TECHNIQUES
OF AND MATERIALS FOR TEACHING SPEAKING
Speaking in traditional methodologies usually meant repeating the
teacher, memorizing a dialogue, or responding to drills, reflecting the
sentence-based methodologies of the 1970s. the emergence of communicative
language teaching in the 1980s lead to changed views of syllabuses and
methodology, which are continuing to shape approaches to teaching speaking
skills today. Grammar based syllabuses were replaced by communicative syllabus
built around notion, functions, skills, tasks or other non-grammatical units of
organization. Fluency became a goal for speaking courses and this could be
developed through the use of information gap and other tasks that required
learners to attempt real communication despite limited proficiency in English.
In doing so they would develop communication strategies and engage in
negotiation of meaning, both of which were considered essential to the
development of oral skills.
The mastery of speaking skills in English is a priority for many second
or foreign language learners. Learners consequently often evaluate their success
in language learning as well as the effectiveness of their English course on
the basis of how well they feel have improved in their spoken language
proficiency. Oral skills have hardly been neglected in ELT courses though how
best to approach the teaching of oral skills has long been the focus of
methodologies debate. Teachers and textbook make use of a variety of
approaches, ranging from direct approaches, ranging from direct approaches
focusing on specific features of oral interaction to indirect approaches which
create condition for oral interaction through group work, task work and other
strategies.
The speaking materials
consist of a teacher’s handbook, a book of teaching objectives and classroom
activities, a pack of leaflets and posters and a video of speaking and
listening activities. As a starting point for a school it may be useful to
begin by looking in more detail at the pack of leaflets and posters. On the
back of each poster there are some key teaching points.
The
Speaking Poster
The
Poster Outlines:
·
What children need to learn to do
·
What speaking includes
·
The type of planned opportunities to
speak that children need
·
How to encourage children to make
extended contributions
·
Useful classroom techniques
The
useful classroom techniques include:
1.
Talk
Partners
This involves putting the
children into pairs for a period of time and building in opportunities for them
to talk to each other to share ideas and experiences and reflect on what they
have learned.
2.
Debates
The children can be encouraged to stick to a particular point of view
and try to persuade others to agree to their point of view. They should be
encouraged to develop their arguments and reasons and present their ideas
either individually or as a group.
3.
Predicaments
and Problems
Children need to be given opportunities to try to solve difficult
situations – many of these can relate to what is being covered in other areas
of the curriculum. The children should be encouraged to put themselves in the
situation of a person having to make a difficult decision. They need to weigh
up all the alternatives, give reasons for their decision and negotiate
situations of possible conflict. Role play could be very useful.
4.
Glove
Puppets and Shadow Theatre
Puppets can be very useful to encourage children to speak and to listen.
Provide a tape recorder during rehearsals – this can help children to develop
and refine their work, reflecting on their use of language and how they use
their voices.
5.
Photos
and Paintings
The
children can be encouraged to construct a story or report centered on a
particular photograph or painting. The focus can be cross curricular.
6.
Radio
Broadcast
Making a radio broadcast can be quite challenging fro many children
because they have to sustain talk without the help to gestures, eye contact or
an audience in front of them. The children can work on their own or in small
groups. The topic of the broadcast should involve explaining and reasoning or
trying to persuade others.
7.
Just
a Minute
The children can be given the opportunity to talk on a given topic for a
minute without hesitation, repetition or deviation from the subject matter. If
the rules are broken others can challenge and continue for the remainder of the
minute.
