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Teaching Oral Communication Skills

Teaching Oral Communication Skills. Indawan Syahri. Teaching Oral Communication Skills. Types of Spoken Language What makes Speaking Difficult Microskills for Oral Communication Teaching Pronunciation Factors Affecting Pronunciation Learning A model for Correction of Speech Errors

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Teaching Oral Communication Skills

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  1. Teaching Oral Communication Skills Indawan Syahri

  2. Teaching Oral Communication Skills Types of Spoken Language What makes Speaking Difficult Microskills for Oral Communication Teaching Pronunciation Factors Affecting Pronunciation Learning A model for Correction of Speech Errors Types of Classroom Speaking Performance Principles for Designing Speaking Techniques Techniques for Teaching Oral Communication Skills

  3. Types of Spoken Language Monologue Dialogue Planned Unplanned Interpersonal Transactional Familiar Familiar Unfamiliar Unfamiliar

  4. What makes Speaking Difficult • Clustering • Redundancy • Reduced forms • Performance variables • Colloquial language • Rate of delivery • Stress, rhythm, and intonation • Interaction

  5. Microskills for Oral Communication(1) • Produce chunks of language of different lengths • Orally produce differences among the English phonemes and allophonic variants. • Produce English stress patterns, words, in stressed and unstressed positions, rhythmic structures, and intonational contours. • Produce reduced forms of words and phrases. • Use an adequate number of lexical units (words) in order to accomplish pragmatic purposes. • Produce fluent speech at different rates of delivery. • Monitor your own oral production and use various strategic devices—pauses, fillers, self-corrections, backtracking—to enhance the clarity of the messages

  6. Microskills for Oral Communication(2) • Use grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), word order, patterns, rules, and elliptical forms. • Produce speech in natural constituents—in appropriate phrases, pause groups, breath groups, and sentence constituents. • Express particular meaning in different grammatical forms. • Use cohesive devices in spoken discourse. • Appropriately accomplish communicative functions according to situations, participants, and goals. • Use appropriate registers, implicature, pragmatic conventions, and other sociolinguistic features in face-to-face conversation.

  7. Microskills for Oral Communication(3) • Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. • Use facial features, kinesics, “body language” and other nonverbal cues along with verbal language in order to convey meaning. • Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor in understanding you.

  8. Teaching Pronunciation Views on teaching pronunciation have changed dramatically over the last half-century of language teaching.

  9. Factors Affecting Pronunciation Learning • Native language • Age • Exposure • Innate phonetic ability • Identity and Language ago • Motivation and concern for good pronunciation

  10. A model for Correction of Speech Errors ABORT x - MESSAGE CONTINUE O CONTINUE + AFFECTIVE FEEDBACK COGNITIVE FEEDBACK

  11. Types of Classroom Speaking Performance • Imitative • Intensive • Responsive • Transactional dialogue • Interpersonal dialogue • Extensive

  12. Principles for Designing Speaking Techniques • Cover the spectrum of learner needs, from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency • Be intrinsically motivating • Encourage the use of authentic language in meaningful contexts • Provide appropriate feedback and correction • Capitalize on the natural link between speaking and listening • Give students opportunities to initiate oral communication • Encourage the development speaking strategies

  13. Techniques for Teaching Oral Communication Skills • Pronunciation: Rhythm and thought group (see p. 270) • Pronunciation: Intonation (see pp. 271-273) • Pronunciation: Stress (see p. 274) • Pronunciation: Meaningful minimal pairs (see p. 275) • Grammar (see p.276) • Discourse (see p. 277) • Interactive techniques • Individual practice: Oral dialogue journals

  14. THANK YOU

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