Teaching Language Skills

“SPEAKING SKILL”
Presented By:

Group 8

Devi Maulida
Fitria Rizki
Ibnatur Rahmina
Nurul Fajri
Suci Annisa Tiara
 Introduction
 There is clearly a need for many learners to speak
and interact in a multiplicity of situations through
the language, be it for foreign travel, business or
other professional reasons. (Graddol,2006,2010)

 Speaking is often the skill upon which a person is

judged ‘at face value’.
 Reason for Speaking
O Speaking is desire and purpose-driven.

O Speaking and listening skills often enjoy a dependency in

that speaking is only very rarely carried out in isolation; it
is generally an interactive skill unless an uninterrupted oral
presentation is being given.

O The essential difference, though, is that speaker–listener

interaction takes place in real time, thereby allowing very
little time for the speaker to respond to the listener if the
flow of a conversation is to be maintained.
Reason for poor Speaking

O Lack of curriculum emphasis on speaking skills

O Teachers’ limited English proficiency
O Class conditions do not favor oral activities
O Limited opportunities outside of class to
practice
O Examination system does not emphasize oral
skills.
 Speaking Skills and
Communicative Language
Theory
4 characteristics of a communicative view of language:
 Language is a system for the expression of meaning.
 The primary function of language is for interaction and
communication.
 The structure of language reflects its functional and
communicative uses.
 The primary units of language are not merely its
grammatical and structural features, but categories of
functional and communicative meaning as exemplified
in discourse.
 Characteristics of Spoken
Language
O Motor-receptive speaking skills
(Pronunciation, vocabulary, chunks and
structures)
O social and interactional skills
(What and how to say things effectively in specific
communicative situations)
 Teaching Pronunciation
Common advice on how to increase intelligibility includes
the following:

 Individual sounds
 Word stress
 Sentence stress and rhythm
 Intonation
 Sound and spelling.
 Conversation Analysis
According to McCarten and McCarthy (2010: 23),
there are general principles that can be applied to
reflect the features of real conversation:

 Keep turns generally short, except for narratives.

 Allow speakers to react to the previous speaker.
 Do not overload speech with densely packed information;
ensure a balance of transactional and relational language
and an appropriate lexical density.
 Include some repetition, rephrasing, fragmented sentences
and other features of speech, but maintain transparency.
 Keep speakers ‘polite’ . . . and not confrontational or face-
threatening.
 Types of Activity to Promote
Speaking Skills

O Communication games
O Problem solving
O Simulation/Role-play materials
O Materials requiring personal responses
Introducing Speaking Skills
in the classroom
O Encourage students to repeat the new items
O Use pictures, sounds, touch and feel materials to
support meaning.
O Use gestures, movement, and actions.
O Repeat new words as often as possible and use
them on context.
 Feedback to Learners
 Teachers may wonder how to correct errors
produced by learners during the oral skills class.
 Correct oral mistakes through speech.
 Correcting a student in mid-sentence is
generally unhelpful unless the student is
floundering and is giving the teacher signals that
she wants some help.
 Prefer to ‘log’ oral mistakes in writing and hand
these to a student at the end of a class in the
belief that learners may ‘learn something from
their mistakes’.
 Conclusion
 Speaking is the most important skill among other skills.
 Judgement on a language learner and self-evaluation for
himself is based on his ability to speak.
 It is a tough job for teachers to engage student to speak,
because there are some barriers affective filters.
 You can write or read or learn grammar or listen
individually but you cannot speak with your self so
teaching speaking need more consideration.
 Finally, a brief overview of the design principles
underlying some of the speaking skills materials that
have been produced over the last 20 years need more
and more evaluation.
Thank you