Theme:
Productive ways of speaking skills development.
Учитель иностранных языков
ОСШ № 56 им Ю.А.Гагарина
Бегжанова Ирода Бабиржановна
Nowadays according to the
contemporary level of the development of our country, when Kazakhstan tries to
reach the world standards in all spheres, to get into the number of 50 the most
competitive countries of the world - communication with different ethnic groups
is inevitable.
Today the market
relations rule the world and they define all structure of the world. In these
conditions world language - language of the international communication is English.
Therefore each соmprehensively developed person has to know English. These
provisions define also the educational purpose. The purpose of education is to
create comprehensively developed personality of each pupil. The subject of
English makes a huge contribution to formation of inclinations of the developed
personality.
The target of FLT is
communicative efficiency. Learners should be able to make themselves
understood, using their current proficiency . They should try to avoid
confusion in the message due to faulty pronunciation, grammar, or vocabulary,
and to observe the social and cultural rules that apply in each communication
situation.
As Edward Sapir says:
“Language completely interprets direct experience. For most people every
experience, real or potential, is saturated with verbalism…”
Language learners
need to recognize that speaking involves three areas of knowledge:
·
Mechanics
(pronunciation, grammar, and vocabulary): Using the right words in the right
order with the correct pronunciation
·
Functions
(transaction and interaction): Knowing when clarity of message is essential
(transaction/information exchange) and when precise understanding is not
required (interaction/relationship building)
·
Social
and cultural rules and norms (turn-taking, rate of speech, length of pauses
between speakers, relative roles of participants): Understanding how to take
into account who is speaking to whom, in what circumstances, about what, and
for what reason.
Oral functions
•
Providing
information
•
Ritualizing
•
Controlling
other people’s behavior
•
The specific signs of
speaking process.
l Stimulation.
l Activity.
l Aim-direction.
l Connection
with activity.
l Connection
with thinking.
l Connection
with a person.
l Depending
on situations.
l Independence.
l Speed.
Aims of LT
practical —pupils
acquire habits and skills in using a foreign language; educational — they develop their mental
abilities and intelligence in the process of learning the foreign language; сultural — pupils extend
their knowledge of the world in which they live. Therefore there are three
aims, at least, which should be achieved in foreign
language teaching: practical, educational, and cultural.
Looking through
all these provision every teacher of FL will ask himself a question how to
teach children the English speech.
What do we Need
to Communicate Effectively?
Linguistic
competence of grammar, lexis, phonology .
Communicative competence.
Interactional skills.
Interest in
knowledge of topic .
Goal / Reason for
speaking .
Preparation time
Now many linguistics and teachers agree on that students learn to speak
in the second language by "interacting". Communicative language
teaching and collaborative learning serve best for this aim.
Communicative language teaching is based on real-life situations that require
communication. By using this method in LT classes, students will have the
opportunity of communicating with each other in the target language. In
brief, ESL teachers should create a classroom environment where students have
real-life communication, authentic activities, and meaningful tasks that
promote oral language. This can occur when students collaborate in groups to
achieve a goal or to complete a task.
Technologies as interactive forms of teaching speaking skills
Debates
Debate is a method of formally presenting an argument in a disciplined
manner. Through logical consistency, factual accuracy and some degree of
emotional appeal to the audience are important elements of the skill of
persuasion, in debating, one side often prevails over the other side by
presenting a superior "context" and/or framework of the issue, which
is far more subtle and strategic. The outcome of a debate depends upon
consensus or some formal way of reaching a resolution, rather than the objective
facts as such. In a formal debating contest, there are rules for participants
to discuss and decide on differences, within a framework defining how they will
interact.
Role Play
One other way of getting students to speak is role-playing. Students
pretend they are in various social contexts and have a variety of social roles.
In role-play activities, the teacher gives information to the learners such as
who they are and what they think or feel. Thus, the teacher can tell the
student that "You are David, you go to the doctor and tell him what
happened last night, and…" (Harmer, 1984)
Ask open-ended questions. If you ask your child a broad question
such as "What did you do at the park?" you'll get a much more
detailed answer than if you ask a yes or no question like "Did you have
fun at the park?"
If she's slow to answer, then be more
specific: "What equipment did you play on?" Give your child a chance
to describe what she's been up to, and listen enthusiastically even if she gets
lost in seemingly trivial details about her day at the park. All of it is
important to her.
And you might as well enjoy the
conversation while it lasts: Soon enough you may have a close-mouthed teenager
sitting across the dinner table from you!
Reporting
In class, the students are asked to report what they find as
the most interest news. Students can also talk about whether they have
experienced anything worth telling their friends in their daily lives before
class.
Dialogue
Dialogue is one of the media in teaching speaking. It helps
the students practice in speech, pronunciation, intonation, stress. Dialogue
also increases students’ vocabulary. The primary objective of using dialogue is
developing student’s competence (pronunciation, intonation, stress) in teaching
speaking like native speaker.
