Teaching Speaking

Sounds are modified, omitted, or weakened.

• Lexis and Grammar

• Expressive Devices

• Connected Speech

• Negotiation Language

Changing the pitch of stress of particular parts of utterances, varying volume and speed, and showing by other physical and non-verbal means how someone is feeling.

• Connected Speech

• Expressive Devices

• Negotiation Language

• Lexis and Grammar

The use of a number of common phrases, especially in the performance of certain language functions.

• Expressive Devices

• Connected Speech

• Negotiation Language

• Lexis and Grammar

Effective speaking benefits from the language we use to seek clarification and show the structure of what we are saying.

• Negotiation Language

• Lexis and Grammar

• Expressive Devices

• Connected Speech

It involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences.

• (On-the-spot) information processing

• Language processing

• Interacting with others

It involves a good deal of listening, an understanding of how the other participants are feeling, and knowledge of how to take turns or allow others to do so.

• (On-the-spot) information processing

• Language processing

• Interacting with others

We need to be able to process the information they tell us the moment we get it; the longer it takes the less effective we are as instant communicators.

• Language processing

• Interacting with others

• (On-the-spot) information processing

A way for students to 'get the feel' of what communicating in the foreign language really feels like.

• Rehearsal

• Feedback

• Engagement

Speaking tasks where students are trying to use all and any language they know and can see what they need to improve.

• Rehearsal

• Engagement

• Feedback

Good speaking activities should be highly motivating; all the students participating fully and the teacher can give them sympathetic and useful feedback.

• Feedback

• Engagement

• Rehearsal