SPEAKING:

 Physical interacting with another person through a certain language

 The ability to create sounds using many parts of our body including lungs, vocal tract, vocal
chords, tongue, teeth and lips
 Interacting process of constructing meaning that involves producing and receiving and
processing information.

CONCEPTS:

"Current Principles and Teaching of Macroskills" by Jessie S. Barot

ASPECTS OF SPEAKING

As regards speaking proficiency, it can be measured through fluency, comprehensibility, and accuracy.
Oral fluency refers to the speaker’s automaticity of oral production (Derwing, Munro, & Thomson,
2007). Researchers in the 1990s believed that it can be achieved through engagement in communicative
interactions (Hinkel, 2006) and can be enhanced through well-designed and well-planned tasks (Ellis,
2003). Another aspect of speaking proficiency is comprehensibility which refers to the ease and difficulty
with which a listener understands L2 accented speech (Derwing et al., 2007). It can be adversely affected
by filled pauses, hesitations, excessive and inappropriate pauses, false starts, and slow speaking rate
(Derwing, Munro & Thomson, 2001). The third aspect of speaking proficiency is accuracy which relates
to both grammar and pronunciation. Since grammar will be extensively discussed in the suceeding
section, this part will just focus on pronunciation and its teaching.

Additional Informations:

In speaking, there are some aspects that must be fulfilled by the learners. It can be used as a
measurement whether our speech is good or not. Those are fluency, comprehension, grammar,
vocabulary and

pronunciation. The description is as follows according to Brown (2001 : 406-407) :

a. Fluency

It refers to one‟s ability to speak smoothly and easily. Fluency is the matter of the way someone speaks
the language without any trouble like

thinking the word confusing the idea, etc.

b. Comprehension
Comprehension is a students competence to comprehend all of the speaker says to them.

c. Grammar

Grammar is the way to organize the words into the correct sentence.

This is important that if the speaker can master grammar to organize the word so the speaker also easily
to speak English well.

d. Vocabulary

Vocabulary is the basic of language. It appears in every language skill.

It is very important because we can say nothing without vocabulary in or mind. Vocabulary is about
choice of word which is used appropriately based on the context of speaking.

e. Pronunciation

Based on the definition, pronunciation is the important component of language. Therefore, it is

necessary if the students have a good pronunciation because if they have a good pronunciation so their
speaking will be understandable.

Speaking can also serve one to two main functions (Brown & Yule, 1983):

*Transactional - transfer of information.

*Interactional - Maintenance of social relationship.

In other view, speaking is both Functional and Instrumental Act.

-Speakers talk in order to have some effect on their listeners.

-They assert things to change their state of knowledge.

-They ask them questions to get them to provide information.

-They request things to get them to do things for them.

-They also promise, warn etc.

*The nature of speech act should therefore play a control role in the process of speech production
where the speakers begin with the intention of affecting their listeners in a particular way.
Types of Classroom Speaking Performance

1. Imitation - learner practice an intonation contour or to pinpoint certain vowel sound. This kind of
practice is with a purpose of meaningful interaction but for focusing on some particular element of
language form.

2. Intensive - include any speaking performance that is designed to practice some Phonological or
Grammar aspect of language. It can be self initiated or some pair work activity.

STRATEGIES

Teaching Strategies

1. Using minimal responses

2. Recognizing scripts

3. Using language to talk about language

4. Giving explicit activities

5.encourage read alouds

6.Make students re-tell stories using own words

7.Teach oral speaking and reading

8.Having a spelling bee

9.Let students perform reader's theatre

10.Encourage the use of gestures and facial expression in public speaking

Balanced Activities Approach

1. Language Input- give the learners the materials they need for producing language.

* comes in the form of teacher's talk, giving listening activities and reading passage, language heard and
read inside and outside of classroom.
Two Types

Content-Oriented Input - focuses on the information be it a simple weather forecast or extended lecture
on academic topic.

Form- Oriented Input- focuses on ways of using the language.

*Sociolinguistic Competence

*Discourse Competence

*Strategic Competence

2. Structured Output Activities- focus on forms

- language learners should have the opportunity to produce output in order to gain fluency and
accuracy.

- design to make learners comfortable producing specific language items that has been recently
introduced, sometimes in combination with previously learned items.

Main activity :

Information Gap- students are supposed to be working with pairs (one student will have the information
that other partner does not have and the partner will share the information.

Other activities : Information exchange: filing schedule, timetable, completing picture.

Jigsaw Activities.

3. Communicative Output

- allow students to practice situations that are like real settings by using all of the language they know

- language is a tool but not an end itself (criterion of success is whether the learner gets the message
across.)

Activities

- Roleplaying

- Interview

- Discussion
TYPES OF CLASSROOM PRACTICE ACTIVITIES

Teaching Speaking: Produce speech sounds and sound pattern

Sound Speech: Phonemes – The smallest unit of speech that can be used to make one word different
from one another.

Sound Pattern: associate with repetition sounds in poetry

a. Rhyme
b. Alliteration
c. Assonance
d. Onomatopoeia

*Used words and sentences stress, Intonation patterns and the rhythm of the language.

*Select appropriate words and sentences according to the social setting, audience, situation and subject
matter.

