Introduction
Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues.
What Is "Teaching Speaking"?
According to Nunan (2003), what is meant by "teaching speaking" is to teach ESL learners to:
- Produce English speech sounds and sound patterns.
- Use word and sentence stress, intonation patterns and the rhythm of the second language.
- Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
- Organize their thoughts in a meaningful and logical sequence.
- Use language as a means of expressing values and judgments.
- Use the language quickly and confidently with few unnatural pauses (Fluency).
How To Teach Speaking
Now many linguistics and ESL teachers agree on that students learn to speak in a second language by "interacting". Communicative language teaching and collaborative learning serve best for this aim. Communicative language teaching is based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language.
In brief, ESL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote the oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task.
Activities To Promote Speaking
In order to teach second language learners how to speak in the best way possible, the following speaking activities can be applied to ESL and EFL classroom settings:
1. Discussions
After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions. Before the discussion, it is essential that the purpose is set by the teacher.
Example: Agree/Disagree discussions (4-5 students). Sentence: “People learn best when they read vs. people learn best when they travel”. Groups present and the class decides on the winner who defended the idea best.
2. Role Play
Students pretend they are in various social contexts and have a variety of social roles. The teacher gives information such as who they are and what they think. Example: "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984).
3. Simulations
Simulations are more elaborate than role plays. Students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing.
4. Information Gap
Students work in pairs. One student has information that the other partner does not have, and they must share to solve a problem or complete a task. Everybody gets the opportunity to talk extensively.
5. Brainstorming
Students produce ideas on a topic in a limited time. Learners generate ideas quickly and freely without criticism, which encourages openness to new ideas.
6. Storytelling
Students summarize tales heard beforehand or create original stories. This fosters creative thinking and helps express ideas in a format of beginning, development, and ending.
7. Interviews
Students conduct interviews on selected topics. Teachers provide a rubric, but students prepare their own questions. This helps students practice speaking outside of class and socialize.
8. Story Completion
A whole-class activity where students sit in a circle. The teacher starts a story and stops; then each student adds 4-10 sentences to continue the narration with new characters or events.
9. Reporting
Students read a newspaper or magazine before class and report the most interesting news to their friends. They can also share daily life experiences worth telling.
10. Playing Cards
Groups of four where each suit represents a topic:
- Diamonds: Earning money
- Hearts: Love and relationships
- Spades: An unforgettable memory
- Clubs: Best teacher
Students ask open-ended questions (no Yes/No questions allowed) to encourage complete sentence production.
11. Picture Narrating
Based on several sequential pictures, students tell the story by paying attention to criteria provided in a rubric (vocabulary or structures needed).
12. Picture Describing
Groups are given one picture. After discussing it, a spokesperson describes it to the class. This fosters creativity, imagination, and public speaking skills.
13. Find the Difference
Pairs are given two different pictures (e.g., boys playing football vs. girls playing tennis) and they discuss similarities and differences.
Suggestions For Teachers
- Provide maximum opportunity for students to speak via collaborative work and authentic tasks.
- Try to involve each student in every activity using different ways of participation.
- Reduce teacher speaking time while increasing student speaking time.
- Indicate positive signs when commenting on a student's response.
- Ask eliciting questions: "What do you mean? How did you reach that conclusion?"
- Provide written feedback: "Your presentation was great... I appreciated your efforts..."
- Do not correct pronunciation mistakes too often while they are speaking to avoid distraction.
- Involve activities out of class; contact parents and community helpers.
- Circulate around the classroom to ensure students are on the right track.
- Provide necessary vocabulary beforehand.
- Diagnose individual problems and provide specific opportunities for practice.
Conclusion
Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. These activities make students more active and make their learning more meaningful and fun for them.
References
Click to view citations and bibliography
Celce-Murcia. M. 2001. Teaching English as a Second or Foreign Language (3rd ed). USA: Heinle&Heinle.
Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon.
Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling Publishing House.
Brown, G. and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press.
Harmer, J. 1984. The Practice of English Language Teaching. London: Longman.
McDonough, J. and C. Shaw. 2003. Materials and Methods in ELT: a teacher’s guide. Oxford: Blackwell.
Nunan, D., 2003. Practical English Language Teaching. NY: McGraw-Hill.
Staab, C. 1992. Oral language for today's classroom. Markham, ON: Pippin Publishing.