Brainstorming
On a given topic, students can produce ideas in a limited
time. Depending on the context, either individual or group brainstorming is
effective and learners generate ideas quickly and freely. The good
characteristics of brainstorming is that the students are not criticized for
their ideas so students will be open to sharing new ideas.
Storytelling
Students can briefly summarize a tale or story they heard from somebody
beforehand, or they may create their own stories to tell their classmates.
Story telling fosters creative thinking. It also helps students express ideas
in the format of beginning, development, and ending, including the characters
and setting a story has to have. Students also can tell riddles or jokes. For
instance, at the very beginning of each class session, the teacher may call a
few students to tell short riddles or jokes as an opening. In this way, not
only will the teacher address students’ speaking ability, but also get the
attention of the class.
Simulations
Simulations are very similar to role-plays but what makes simulations
different than role plays is that they are more elaborate. In simulations,
students can bring items to the class to create a realistic environment. For
instance, if a student is acting as a singer, she brings a microphone to sing
and so on. Role plays and simulations have many advantages. First, since they
are entertaining, they motivate the students. Second, as Harmer (1984)
suggests, they increase the self-confidence of hesitant students, because in
role play and simulation activities, they will have a different role and do not
have to speak for themselves, which means they do not have to take the same responsibility.
Interviews
Students can conduct interviews on selected topics with various people.
It is a good idea that the teacher provides a rubric to students so that they
know what type of questions they can ask or what path to follow, but students
should prepare their own interview questions. Conducting interviews with people
gives students a chance to practice their speaking ability not only in class
but also outside and helps them becoming socialized. After interviews, each
student can present his or her study to the class. Moreover, students can
interview each other and "introduce" his or her partner to the class.
Play family story time.
One person starts making up a story
("Once upon a time, there was a little dragon who lived in a cave on a big
hill"). Then another person continues the story, and so on.
Let your child chime in whenever she
wants, and if she can't come up with a whole line herself, prompt her with
questions: What color was the dragon? Did he have any brothers and sisters?
What was he learning about at school? Write down or record what each person says.
Making multiple –choice questions
Pupils use dictionaries to make
multiple-choice questions based on definitions. They can either confine their
range of vocabulary to the themes they are studying or, for pure dictionary
practice, they can find any word and create 2 or 3 incorrect definitions.
Suggestions for Teachers in Teaching
Speaking
Here are some suggestions for English language teachers while teaching
oral language:
·
Provide
maximum opportunity to students to speak the target language by providing a
rich environment that contains collaborative work, authentic materials and
tasks, and shared knowledge.
·
Try
to involve each student in every speaking activity; for this aim, practice
different ways of student participation.
·
Reduce
teacher speaking time in class while increasing student speaking time. Step back
and observe students.
·
Indicate
positive signs when commenting on a student's response.
·
Ask
eliciting questions such as "What do you mean? How did you reach that
conclusion?" in order to prompt students to speak more.
·
Provide
written feedback like "Your presentation was really great. It was a good
job. I really appreciated your efforts in preparing the materials and efficient
use of your voice…"
·
Do
not correct students' pronunciation mistakes very often while they are
speaking. Correction should not distract student from his or her speech.
·
Involve
speaking activities not only in class but also out of class; contact parents
and other people who can help.
·
Circulate
around classroom to ensure that students are on the right track and see whether
they need your help while they work in groups or pairs.
·
Provide
the vocabulary beforehand that students need in speaking activities.
·
Diagnose
problems faced by students who have difficulty in expressing themselves in the
target language and provide more opportunities to practice the spoken language.
Conclusion
Each person develops an individual procedure (actually a sequence of
procedures) of thinking ability through speaking process, which is the main
sign of outlook improvement of comprehensibly developed human being.
References
·
Celce-Murcia.
M. 2001. Teaching English as a Second or Foreign Language (3rd ed). USA:
Heinle&Heinle.
·
Baruah,
T.C. 1991. The English Teacher's Handbook. Delhi: Sterling
Publishing House.
·
Harmer,
J. 1984. The Practice of English Language Teaching. London: Longman.
·
Nunan,
D., 2003. Practical English Language Teaching. NY:McGraw-Hill.
·
Staab,
C. 1992. Oral language for today's classroom. Markham, ON:
Pippin Publishing.
·
http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
·
http://www.babycenter.com/0_fun-activities-to-promote-speaking-skills_64508.bc?page=2
·
http://www.slideshare.net/nourinarshad/class-activities-for-developing-speaking-skills
·
http://www.nclrc.org/essentials/speaking/developspeak.htm
·
http://beddebah-haterulez.blogspot.com/2012/08/activities-promoting-speaking-skills.html
·
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