3 TYPES OF SPEAKING

1. Speaking to Inform
2. Speaking to Motivate
3. Entertainment

A) Awareness Raising Activities – prerequisite stimuli that either restructure or awaken the
learner’s mental representation. Learner performs activities that enable him/her to notice a new
knowledge/situation.

Process:

• Attention – raising interest, curiosity and desire for involvement on the features of the target
skill

• Noticing – more than just paying attention

• Understanding – noticing general rule/system and comprehending the relation of the subparts
between each other

Ex. Learner performs an awareness practice on the likely problems of communication in daily life
conversations and practices the re quired language to overcome communication challenges.

B) Controlled Activities – help to control speaking skills. Ex. Drills and chants – involve practice of
control.
- Learner is given words, phrases and utterances t9o repeat and imitate so that he is supposed to
notice and use the piece of useful language supposed to be produce automatically in everyday
conversation

- Student listens to a recording, teacher ensures that content of the conversation is

comprehended well, individuals repeat the same key phrases until a certain degree of confidence is
achieved.

C) Autonomous Activities – aims to create autonomous learners who achieve certain degree of
fluency.

• Productivity – maximal new language production

• Purposefulness – clear and well defined outcome of the language activity usually achieved
through cooperation among learners

• Interactivity – learners’ consideration of the effect he is having on his audience

• Challenge – difficulty/level of the task

• Safety – learner’s feeling of self-confidence while dealing with challenging task

• Authenticity – relation of speaking task to real life language use.

WHAT TO ASSESS IN SPEAKING SKILLS

1. Pronunciation. It is the basic quality of language learning. Though most second language learners will
never have the pronunciation of native speakers, poor pronunciation can obscure communication and
prevent students from making his meaning known. When evaluating the pronunciation of your students,
listen for clearly articulated words, appropriate pronunciations of unusual spellings, and assimilation and
contractions in suitable places. Also listen for intonation. Are students using the correct inflection for
the types of sentences they are saying? Do the students know that the inflection of a question is
different from that of a statement? Listen for these pronunciation skills and determine into which level
your student falls.

2. Vocabulary. After noting your students' pronunciation, move to vocabulary. Vocabulary

comprehension and vocabulary production are always two separate banks of words in the mind of the
speaker. You should encourage your students to have large vocabulary production and even larger
vocabulary recognition. For this reason, it is helpful to evaluate the students on the level of vocabulary
they are able to produce. Are they using the specific vocabulary you have instructed them? Are they
using the vocabulary appropriate to the contexts in which they are speaking? Listen for the level of
vocabulary your students are able to produce without prompting and then decide how well they are
performing in this area.

3. Accuracy. Grammar has always been and forever will be an important issue in speaking. Writing
sentences correctly on a test is not the same as an accurate spoken grammar. As your students speak,
listen for the grammatical structures and tools you have taught them. Are they able to multiple tenses?
Do they have agreement? Is word order correct in sentence? All these and more are important
grammatical issues, and an effective speaker will successfully include them in his language.

TYPES OF ACTIVITIES TO ASSESS IN SPEAKING SKILLS

1. Intensive Speaking

• Read aloud task

• Sentence/dialogue completion task

• Picture cued task

2. Imitative speaking - repeating the sentence that you heard.

3. Communication

This refers to the student’s ability to transmit his/her ideas.

A student may struggle with grammar and pronunciation, but how creative is he/she when
talking with the language that he/she does know? Assessing communication in your students means
looking at their creative use of the language that they know in make their points understood. Never
allow the lack of language to keep your students from expressing themselves. The more creative they
can be with the language and the more unique ways they can express themselves, the better their
overall communication will be.

4. Interaction

This refers to the ability to interact with others during communicative tasks.

Being able to say what you mean is one thing and being able to interact with others is another.
Ask your students questions. Observe how they speak to one another. Do they give appropriate
responses in a conversation? All these elements of interaction are necessary for clear and effective
communication. A student with effective interaction will be able to answer questions and follow along
with the conversation happening around him. Encourage your students to listen as they speak and have
appropriate responses in a conversation.

6.Fluency

This means speaking easily, reasonably quickly and without having to stop or pause a lot.

May be the easiest quality to judge in your student’s speaking. How comfortable are they when
they speak? How easily do the words come out? Are there great pauses and gaps in your student’s
speaking? If there is any, then your students may be possible struggling with fluency. Fluency does not
improve at the same rate as other language skills. You can have excellent grammar and still fail to be
fluent. Fluency is a judgement of this ease in communication and is an important criterion when
evaluating speaking.

c. Responsive - refers to small dialogue, response to spoken prompt (simple greeting, request &
comments)

Example activities: Question & Answer, Giving Instruction and Direction, Paraphrasing

d. Interactive – larger dialogue on Transactional and Interactional Conversation)

Example activities: Interview, Drama-like Task, Discussion and Conversation

e. Extensive (monologue)

Example activities: Speech (Oral Presentation or Oral Report), Picture-cued Story Telling, and Retelling a
Story or News Event.

Hana Joy F. Castro

Clarizze Buensuceso

Euvanette Elria A. Magno

Jamie Rose Favila

Jelynne Ivy Ibay

Rhodelyn Lhyka Gallevo

Rose Ann Dela Cruz

Ruth Anne Balagtas

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Wencie Joy P. Dela Cruz