Speaking: Factors, Forms, and Functions

• Speaking is constructing and exchanging meaning through the use of verbal and non-verbal cues in a variety of situations, according to Chaney in 2018.

Factors Impacting Speaking Development

• Student motivation is a factor
• Teacher motivation is a factor
• Language proficiency is a factor
• Knowledge about the topic is a factor
• Textbook is a factor
• Mother tongue is a factor

Language Forms and Functions

• Example 1: Brother says "Somebody is at the door." Sister responds, "I'm in the bath."
• Example 2: Wife says "It's cold." Husband replies, "Let's go home."

Meaning/Functions of Spoken Language

• Expressing feelings or opinions are a function of language
• Describing people, places, objects, or habits are functions of language
• Giving advice is a function of language
• Agreeing or disagreeing is a function of language
• Warning is a function of language
• Apologizing is a function of language

Contexts of Spoken Language

• Formal situations are a context
• Informal situations are a context
• At work is a context
• In a meeting is a context
• At the doctor’s is a context
• At school is a context
• At a mall is a context

Spoken Language Characteristics

• Spontaneity: People generally don't plan their exact words and sentences ahead of time in most situations
• Spoken language includes false starts, repetitions, incomplete sentences, and short phrases
• Time constraint: Students need to produce unplanned speech in real-time
• Consider the Audience and message/purpose

Characteristics of a Good Speaker

• Produce English speech sounds and sound patterns
• Use word and sentence stress along with intonation patterns and the rhythm of the second language the student is speaking
• Select appropriate words and sentences according to social setting, audience, situation and subject matter
• Organize thoughts in a meaningful and logical sequence
• Use language to express values and judgements
• Use confident language quickly and avoid unnatural pauses

Issues in ESL Speaking Instruction

• Speaking instruction has focused on memorization, drills, and oral question answering
• The nature of spoken language and characteristics of effective speakers aren't considered

Designing Speaking Activities

• Meaning/function must be considered
• Context must be considered
• Materials must be considered
• Design an activity to teach the past simple

Characteristics of Speaking Activities

• What is the purpose?
• Who are the participants and what are their roles?
• Is there an audience?
• Where and when does it take place?
• Role-play: Student practices a role-play in pairs as a railway station clerk providing train schedules and prices to a traveler.

Providing Speaking Practice

• Teachers must have students practice speaking in class
• Need to provide authentic practice that prepares students for real-life communication
• Teachers should create an environment with...
  • Real-life communication
  • Authentic activities
  • Tasks that promote oral language
  • Collaboration to achieve a goal

Characteristics of Successful Speaking Activities

• Maximize foreign language use: Avoid using the student’s native language or “Teacher Talk”

• Ensure even participation among all students

• Avoid the few outstanding students dominating the discussions

• Equal opportunities such as pair/group work, assigned roles, and time limits on each student’s contributions should be used

• High motivation can be achieved via interesting topics and a feeling of purpose or goal for the activity

• Ensure the right language level: Ensure activities are achievable with the learners' language ability

Fluency vs Accuracy

• Consider https://www.youtube.com/watch?v=IEODxorEaYw
• Analyze the aim of Fluency vs Accuracy activities

Activities that promote fluency and confidence

• Learners repeat sentences
• Learners discuss their weekend plans
• Learners look at a list of hints and tips for making a presentation
• Learners work in pairs and agree on film choices
• Learners prepare a monologue about their hobbies
• Learners learn useful chunks of language

Using Group Work in Speaking Tasks

• Group work increases speaking time for students
• It can make students feel safe facing the whole class
• Speaking in small groups is more natural than speaking in large environments.
• Students of different levels can participate
• Group work teaches cooperation skills, develops interpersonal skills, generates tolerance, and promotes harmony
• It provides students with more feedback

Types of Speaking Activities

• Two major purposes for speaking and listening: to get information and for social reasons

Types of Communicative Activities

• Functional communication activities are for conveying information
• Social interaction activities are for social reasons

Activities by Communication Type

• Pre-communicative activities are structural activities that help to drill grammar practice

• Quasi-communicative activities includes activities with dialogues, picture description, etc

• Communicative activities includes functional information gap activities

• Social interaction activities: role-playing, simulation, problem-solving, etc.

• Beginner students need more pre-communicative activities, but activities should still be as communicative as possible

Activities That Promote Speaking

• Discussions following a content-based lesson can allows students to conclude a concept, share ideas, or find solutions
• Role Play: The teacher provide the learners with the context of who their character is and what they think/feel -Simulations are similar to role-plays and includes realistic items.
• Information Gap activities for pair working
• Storytelling allows students to summarize a story
• Interviews allowes students to interviews other students
• Story completion allows students to continue the story
• Picture narrating can be based on several sequential pictures
• Speeches allow students to express there ideas

Teacher Suggestions

• Maximize student speaking opportunities in the target language with a rich environment, authentic materials/tasks, and collaborative work
• Involve as many students as possible, practicing different participation methods
• Provide necessary vocabulary beforehand
• Minimize teacher talking time to increase student speaking time- step back and observe the students
• Circulate to ensure students are on track and offer help in groups/pairs
• Offer encouragement when students respond
• Ask prompting questions
• Do not constantly correct pronunciation mistakes- avoid distracting the student from what they are trying to say
• Diagnose problems and customize opportunities to speak