Materials for developing speaking skills.pptx

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1. Materials for Developing Speaking Skills Reporter: Dominic Matunog Tarac

2. MATERIALS The key in developing sound materials is ensure that they are described and organized well enough so that teacher can use them with no confusion and with minimum of preparation time. ( James D. Brown, 2007)

3. What’s the Material Development? It is both a field of study and a practical undertaking. As a field: it studies the principle and procedure of the design, implementation and evaluation of language teaching materials. As an undertaking : it involves production, evaluation and adaptation of language teaching materials. (Tomlinson.2001:66)

4. WHAT IS SPEAKING? Speaking is a unique form of communication which is the basis of all human relationships and the primary channel for the projection and development of individual identity.

5. One way to actually understand the notion of speaking skills, as suggested by Bygate (1987), is by viewing them into two basic aspect: motor-receptive skills and interactive skills.

6.   Motor- receptive skills - involves a mastering of sounds and structures not necessarily in any particular context. Interaction Skills - involves making decisions about what and how to say things in specific communicative situations to convey the right intentions or maintain relationship.

7. This perception can be further understood by observing that these two sets of skills must not represent 'clear-cut distinctions' (Littlewood, 1981,p. 16) or 'two-stage operations', but from the start structure must be taught in relation to use (Johnson, 1982, p. 22).   Arguably, speaking skills are best developed when learners learn to eventually take control of their own performance from an insider perspective rather than being constantly dictated by external manipulation.

8. Second language materials, as viewed by Tomlinson (2020, 2011), should be created not only by writers but also by teachers and learners, in a creative process which stretches to the real classroom Tomlinson's perception coincides nicely with Nunan's (1989) view that teaching communication should be seen as a process rather a set of products. Closely related to what Breen (1984, p.47) calls the 'process syllabus'

9. According to the syllables when materials are scripted by a writer they appear in the form of predesign plan rather than the final production and are open to reinterpretation by the users of that plan for example teachers and learners. It is through such interaction the pre-designed sketches can be best processed and earned conditions to develop into appropriate materials that promote language learning. In other words task implementation in the classroom actually serves a practical tool for Relevant materials to be jointly created This understanding helps explain why many course book activities composed from the writer's own assumptions while is regarding the users of the books often have problems working in the real classroom.

10. If materials are constructed for speaking skills, the interactive process by the designer and the users should take place through speaking, since it would be unrealistic for participants to simply sit there and silently imagine how talk might work from a written script. So we have some speaking strategies… Speaking Strategies   Introducing a topic Oh, by the way Responding positively It’s very nice of you; Ok, great Giving time to think Well, let me see Clarifying Sorry, what was that? Correcting No, not….    

11. DEVELOPING SPEAKING SKILL MATERIALS   Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 2001). Speaking involves some components language (spelling, pronunciation, vocabulary, and punctuation). The purpose is to talk requires training and practice speaking it themselves and have basic skills. As one of the four basic skills of language, speaking is very important because it is one clarification.

12. DEVELOPING SPEAKING SKILL MATERIALS   Pre-speaking Before the students actually speak. Students' experiences, observation and interactions inside and outside of the classroom have an impact upon what they say and how they say it. Pre-speaking activities involve thought and reflection, and provide opportunities for students to plan and organize for speaking.

13. Purposes of PRE-SPEAKING   Students generate and explore ideas for speaking topics through a variety of pre-speaking activities such as the following: Constructing through webs and graphic organizers Reading and researching Listening to music Viewing a video Listening to a speaker Jotting down ideas Reflecting upon personal experience

14. PRE-SPEAKING   To determine Purpose: Speakers talk to express ideas, emotions, and opinions, and to share information. Students must ask themselves "What is my purpose for speaking?"  

15. PRE-SPEAKING   To Determine Audience: Speakers must ask themselves "Who is my intended audience?" Familiar, known audiences (self, friends, peers, family, teachers) Extended, known audiences (community, student body) Extended, unknown audiences (local media)  

16. PRE-SPEAKING   To determine Format: Conversation Discussion Formal Speech Dramatic presentation  

17. S PEAKING Speaking actively engages students in interaction with peers and other audiences. Students who have been provided with supportive, collaborative environments and opportunities to prepare for their speaking experiences are more likely to have the confidence needed to "go public" with their ideas and information.

18. S PEAKING Purposes To express personal feelings, ideas, or viewpoints To tell a story To entertain or amuse To describe To inform or explain To request To inquire or question To clarify thinking To explore and experiment with a variety of ideas and formats To converse and discuss

19. POST SPEAKING Purposes   To reflect upon performance    To set goals for improvement:  

20. POST SPEAKING Following speaking experiences, both formal and informal, it is important to have students reflect upon their performance. Their reflection, whether it is oral or written, should include the teacher, who can help them set personal goals for improving their speaking abilities. This type of reflective assessment and goal setting encourages critical thought.

21. Materials and Resources in Teaching Speaking Speaking is a productive skill. Theoretically, according to O'Gray (1996), it is a mental process. This means that is a psychological process by which speakers put a mental process by which speaker puts a mental concept into some linguistic form such as words, phrases and sentences used to convey a message to a listener.  

22. Why should we teach speaking skills in the classroom?     Motivation Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak and the language. Speaking is fundamental to human communication in our daily lives, most of us speak more than we write, yet many English teachers still spend the majority of class time on reading and writing practice almost ignoring speaking and listening skills.

23. Principle for teaching speaking skills       Focus on both fluency and accuracy, depending on your objectives Accuracy - it is the extent to which students speech matches what people actually say when they use the target language. Fluency- it is the extent to which speakers use the language quickly and confidently with few hesitations or unnatural pauses, false starts, word searches etc. 2. Provide intrinsically motivating techniques 3. Provide appropriate feedback and correction 4. Capitalize on the natural link between speaking and listening

24. Principle for teaching speaking skills       Focus on both fluency and accuracy, depending on your objectives Accuracy - it is the extent to which students speech matches what people actually say when they use the target language. Fluency- it is the extent to which speakers use the language quickly and confidently with few hesitations or unnatural pauses, false starts, word searches etc.  Provide intrinsically motivating techniques   Try at all times to appeal to student ultimate goals and interests to their need for knowledge, for status, for achieving competence and autonomy and for "being all that they can be".

25. Materials and Resources in Teaching Speaking   Individual Practice: Oral Dialog Journal Written dialogue journals where students record thoughts, ideas and/or reactions and the teacher reads and responds with written comments   Other Interactive Techniques Many other task and techniques can be applied to the teaching conversation.

26. Oral Communication Skills in Pedagogical Research   1. Teaching pronunciation • How to teach, yet understanding that accents will remain   2. Accuracy and Fluency • How to address these two elements of language usage and language use   3. Affective factors • Creating a climate that encourages students to speak and to accept imperfections as part of the process   4. Interaction effects • Speaking is a collaborative activity which students must learn to negotiate   5. The growth of spoken corpora • The one of the key development on teaching our production   6. Genres of spoken language • How to teach variations of oral interaction

27. Activities for Speaking Skills According to Armelinda Hoxhalli (2021), to develop speaking skills students need intensive practice. Students achieve speaking skill by interacting on topics of real life situations. The answer is definitely the engagement of activities that promote speaking in the classroom. Among the numerous activities, some successful ones that develop students’ speaking skills are: 27

28. Activities for Speaking Skills Debates Role Play Activities Discussion Activities Picture Describing Story Telling Interviews Impromptu Speaking 28