Special Offer! 4 speaking activities in 1 session!

1
(No Transcript)
2
Special Offer!4 speaking activities in 1 session!
3
What does teaching the speaking skill mean to you?

• as a language teacher ?

4
What does teaching the speaking skill mean to you?
Vocabulary
Stress Intonation Pronunciation
Teachers behavior attitudes
Psychological factors
Extralinguistic factors
Integration into other language skills
Linguistic factors
5
What does teaching the speaking skill mean to you?

• Knowing vocabulary
• Knowing parts of speech
• Knowing verbs, adjectives, nouns, etc
• Understanding meaning

6
What does teaching the speaking skill mean to you?

• Stress (primary, secondary, tertiary, weak)
• Intonation (rising, falling, sustained)
• Juncture (plus juncture)
• Pronunciation
• Tone of voice?

7
What does teaching the speaking skill mean to you?

• Linguistic factors
• Knowing structures
• Knowing sentences
• Knowing phrases
• Knowing gambits

8
What does teaching the speaking skill mean to you?

• Extralinguistic factors
• Eye contact
• Turn-taking
• Gestures mimics
• Pauses hesitations
• Facial expressions

9
What does teaching the speaking skill mean to you?

• Integration into other language skills
• Listening
• Writing
• Reading

10
What does teaching the speaking skill mean to you?

• Teachers beliefs, attitudes behaviors towards
  teaching speaking
• Teachers teaching styles
• Teachers willingness self-confidence

11
What does teaching the speaking skill mean to you?

• Psychological factors
• Age of students
• Needs, expectations, interests of students
• Motivation of students
• Learning styles strategies of students

12
Speaking involves MORE than simply knowing the
linguistic components of the message

• (Chastain, 1988 10)

13
What factors prevent students from speaking in
class?

• Lack of variety novelty in the activities
• Lack of language skills (vocabulary, grammar,
  etc.)
• Teachers attitudes towards teaching speaking
  correcting students mistakes
• Language teaching materials (decontextualized,
  inauthentic, not applicable in real life)
• Negative classroom athmosphere

14
What factors prevent students from speaking in
class?

• Lack of practice in class
• Teaching styles
• Uninteresting topics
• Not having enough background information about
  the topic
• Fear of making mistakes / high level of anxiety
• Limited time

15
How can we motivate students and increase their
participation in speaking?

• Scott Thornbury (20055) states that we should
  consider the following points
• Cognitive factors
• Familiarity with the topic, genre partners in
  speaking meaningful useful materials which
  cater for various intelligences of students

16
How can we motivate students and increase their
participation in speaking?

• Affective factors
• Feelings towards the topic comfort
  self-confidence of the students
• Readiness willingness to learn speaking

17
How can we motivate students and increase their
participation in speaking?

• Performance factors
• Mode speaking face to face is easier
• Wait-time
• Planning
• Encouraging supportive class atmosphere
  opportunities for students to talk

18
Speaking may not teach students language, but it
helps them activate the language they know.

• Chastain (1988 272)

19
Suggestions for teachers teaching speaking

• Provide a rich environment that contains
  collaborative work, authentic materials and
  tasks, and shared knowledge.
• Try to involve each student in every speaking
  activity
• Reduce teacher talking time in class
• Positive signs when commenting on a student's
  response. (Show respect)
• Ask eliciting questions such as "What do you mean?

20
Suggestions for teachers teaching speaking

• Give written feedback
• Do not correct students' pronunciation mistakes
  on the spot. Find soft strategies for correction
• Involve students in speaking activities not only
  in class but also out of class
• Provide the vocabulary beforehand
• Diagnose problems faced by students who have
  difficulty in expressing themselves in the target
  language and provide more opportunities to
  practice the spoken language.

21
What makes a GOOD free speaking activity?

• STRUCTURED SEMI-STRUCTURED- FREE
• OPEN-ENDED
• COMPETITIVE
• REPORTABLE
• CHALLENGING
• HAS A TEACHING/LEARNING GOAL
• IS FUN/INTERESTING

22
PHRASES STRUCTURES USED IN ARGUMENTS

• PARTLY AGREEING
• That is a good idea, but...
• That is quite true, but....

AGREEING I think you are right. Yes, sounds
great. That is a good idea.
SUGGESTIONS Lets ...... How about ? I think we
should.... Why dont we? We can/could..
DISAGREEING I would rather... I prefer... I
totally disagree...
23
(No Transcript)
24
thank you for attending OUR workshop ?

• mutlu soykurt munise kesanli

25
REFERENCES

• Thornbury, Scott. (2005). How to Teach Speaking,
  Longman.
• Chastain, Kenneth. (1988). Developing
  Second-language Skills, Theory Practice.
  Harcout, Brace, Jovanovich, USA.