LANGUAGE SKILLS DEVELOPMENT (SPEAKING)

Language Skills Development

GROUP 2:JAIRO AGUIRRE ANDRÉS MORA JEANETH SANGA MYRIAN SUMBA

SPEAKING

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Introduction

Speaking skills are fundamental in language acquisition as they enable individuals to express themselves, interact with others, and communicate effectively in various contexts.

WHY ARE SPEAKING SKILLS IMPORTANT?

Speaking skills play a crucial role in language learning and proficiency development for several reasons:

COMMUNICATION

SOCIAL INTERACTION

ACADEMIC SUCCESS

PROFESSIONAL GROWTH

FLUENCY

ACCURACY

KEY COMPONENTS OF SPEAKING SKILLS

PRONUNCIATION

VOCABULARY

COMMUNICATION STRATEGIES

"HOW TO TEACH ENGLISH" jeremy harmer

"How to Teach English" by Jeremy Harmer provides comprehensive guidance on developing learners' speaking skills in English.

key aspects for effective oral communication:

3. BALANCING FLUENCY AND ACCURACY

1. SPEAKING ACTIVITIES

2. PRONUNCIATION PRACTICE

Pronunciation practice focuses on improving learners' ability to produce sounds, stress patterns, intonation, and connected speech accurately.

Effective speaking involves both fluency (smooth and confident speech) and accuracy (correct grammar and vocabulary usage).

Speaking activities are essential for promoting active participation and meaningful communication in the classroom.

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key aspects for effective oral communication:

6. Assessment of Speaking Skills:

4. SPEAKING STRATEGIES

5. ERROR CORRECTION

Error correction is crucial for helping learners improve their speaking skills without fear of making mistakes.

Assessing speaking skills allows teachers to monitor learners' progress and tailor instruction accordingly.

Speaking strategies empower learners to communicate effectively in various situations.

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Successful oral fluency practice

Speaking is the most important skill for communication

Ability to express thoughts and emotions through speech.

Characteristic of a Successful Speaking activities

Learners talk a lot- The activities must focus on develop of speaking skill.

Participation is even - Distribute the opportunity to speak.

Motivation is hight- Learners feel confident to express their idea or thought.

Language is of an acceptable level - Learners express using utterances that are relevant, easily comprehend to each other.

Problems with Speaking activities

Inhibition

Nothing to say

Problems with Speaking activities

Low or uneven participation

Mother tongue use

What the teacher can do to help to solve some of the problems?

Make a careful choice of topic and task to stimulated interest

Base the activity on essay language

Use group work

Give some instructions or training in discussions skill

Keep students speaking the target language

The function of topic and task

Comparative two activities

 Experience

 Comparing

Topic and tasked based activities

 Topic- Interesting topics that motivate learners to speak.

Task – Must be oriented to achieve learners’ goals.

Discussion activity

Classroom or peer teaching trying out activities

Preparation – Know the topic

Experience – Naturally Interaction

Reflection – How they feel or learn.

Other kind of spoken interaction

Interactional Task – Relationship

Long turns – Permit practice speaking skill (telling stories, telling jokes, describing a person or thing, argument a case and others )

Varied situations, feelings, relationships – Give opportunity to use the foreign language for express feelings or opinions.

Role play and related techniques

Dialogues – Brief dialogue that learn by heart.

Plays- The expansion of a dialogue technique and performant a play.

Simulation – Imaginary situation in which learners can express different emotions or relationships between speakers.

Role -play - To pretend to be a particular character and behave and react in the way

Oral testing

When testing speaking skills, not only use an interview. Teachers could use other activities as role plays, group discussions, debates, monologues, descriptions and others.

