Plan: I. Introduction II. Main part Chapter 1. Assessing spoken production
1.1 Teaching speaking as a set of competencies
1.2 Discourse and organisation of message
Chapter 2. Restricted and free speaking
2.1 Role Plays/Create Dialogues
III. Conclusion IV. List of used literature
Introduction Speaking is a fundamental language skill. It is the primary way in which we communicate information. When we ask how well we can function in a second language, we ask the question “how well do you speak…?”, so it is the ability to speak well which best represents our proficiency in another language.
As teachers, however, we must be mindful that speaking involves more than simply using words to articulate what we are thinking, and there is more at play than simply asking students to say the words that they know.
Being a ‘good speaker’ requires a range of skills beyond accurate grammar, vocabulary and pronunciation, though these are the basic building blocks that enable a message to be understood.
An effective communicator chooses the words they use, and the way in which they speak to different people in different situations, whether that is ordering a sandwich at a snack bar or giving a keynote speech at an academic event.
The skills involved in how we interact with others in different ways are called communicative competencies: teachable skills which frame the language used in interaction in different settings.
Speaking as a language skill involves these competencies much more than it requires accuracy of language, so when we talk about ‘teaching speaking’, we are talking about something different from grammar or vocabulary practice.
Speaking can be used to practice new language (as is common in question-answer tasks or role-plays held after specific language instruction, but this kind of activity may not teach the skill of speaking itself.
Just as we can instruct, present and practice specific grammar features to students, the component competencies which make up speaking as a pure language skill can also be broken down and presented systematically.
Some useful language sub-skills which can be turned into practice activities are:
Avoiding repetition
Responding appropriately while listening
Turn-taking techniques
Politeness
Circumlocution (talking around unknown words using known language)
Extending ideas
Notice that none of these sub-skills make specific reference to grammar, vocabulary or pronunciation, though obviously these are necessary for students to communicate what they want to say. In order to bring the focus onto these competencies, it is therefore advisable to lead speaking tasks on topics that are familiar to students, and using language that is within their ability. Taking the strain of new language out of speaking activities allows students to focus on the pure sub-skills listed above.
This is similar to the way in which native speakers are ‘trained’ for public speaking or assertiveness in social situations: as native speakers, they are comfortable with the structure of their own language, but want to develop other skills which go along with that.
