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2. Speaking skill: is the art of communicationsand one of 4 productive skill, that mustmastered in learning foreign language. Goodspeaking skills is the act of generating wordsthat can be understood by listeners. A goodspeaker is clear and informative. 3. Tips to improve the speaking skill Find native English speakers. Talking to actual nativespeakers is the most effective way to improve your Englishskills, speaking or otherwise. Listen to the music of English: No, not English music,the music of English -- its lilt, its prosody, the sing-songy-nessof it. The intonation. Even if you speak perfectEnglish technically, if you speak it like a robot you're notspeaking it the way it's meant to be spoken. Slow down. Above all, if you want to be understood, slowdown. The more clearly you speak, the better chance yourlistener has of understanding you. It's tempting to getnervous and want to speed up to get it all over with, butyou can't do that! Clarity is key -- for some native Englishspeakers, too! 4. Record yourself: Though we hear ourselves all thetime, we really don't know quite what we sound like. Sorecord yourself! What are the weak and strong pointsyou hear in your speech? And then you can concentrateon what you need to work on.A great idea is to get abook on tape, record yourself reading an excerpt from it(or mimicking the narrator), and comparing yourself tothe recording. That way you can do it over and over untilyou get it right! Speak English at home. This is the biggest, easiestmistake to make. You go about your day, you're on thejob working partly in English, you go to your Englishclass, and then you go home and revert back to yournative tongue. 5. Strategies for Developing Speaking SkillsEffective instructors teach students speaking strategies,using minimal responses, recognizing scripts, and usinglanguage to talk about language -- that they can use to helpthemselves expand their knowledge of the language andtheir confidence in using it.1. Using minimal responsesLanguage learners who lack confidence in their ability toparticipate successfully in oral interaction often listen insilence while others do the talking. One way to encouragesuch learners to begin to participate is to help them build upa stock of minimal responses that they can use in differenttypes of exchanges. Such responses can be especiallyuseful for beginners. 6. 2. Recognizing scriptsSome communication situations are associated with a predictableset of spoken exchanges -- a script. Greetings, apologies,compliments, invitations, and other functions that are influencedby social and cultural norms often follow patterns or scripts. So dothe transactional exchanges involved in activities such asobtaining information and making a purchase.3. Using language to talk about languageLanguage learners are often too embarrassed or shy to sayanything when they do not understand another speaker or whenthey realize that a conversation partner has not understood them.Instructors can help students overcome this reticence by assuringthem that misunderstanding and the need for clarification canoccur in any type of interaction, whatever the participants'language skill levels. 7. kinds of speaking situations in whichwe find ourselves interactive, partially interactive, and non-interactive. Interactive speaking situations include face-to-faceconversations and telephone calls, in which we are alternatelylistening and speaking, and in which we have a chance to ask forclarification, repetition, or slower speech from our conversationpartner. 8. Some speaking situations are partially interactive, such aswhen giving a speech to a live audience, where the convention isthat the audience does not interrupt the speech. The speakernevertheless can see the audience and judge from theexpressions on their faces and body language whether or not heor she is being understood. Some few speaking situations may be totally non-interactive,such as when recording a speech for a radio broadcast. 9. Micro-skills pronounce the distinctive sounds of a language clearly enoughso that people can distinguish them. This includes making tonaldistinctions. use stress and rhythmic patterns, and intonation patterns of thelanguage clearly enough so that people can understand what issaid. use the correct forms of words. This may mean, for example,changes in the tense, case, or gender. put words together in correct word order. use vocabulary appropriately. use the register or language variety that is appropriate to thesituation and the relationship to the conversation partner. 10. make clear to the listener the main sentence constituents,such as subject, verb, object, by whatever means thelanguage uses. make the main ideas stand out from supporting ideas orinformation. 11. ActivitiesShort speeches: Students may be givensome easy topics. They must preparethem in verbal or written form.Role play: This is a form of dialogue Discussions

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