20051221 Rhee Dong Gun

Chapter• The speaking process• The differences between spoken and written language• Speaking skills• Speaking in the classroom• Feedback and correction• Summary

The speaking

processWe speak in many different types of

situation

Talking to someone face to faceTalking to someone on the phoneAnswer and questionGiving a speechChatting to friendsTaking part in a meeting

Why do we speak?

• We want something• We want other people to do

something• Respond to someone• Express our feelings or opinion• Exchange information

Speaking is a skill

• Putting a message together

• Communicating the message

• Interacting with other people

productive

Interacting-Request and Respond-

A : Could you email me?B : Yes, of course.

A : Would you borrow me a book?B : Of course, no problem

We can indicate how we feel about what they are saying!!

Really? Fine.

Really! Mm.

I see. Uh.

OK. Oh!

The differences between spoken and written language*Differences

Speaking WritingNot usually planned or prepared beforehand.

Planned

Speakers use incomplete or ungrammatical sentences. They can hesitate, repeat themselves, use fillers, for example ‘er..you know.. well....’

Sentences are carefully organized and accurate.

Stress, intonation, gestures, and facial expression carry meaning

The meaning in a written text is not supported by other means except perhaps typography and surrounding images, as in an advert.

You can go back when speaking – points can be revised, repeated, and clarified at any times.

Writing is linear, i.e. it goes in one direction without repetition or revisions.

SimilaritiesDo you find it?

Both of them vary depending on Whom

you are speaking to or writing for and Why.

Speaking skills*Learners need to develop the following

skills :

• Producing connected speech• The ability to interact• Talking round gaps in their

knowledge• Speaking in a range of contexts• Balancing accuracy and fluency

Speaking in the

classroom- In the classroom we need to get our learners to

practice both production and interaction.

- Speaking activities that concentrate on getting learners to produce sounds, phrases, or grammatical .

• Controlled activities focus on the learners’ producing language.

• Less controlled activities focus on developing the learners’ fluency.

Drills- The teacher has a lot of control

over what the learners say. - The drills are fixed. So the

learners must answer correctly and according to a precise pattern.

1. Substitution Drills

Post office

2. Functional-situation drills

• Teacher : I am so hungry.• Learner : You should eat a meal!

• Teacher : Notebook.• Learner : There is a notebook on the

table.

Pair work and group work

Type of interactive activities

- Information gap activities

- Discussion activities

- Role plays

- Games

- Informal interaction

Feedback and correction

• When learner doing some thing well, trying hard, showing positive attitude towards learning, teacher should give a praise!!

• Immediate correctionGood : Learner can correct the error and

use the corrected language for the rest of the activity

Bad : Break the flow of communication and embarrass the learner.

Summary• Speaking is a complex process.Constructing a message/ Delivering the

message using the correct pronunciation, stress, and intonation.

• InteractionRespond to what other people say/ Using the language appropriate for

the situation

Learner need lots of practice, encouragement and

correction.