Language skills SPEAKING

Teaching oral skills (Anne Lazaraton)

Introduction

This section will focus on how EFL teachers can facilitate their students` acquisition of oral skills. It will also describe a systematic approach to pronunciation and will discuss the teaching of speaking skills to young learners for effective oral communication

• This section will discuss current practices in oral skills pedagogy • The oral skills Class -One basic consideration on how to structure an oral skills class is the level of students and their perceived needs -Level might be determined by a placement test or a diagnostic test

ways to promote oral skills in the EFL classroom

Speeches

Discussions

20XX

Role plays

Conversation

Audio taped oral dialogue

Teaching pronunciation (Janet Goodwin)

Linking

Intonation

English sounds

Sound system of English

Vowels

Rhythm

Word stress

A communicative framework for teaching pronunciation

The pronunciation instructions integrate 5 teaching stages:

Description and analysis

Listening discrimination

Controlled practice

Guided practice

Communicative practice

- Teaching techniques for pronunciation

Rhymes, poetry and jokes

Cartoon and drawings

Kinesthetic activities

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• Media and Technology

-Audio recording is the most basic way to capture sound. This motivates learners to make choices about what they want to learn. - Video recording can provide motivating peer target models for your learners

• Assessment:

There are three types of pronunciation assessment:

Diagnostic evaluation

Ongoing feedback

Achievement testing

Developing children`s speaking skills (Sabrina Peck)

• How children differ from adults as language learners

• Techniques and resources

-Songs, poems, chants -Dramatic activities -Storytellingy -Gesture and movement -Total physical response TPR -Storytelling

-Experts advice to use the following activities when teaching children: 1. Focus on meaning not correctness 2. Focus on the value f the activity not the value of language 3. Focus on collaboration and social development 4. Provide a rich context

learning strategies (in English Foreign Language (EFL)

• Teachers should know their students learning styles and needs .

• When the students have any difficulties, the teacher has to select alternative strategies.

• One of the best alternatives is adjust the lesson plan according to the students needs

aPROACH

Meaning

All of this theory can help the teachers use the properly form to teach about language learning and also how people learn in general.

Technique

Method

The teaching process

HOW TO DEVELOP THE STUDENT SPEAKING SKILL

When learning new words, there are several pronunciation features that should be incorporated in the learning process: word stress, vowel and consonant sounds.

Pronunciation instruction gives students the opportunity to understand patterns associated with spoken English.

The learning process is not easily separated into a definite number of steps. Sometimes, learning occurs almost instantaneously

Teaching grammar and topics, situations, notions, functions.

Grammar is central to the teaching and learning of languages. It is also one of the most difficult aspects of language to teach well

The teacher goal is teach to communicative

Teach the grammar unconciusly

Dont be afraid to aply new notions .

Teaching in a second Language

teaching listening and speaking

students can process real-life scenarios, experiment with new behaviors, and receive feedback in a safe environment

To help the students relate theory to practice and analyze real-life situations

Planning the Assessment

How can we assess?

ORAL PRESENTATIONS

Tests have different purposes. For example, one test may be used to evaluate students‘ readiness to advance to the next grade, while another evaluates students‘ need for remediation

FINAL PROJECTS

SPEAKING FESTIVALS

¡Thast´s all folks!

Thanks

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Anne Lazaraton

I joined the Department of Writing Studies in fall 2013. Before that I worked in graduate programs with pre- and in-service English as a Second Language (ESL) teachers at The Pennsylvania State University, George Mason University, and the University of Minnesota. During my years in Writing Studies, I taught multilingual writers in First Year Writing (WRIT 1301) and Technical and Professional Writing (WRIT 3562W), international graduate students in Graduate Research Presentations and Conference

Techniques: Exercises targeting individual sounds, stress patterns, intonation drills, shadowing exercises.

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Techniques: Providing immediate feedback, using correction codes, eliciting self-correction, focusing on priority errors.

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Strategies: Incorporating fluency-building activities (e.g., free conversation, timed speaking tasks) with accuracy-focused tasks (e.g., controlled practice exercises, error correction).

Examples: Paraphrasing, seeking clarification, expressing opinions, managing turn-taking.

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Purpose: Assessment informs instructional decisions, motivates learners, and provides feedback for improvement.

Examples: Role-plays, discussions, debates, storytelling exercises.

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