competence language in context, including like, "Could you open the
    speech acts and conversational window?" as a polite command.
    implicatures.

    III. Goals of Teaching Speaking from a Communicative Perspective

    1. Enable learners to:


    § Convey meaning effectively.
    § Interact with speakers in diverse contexts.
    § Adjust language use according to purpose, audience, and cultural norms.
    § Use non-verbal communication (gestures, facial expressions) to support
    verbal interaction.

    2. Develop learners':
    § Fluency: Ability to speak smoothly and express ideas effortlessly.
    § Accuracy: Correct use of grammar, vocabulary, and pronunciation.
    § Appropriacy: Context-sensitive language use.

    IV. Features of Communicative Speaking Activities

    1. Authenticity: Activities should mirror real-life communication (e.g., role plays, debates,
    interviews).
    2. Meaning-focused: Emphasize conveying and understanding messages rather than
    grammatical perfection.
    3. Interaction: Encourage turn-taking, responding, and active participation.
    4. Task-based Orientation: Use problem-solving or goal-oriented activities to foster
    engagement.

    V. Challenges in Teaching Speaking

    1. Learner-related Challenges:
    § Anxiety and lack of confidence.
    § Limited vocabulary and grammatical knowledge.
    § Pronunciation difficulties.

    2. Teacher-related Challenges:
    § Overemphasis on accuracy may inhibit fluency.
    § Balancing speaking time among students.
    § Lack of authentic materials or opportunities for practice.

    3. Contextual Challenges:
    § Large class sizes limit individualized attention.
    § Cultural norms may discourage active participation.
    § Technological barriers in resource-constrained environments.

    VI. Assessment of Speaking Skills

    1. Key Criteria:
    § Fluency: Smoothness of delivery.
    § Accuracy: Grammatical correctness.
    § Pronunciation: Clarity and natural intonation.
    § Interaction: Ability to engage listeners effectively.
    § Content: Relevance and coherence of ideas.

    2. Methods:
    § Observation Checklists: Monitor participation during tasks.
    § Rubrics: Use detailed criteria for evaluating performance.
    § Self-Assessment: Encourage learners to reflect on their speaking.
    § Peer Feedback: Foster collaborative improvement.

    Types of Classroom Speaking Performance (Brown, 2001)

    Type Description Examples


    Imitative Focuses on practicing pronunciation Students mimic teacher’s
    and intonation by repeating phrases pronunciation of words or phrases.
    or sentences.
    Intensive Emphasizes practicing specific Drills, repetition exercises, or
    grammatical structures or scripted dialogues.
    phonological features through
    controlled exercises.
    Responsive Short, interactive responses to Answering questions like "How are
    prompts or questions. you?" or making simple requests
    such as "Can I borrow a pen?".
    Transactional Focuses on exchanging specific Role-playing a conversation to ask
    information in a clear and coherent for directions or order food in a
    manner. restaurant.
    Interpersonal Involves extended interactions for Casual conversations, group
    social purposes, often less discussions, or personal
    structured and more casual. storytelling.
    Extensive Requires delivering longer stretches Presentations, speeches, or oral
    (Monologue) of speech, often planned or semi- summaries of a story or event.
    planned.
    Types of Talk in Speaking Activities (Richards, 2008)

    Type Purpose Features Examples


    Talk as Focuses on social - Politeness Greetings ("Hi, how are
    Interaction interaction and building strategies you?"), casual
    relationships. - Turn-taking conversations, or chatting
    - Small talk with peers.
    - Informal tone
    Talk as Focuses on exchanging - Clear and Asking for directions,
    Transaction information or concise language giving instructions, or
    accomplishing a specific - Goal-oriented conducting interviews.
    task. - Information-
    focused
    Talk as Focuses on delivering - Structured Speeches, oral
    Performance spoken output for an organization presentations, storytelling,
    audience, often - Formal tone or delivering
    rehearsed or prepared. - Pronunciation announcements.
    and delivery are
    emphasized

    References:

    Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.).
    Pearson Education.

    Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge University
    Press.

    Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
    Cambridge University Press.

    Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research
    in second language teaching and learning (pp. 471-483). Routledge.

    You might also like