TEACHING SPEAKING SKILLS
Communication involves the use of four language skills:
listening and speaking in oral communication
reading and writing in written communication.
The sender of the message uses speaking or writing skills to communicate ideas, the receiver uses listening or reading skills to interpret the massage. The skills used by the sender are productive and those used by the receiver are receptive (or interpretive). The use of each skill demands various components of language substance. Each skill involves the use of specific vehicles. Learners usually attain a much higher level of proficiency in the receptive skills than in the productive skills. Mastering the language skills, like mastering any kind of skill, requires a considerable amount of practice. Step by step in the teaching-learning development process the learner should become more proficient.
When we say a person knows the language, we first of all mean he understands the language spoken and can speak himself. Language came into life as a means of communication. It exists and is alive only through speech. When we speak about teaching a foreign language, we first of all have in mind teaching it as a means of communication. Speech is a bilateral process. It includes hearing and speaking. Speaking exists in two forms: dialogue and monologue.
DEVELOPING SPEAKING SKILLS
To develop speaking skills attention should be concentrated on the following main problems:
• syllabus requirements
• language and speech
• physiological and linguistic characteristics of speech
• ways of creating situations
• prepared, unprepared and inner speech
• types of exercises.
Oral communication has two types: productive-speaking and receptive-listening.
The syllabus requirement...
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... the syllabus requires:
1. question - response
e.g. - What’s your name?
- Charan…
2. statement - question
e.g. – I’m going to the film tomarrow.
- How did you get the tickets?
3. statement - statement
e.g. – I’d like to know when she is going to see you.
- That’s very difficult to say. She is just promising...
4. question - question
e.g. – Could you help me?
- What can I do?
Question-response dialogue is usually taught in schools. Above mentioned 4 lead-response units should be taught and their peculiarities should be taken into account.
The use of dialogues in language teaching has a long tradition. Stereotyped dialogues and dialogues in unnatural language have been recently replaced by more natural dialogues, which illustrate how sentences are combined for the purpose of communication in clearly defined (specific) social context.
Throughout my practice, I have found that this mix is essential in order for children to engage with lessons. Alexander (2004) suggests that dialogical teaching includes traditional types of talk such as rote, recitation and instruction/exposition. It should also include discussion and dialogue (Alexander, 2004). These types of talk can occur in different situations: whole class, group discussions and paired talked. Mercer (1996) carried out a research project concerning the quality of talk in the classroom. His findings supported ‘…the conclusion that talk between learners has been shown to be valuable for the construction of knowledge’ (Mercer, 1996: 362). He disputed that not all kinds of exchange are of educational value (Mercer, 1996: 362). This point validates the importance of teachers understanding what type of talk makes their teaching genuinely dialogic.
Pages 261- 267. doi: 10.1016/j.pec.2011.10.006. Cameron, D. (2001). The 'Case Working with spoken discourse and communication. London: Thousand Oaks & Co. Carson, C., & Cupach, W. (2000).
Teaching strategies of a foreign language class have evolved from a long history of useless methods that do not fulfill the goal of language acquisition. The main goal of a foreign language class in terms of the New Jersey Core Curriculum Standards is that the students be able to communicate using the foreign language. Communication refers to the student’s ability to converse with a native speaker of the language that has been studied. In the past, it was assumed that students must first learn the rules of grammar and then use those rules to construct sentences and communicate, but there have been several linguistic theories that have refuted this methodology.
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