Scribd
Upload
44 views31 pages

Group 4 TLS

This document discusses teaching speaking skills in a second language. It covers types of speaking activities, microskills like pronunciation and fluency, macroskills like using language appropriately in different contexts, and factors that affect learners' pronunciation. The key challenges in teaching speaking are developing accuracy, fluency, stress, rhythm, and interactional competence. Teachers should focus on meaningful practice, feedback, and helping students develop speaking strategies.

Uploaded by

Mushawwir Akbar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
44 views31 pages

Group 4 TLS

This document discusses teaching speaking skills in a second language. It covers types of speaking activities, microskills like pronunciation and fluency, macroskills like using language appropriately in different contexts, and factors that affect learners' pronunciation. The key challenges in teaching speaking are developing accuracy, fluency, stress, rhythm, and interactional competence. Teachers should focus on meaningful practice, feedback, and helping students develop speaking strategies.

Uploaded by

Mushawwir Akbar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 31

pe aki ng

in g S
Teach
Group 4 :
AFRILIA KARTIKA (1803046006)

MILENI ISPRI HARTATI (1803046018)

ULFA SRI UTARI (1803046020)

IKE ASTRIANI (1803046026 )

NELNY MUMARITSATUL C (1803046038)


S kil ls i n
ni c a tio n
C o m m u e s e a r ch
Or a l o g i c a l R
Pe da g
•CONVERSATIONAL
DISCOURSE
•TEACHING
PRONUNCIATION
•Accuracy and fluency
•Affective factors
•The interaction effect
n g u a g e
o k e n L a
e s o f S p
Typ
 Interpersonal or Interactional
 Transactional
p e a k i n g
a k e s S
Wha t M c u l t?
Diffi
Clustering
Fluent speech is phrasal, not word-by-word. Learners can
organize their output both cognitively and physically
through such clustering.
Redundancy
The speaker has and opportunity to make meaning clearer
through the redundancy of language. Learners can
capitalize on this feature of spoken language.
Reduced Forms
Contractions, elisions, reduced vowels, etc., all form
special problems in teaching spoken English. Students
who don’t learn colloquial contractions can sometimes
develop a stilted, bookish quality of speaking that in turn
stigmatizes them.
Performance Variables
One of the advantages of spoken language is that the
process of thinking as you speak allows you to manifest a
certain number of performance hesitations, pauses,
backtracking, and corrections. Learners can actually be
taught how to pause and hesitate.
Colloquial Language
Make sure your students are reasonably well acquainted
with the words, idioms, and phrases of colloquial language
and that they get practice in producing these forms.
Rate of Delivery
Another salient characteristic of fluency is rate of delivery.
One of your tasks in teaching spoken English is to help
learners achieve an acceptable speed along with other
attributes of fluency.
Stress, Rhythm, and Intonation

This is the most important characteristic of English


pronunciation. The stress-timed rhythm of spoken English
and its intonation patterns convey important messages.
Interaction
Learning to produce waves of language in a vacuum –
without interlocutors- would rob speaking skill of its
richest component: the creativity of conversational
negotiation.
k ill s of
M ac ro s
o - a n d a t io n
Micr C om m u n ic
O r a l
Microskills
1. Produce chunks of language of different lengths.

2. Orally produce differences among the English phonemes and


allophonic variants.

3. Produce English stress patterns, words in stressed and unstressed


positions, rhythmic structure, and intonational contours.

4. Produce reduced forms of words and phrases.

5. Use an adequate number of lexical units in order to accomplish


pragmatic purposes.
6. Produce fluent speech at different rates of delivery.

7. Monitor your own oral production and use various strategic


devices (pauses, fillers, self-corrections, backtracking) to
enhance the clarity of the message.

8. Use grammatical word classes, systems, word order, patterns,


rules, and elliptical forms.

9. Produce speech in natural constituents in appropriate phrases,


pause groups, breath groups, and sentences.

