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Teaching Speaking Skills

Teaching Speaking Skills. Communication involves the use of four language skills: listening and speaking in oral communication reading and writing in written communication. Developing Oral Communication Skills. Attention should be concentrated on the following main problems:

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Teaching Speaking Skills

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  1. Teaching Speaking Skills Communication involves the use of four language skills: listening and speaking in oral communication reading and writing in written communication.

  2. Developing Oral Communication Skills Attention should be concentrated on the following main problems: syllabus requirements language and speech physiological and linguistic characteristics of speech ways of creating situations prepared, unprepared and inner speech types of exercises.

  3. Psychological Characteristics of Speech • Speech must be motivated. • Speech is always addressed to an interlocutor. • Speech is always emotionally coloured. • Speech is always situational.

  4. Linguistic Characteristics of Speech Linguistic peculiarities of dialogue are as follows: • The use of incomplete sentences (ellipses) in response: e.g. Where do you live? - In Yerevan. How many books do you have? – One. • The use of contracted forms: doesn’t. won’t, haven’t, can’t • The use of some abbreviations: lab, bike, math’s, fridge, comp, etc. • The use of conversational tags. These are the words the speaker uses when he/she wishes to speak without saying anything: e.g. of course, perhaps, surely, etc.

  5. Principles for Designing Speaking Techniques • Techniques should cover the spectrum of learner needs, fromlanguage-based focus on accuracy to message-based focus oninteraction, meaning, and fluency • Techniques should be intrinsically motivating. • Provide appropriate feedback and correction. • Capitalize on the natural link between speaking and listening. • Give students opportunities to initiate oral communication. • Encourage the development of speaking strategies.

  6. Types of Classroom Speaking Performance • Imitative • Intensive • Responsive • Transactional (dialogue) • Interpersonal (dialogue)

  7. Teaching Two Forms of Speaking • Monologue • Dialogue

  8. Teaching Monologue • Statement level • Utterancelevel • Discourse level

  9. Teaching Dialogue While teaching dialogue we should use pattern dialogues in three stages: • Receptive • Reproductive • immediate • delayed • modified • Constructive or creative

  10. Organizing Communicative Activities • Picture difference tasks • Group planning tasks • List sequencing tasks - Ranking tasks • Pyramid discussion • Role Play • Real Play • Simulation

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