TYPES OF CLASSROOM SPEAKING PERFORMANCE AND PRINCIPLES FOR TEACHING SPEAKING SKILLS IN TEFL.

Name             : Widya Helvionita

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TYPES OF CLASSROOM SPEAKING PERFORMANCE AND PRINCIPLES FOR TEACHING SPEAKING SKILLS IN TEFL

Abstract

Speaking is an  act of making vocal sounds. We can Say that speaking means to converse or expressing one’s thoughts and feeling in spoken language. To speak often implies conveying information.  It may be from an informal remark to a scholarly presentation to a formal address. Speaking is important thing that every people should apply in their life to express their ideas and feelings. If students do not learn how to speak or do not get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning.So that from this article will delivered the types of classroom speaking performance and principles for teaching speaking skills base on TEFL course. 

Keyword

Speaking, types of classroom speaking performance and prinples for teaching speaking skills in TEFL

Introduction

Speaking is an interactive process of create meaning that implicate  producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations (e.g., declining an invitation or requesting time off from work), can be identified and charted (Burns &Joyce, 1997). 

Speaking lessons can follow the usual pattern of preparation, presentation, practice, evaluation, and extension. The teacher can use the preparation step to establish a context for the speaking task (where, when, why, and with whom it will occur) and to initiate awareness of the speaking skill to be targeted (asking for clarification, stressing key words, using reduced forms of words).

This is kind of  teaching speaking base on TEFL course :

Types of classroom speaking performance

Identifies   six  categories apply to the kinds of oral production that  students are expected to carry out in classroom, Brown   (2001:   266-268). They are: Imitative, intensive, responsive, transactional ( dialogue ), interpersonal ( dialogue ) and extensive ( monologue ).

Imitative is a very limited portion of classroom speaking time may legitimately be spent generating rehearsed, imitative speech, where, for example learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular elemet of language form. Intensive speaking goes one step beyond imitative to include  any  speaking  performance  that  is  designed for practicing some grammatical aspect of language. Intensive speaking  can  be  in  the  form  of  self-initiated  or  pair  work  activity, where learners are “ going over “ certain forms of language. Responsive is a good deal of student speech in the classroom is responsive : short replies to teacher or student initiated questions or comments. These replies are usually sufficient and do not extend into dialogues. Transactional ( dialogue ), in this case transactional is mere done in the dialogue. It is aimed at conveying or exchanging  specific information, an extended form of responsive  language conversation.  Interpersonal ( Dialogue ) like in the transactional,   interpersonal  speaking  here  is  also  carried  out  in  a dialogue.  It  is  purposed  for  maintaining  social relationships  than  for  the transmission  of  facts  and  information. These conversations are little trickier for learners because they can involve some factors such   as, slang, ellipsis, sarcasm, a casual register, colloquial language and hidden meanings that require understanding “ between the lines “.This  often makes  the learners find it difficult to understand  the  language,  or  even  misunderstood. Learners would need to learn how such features as the relationship between interlocutors, casual style, and sarcasm are coded linguistically in the conversation. Extensive ( Monologue ), finally students at intermediate  to advanced levels are sometimes asked give extended monologue in the form  of oral reports, summaries, or perhaps short speeches. Herethe register is more formal and deliberative. These monologues can be planned or impromptu.

Principles for teaching speaking skills

Lets look at some of the foundational principles that should guide your teaching of OC skills H. Douglas Brown ( 2007 ), Teaching by Principles, San Francisco State University, Third Edition.

Focus on both fluency and accuracy, depending on your objectives

  Accuracy  is  the  extent  to  which  students’  speech  matches  what  peopleactually  say  when  they  use  the  target  language.  Fluency is the extent towhich speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc. In our current interactive language teaching, we can easily slip into interactive activities that don’t capitalize on grammatical pointers or pronunciation tips. We need to bear in mind a spectrum of learner needs, from language-based focus on accuracy to message-based focus on interaction, meaning and fluency. When you do a jigsaw group technique, play a game, or discuss solutions to the environmental crisis, make sure that your tasks have a linguistic (language-based) objective, and seize the opportunity to help students to perceive and use the building blocks of language. At the same time, don’t bore your students to death with lifeless, repetitious drills. As noted above, make any drilling you do as meaningful as possible. The student can not develop fluency if the teacher is constantly interrupting them to correct their oral errors. Teachers must provide students with fluency building practice and realize that making mistakes is a natural part of learning a new language.

Provide intrinsically motivating techniques

Try at all times to appeal to students’ ultimate goals and interests, to their need for knowledge, for status, for achieving competence and autonomy, and for “being all that they can be”. Even in those techniques that don’t send students into ecstasy, help them to see how the activity will benefit them. Often students don’t know why we ask them to do certain things, it usually pays to tell them.

Encourage the use of authentic language in meaningful contexts

This theme has been played time and again. It is not easy to keep coming up with meaningful interaction. We all succumb to the temptation to do, say, disconnected little grammar exercises where we go around the room calling on students one by one to pick the right answer. It takes energy and creativity to devise authentic contexts and meaningful interaction, but with the help of a storehouse of teacher resource material, it can be done.

Provide appropriate feedback and correction

In most EFL situations, students are totally dependent on the teacher for useful linguistic feedback. In ESL situations, they may get such feedback “out there” beyond the classroom, but even then you are in a position to be of great benefit. It is important that you take advantage of your knowledge of English to inject the kinds of corrective feedback that are appropriate for the moment.

 

Capitalize on the natural link between speaking and listening

Many interactive techniques that involve speaking will also of course include listening. Don’t lose out on opportunities to integrate these two skills. As you are perhaps focusing on speaking goals, listening goals may naturally coincide, and the two skills can reinforce each other. Skills in producing language are often initiated through comprehension.

Give students opportunities to initiate oral communication

A good deal of typical classroom interaction is characterized by teacher initiation of language. We ask questions, give directions, and provide information and students have been conditioned only to “speak when spoken to.” Part of oral communication competence is the ability to initiate conversation, to nominate topics, to ask questions, to control conversations, and to change the subject. As you design and use speaking technique, ask yourself if you have allowed students to initiate language.

Encourage the development of speaking strategies.

The concept of strategic competence is one that few beginning language students are aware of. They simply have not thought about developing their own personal strategies for accomplishing oral communicative purposes. 

Concluding Remarks

Speaking is very important in our life. We should always practice it so that it is trained and ideas will be develop. Therefore, as discussed earlier, there is a type of classroom speaking performance and principle for teaching speaking skills. So to be more successful in speaking performance, their should keep them short ( a few minutes of a class hour only ), keep them simple ( preferably just one point at a time ), limit them to phonological, morphological, or syntactic points and make sure they ultimately lead to communicative goals.

                           

References

H. Douglas Brown (2007). Teaching by Principles, San Francisco State University, Third Edition.

Brown (1994) ; Burns & Joyce, (1997); Carter & McCarthy, (1995). General outline of a speaking lesson.