Unit 8: Speaking

Unit 8

Speaking

After having studied the other three language skills, it is time to study the last one, the speaking skill. It is one of the four language skills and it is one of the productive language skills, the other one being the writing skill.

According to Zuhriyah, (2017) the speaking process is way more spontaneous than the writing process. It means that the language produced may not be completely accurate, this occurs most of the time unless the person has prepared the speech previously.

Subskills

As has been seen with the other language skills, there are subskills, and it is not different for the speaking skill. According to Lackman (2010), it is essential to know the different speaking subskills so that learners can communicate more effectively. The speaking subskills are the following.

Fluency: It means being able to speak without rehearsing.

Accuracy: It means being able to use and pronounce words and structures correctly.

Using functions: As it was studied before, there are lots of language functions and in order to speak correctly, the appropriate language function must be used.

Turn-taking skills: It means knowing when to speak during a conversation.

Relevant length: It means knowing the length of a speaking turn.

Responding and initiating: It is about knowing the correct ways to both initiate and respond during a conversation.

Repair and repetition: As it was stated before, the speaking process is spontaneous, which means that the speakers must be sure that everyone is understanding what is being said.

Range of words and grammar: It means knowing the appropriate grammar and lexis to speak on speak a specific topic.

Discourse makers: It means using the appropriate discourse makers so that the listener can smoothly follow the conversation.

Misc. Information

In the classroom according to Spratt, M., Pulverness, A., & Williams, M. (2012), the following aspects should be considered to teach speaking.

In order to practice speaking skills in the classroom, it is important to use controlled activities so they can put into practice what they have learned. These activities include but are not limited to Repetition, memorization, information-gap activities, and drills. These activities help students by boosting their confidence so that can practice this skill.

As the spontaneous process of speaking is, a lot of preparation is required with grammar and vocabulary so that students can speak properly

The activities in a speaking lesson most of the time areas follow.

Lead-in:  Introduction of both the topic and the vocabulary of the lesson.

Practice activities: Students can put into practice what they have learned. It is important to know that students should be controlled to non-too-controlled activities.

Post-task activities: Activities that students can do in order use what they have learned.

Bibliography:

Lackman K. (2010), Teaching Speaking Sub-skills. Ken Lackman & Associates Educational Consultants

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (Second). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139062398.003

Zuhriyah, M. (2017). Storytelling to improve students’ speaking skill. English Education: Jurnal Tadris Bahasa Inggris, 10(1), 119-134.