10. Express a particular meaning in different grammatical forms.


Macroskills
Use cohesive devices in spoken discourse.

Accomplish appropriately communicative functions according to situations, participants,


and goals.

Use appropriate registers, implicature, pragmatic conventions, and other sociolinguistic


features in face-to-face conversations.

Convey links and connections between events and communicate such relations as main
idea, supporting idea, new information, given information, generalization, and
exemplification.

Use facial features, kinesics, body language, and other nonverbal cues along with verbal
language to convey meanings.

Develop and use a battery of speaking strategies, such as emphasizing key words,
rephrasing, providing a context for interpreting the meaning of words, appealing for help,
and accurately assessing how well your interlocutor is understanding you.
p e a k ing
sr o o m S
o f Cl a s m a n c e
Ty p e s Pe r f o r
 Imitative  Capitalize on the
natural link between
 Intensive speaking and
listening
 Responsive
 Give students
 Provide appropriate opportunities to
feedback and initiate oral
correction communication

 Encourage the
development of
speaking strategies
e a c hi n g
le s f o r T
P r in c ip S k ill s
pe a k in g
S
Focus on both fluency and accuracy, depending on your
objective.

Provide intrinsically motivating techniques.

Encourage the use of authentic language in meaningful contexts.

Provide appropriate feedback and correction.

Capitalize on the natural link between speaking and listening.

Give students opportunities to initiate oral communication.

Encourage the development of speaking strategies.


er sa tio n
g C o n v
Te a ch in
Indirect approach: In which learners are more or less set loose
to engage in interaction. Implies that one does not actually
teach conversation, but rather that students acquire
conversational competence, peripherally, by engaging in
meaningful tasks.

Direct approach: involves planning a conversation program


around the specific microskills, strategies, and processes that
are involved in fluent conversation. Explicitly calls students’
attention to conversational rules, conventions, and strategies.
Sample tasks teaching various aspects of conversation an

oral grammar practice technique


•  Conversation – indirect (strategy consciousness-raising)

• Conversation – direct (gambits)

• Conversation – transactional (ordering from a catalog)

• Meaningful oral grammar practice (modal auxiliary would)

• Individual practice (oral dialogue journals)


nc i a tio n
g Pr on u
Te a ch i n
Current approaches to pronunciation contrast starkly with
the early approaches. Rather than attempting only to build a
learner’s articulatory competence from the bottom up, and
simply as the mastery of a list of phonemes and allophones, a
top-down approach is now taken in which the most relevant
features of pronunciation-stress, rhythm, and intonation are
given high priority. Instead of teaching only the role of
articulation within words, or at best, phrases, we teach its role
in a whole stream of discourse.
Factors that affects learners’
pronunciation
All six of these factors suggest that any learner who really
wants to can learn to pronounce English clearly and
comprehensibly.

1. Native language: it is the most influential factor


affecting a learner’s pronunciation. If you are familiar
with the sound system of a learner’s native language, you
will be better able to diagnose student difficulties.
2. Age: generally speaking, children under the age of puberty
stand an excellent chance of “sounding like a native” if they
have continued exposure in authentic contexts. Beyond the
age of puberty, while adults will almost surely maintain a
“foreign accent”.

3. Exposure: one can actually live in a foreign country for some


time but not take advantage of being “with the people”

4. Innate phonetic ability: it is often referred to as having an


“ear” for language, some people manifest a phonetic coding
ability that others do not.
Conclusion
After taking a look at the teaching speaking process in a second language we come
to the realization that it is not an easy task.

Through the analysis made in this presentation we noticed the fact that there are
many hurdles to be overcome in order to succeed in our task as teachers taking our
students to a level where they can master the language with proficiency.

These tools given here are intended to make teachers proficient in their teaching.

Developing pronunciation, fluency, stress, and intonation and so on accurately in


our student’s lives will provide them with effective ways to communicate
effectively when speaking in a second language with speakers of such a language.

You might also like