A study on developing speaking skill
P.Selvi M.A.,M.Sc.,M.Ed.,M.Phil.,M.Phil.,SET.,
Asst. Professor in English & Principal-in-charge
Vathsala Johnson College of Teacher Education
A STUDY OF RESEARCHES ON DEVELOPING SPEAKING SKILL
INTRODUCTION
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.
GOALS AND TECHNIQUES FOR TEACHING SPEAKING
A study on ‘Goals and Techniques for Teaching Speaking’ points out that “ To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.”
Language input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class.
Structured output focuses on correct form. Structured output is designed to make learners comfortable producing specific language items recently introduced, sometimes in combination with previously learned items.
In communicative output, the learners ' main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video.
In a balanced activities approach, the teacher uses a variety of activities from these different categories of input and output. Learners at all proficiency levels, including beginners, benefit from this variety; it is more motivating, and it is also more likely to result in effective language learning.
DEVELOPING SPEAKING ACTIVITIES
The study on ‘Developing Speaking Activities’ points out that Traditional classroom speaking practice often takes the form of drills in which one person asks a question and another gives an answer. The question and the answer are structured and predictable,
Asst. Professor in English & Principal-in-charge
Vathsala Johnson College of Teacher Education
A STUDY OF RESEARCHES ON DEVELOPING SPEAKING SKILL
INTRODUCTION
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.
GOALS AND TECHNIQUES FOR TEACHING SPEAKING
A study on ‘Goals and Techniques for Teaching Speaking’ points out that “ To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.”
Language input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class.
Structured output focuses on correct form. Structured output is designed to make learners comfortable producing specific language items recently introduced, sometimes in combination with previously learned items.
In communicative output, the learners ' main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video.
In a balanced activities approach, the teacher uses a variety of activities from these different categories of input and output. Learners at all proficiency levels, including beginners, benefit from this variety; it is more motivating, and it is also more likely to result in effective language learning.
DEVELOPING SPEAKING ACTIVITIES
The study on ‘Developing Speaking Activities’ points out that Traditional classroom speaking practice often takes the form of drills in which one person asks a question and another gives an answer. The question and the answer are structured and predictable,
Cited: Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English Language Teachers. New York: Continuum. Brown, D. (2004). Language Assessment: Principles and Classroom Practices. New York: Longman Education. Brown, D. (1994). Teaching By Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs: Prentice Hall Regents. Brown, D., & Sabina, S. (1994). Vistas: An interactive approach to language pedagogy. Englewoods Cliffs: Prentice Hall Regents. Brown, G., & Yule, G. (1983). Teaching The Spoken Language. Cambridge: Cambridge University Press. Burns, A., & Joyce, H. (1997). Focus on Speaking. Sydney: Sydney National Centre for english Language Teaching and Research.