Strategies for Developing Speaking Skills

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.

1. Using minimal responses

Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.

Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.

2. Recognizing scripts

Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.

Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.

3. Using language to talk about language

Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.

By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom

Sources : Discovery education

Listening and speaking strategies

Objectives

Students will

• Learn how to be a good listener.
• Learn how to be a good speaker.
• Practice listening and speaking skills with classmates.

Materials

• Pencils and erasers
• "Have You Ever..." search paper, 1 copy per student (see Procedures below)
• Computer with Internet access (optional)

Procedures

1. Before beginning the lesson, create a "Have You Ever?" search paper by dividing a piece of white paper into 16 equal squares: Draw four columns down and four rows across the sheet of paper. At the bottom of each square write something that at least one student in the class may have experienced or a quality at least one student may have, such as "broken a bone," "loves pizza," "speaks two languages," "has been on an airplane," or "good dancer." Photocopy one copy of the search paper for each student.
2. To being, play a few rounds of telephone with the class to demonstrate the importance of having good speaking and listening skills. Then have students watch Speaking and Listening Strategies to further explore good skills.
3. After watching the program, talk about experiences when students have had to ask questions or follow directions. Ask them: Why is important to give clear directions? What kinds of situations have you been in when you have had to listen very carefully to someone talking? Why is it important to develop good speaking and listening skills? Have students describe situations when they have not used good speaking or listening skills. What were the results?
4. Explain to students that they will play a scavenger hunt-type game with their classmates. Hand out copies of "Have You Ever?" and tell students that the object of the game is to be the first person in the class to complete the squares. To do so, they must match a classmate's name to the criteria written in a square. Each square must represent a different person, so a winning "Have You Ever?" sheet cannot have one student's name on it in more than one square.
5. Tell students that they will walk around the classroom and ask their classmates questions to fill in the squares on their sheet, such as "Have you ever broken a bone?" If a classmate has broken a bone, they meet the criterion, and the student should write the classmate's name in that square. If not, the student can choose to ask the person a different question or move to a different classmate until they have found one who has broken a bone. Explain to students that they will also answer questions. For example, if Mary is asking John a question, she cannot leave him when he has answered her question. She should wait until John asks his question and they are both ready to move to new classmates.
6. Remind students that everyone in the classroom will be working on their scavenger hunt at the same time, so it is important that students use indoor voices, listen to what their classmates are saying very carefully, and not to run. The first person to fill in all of their squares without repeating a name wins. Tell students to raise their paper and call out if they think they have won.
7. Give students time to complete their scavenger hunt. Walk around the classroom while students are engaged to make sure everyone is playing fairly and nobody is running. Call time when a student has announced they have finished and have students quietly freeze where they are standing while you check the possible winning sheet. If the student is mistaken, have the class resume the activity. If not, ask students to return to their seats.
8. Discuss the scavenger hunt with students. Who learned something new about their classmates? What did they learn? Why was it important to use good listening skills during the scavenger hunt? Why was it important to use good speaking skills?
9. If time allows, students can practice their reading and listening skills online with interactive stories at this Web site http://www.alfy.com/Storyville

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Evaluation

Use the following three-point rubric to evaluate students' work during this lesson.

• Three points: Students were highly engaged in class and group discussions; enthusiastically participated in the scavenger hunt; followed the rules of the scavenger hunt without needing teacher guidance or supervision; and demonstrated a clear understanding of the importance of having good speaking and listening skills.
• Two points: Students generally engaged in class and group discussions; participated in the scavenger hunt; followed the rules of the scavenger hunt with little teacher supervision or guidance; and demonstrated a basic understanding of the importance of having good speaking and listening skills.
• One point: Students participated minimally in class and group discussions; were unable to participate in the scavenger hunt without constant teacher supervision or refused to participate in the scavenger hunt; and were unable to demonstrate a basic understanding of the importance of having good speaking and listening skills.

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Vocabulary

directions
Definition: An instruction, indication, or order given with authority
Context: It is important to give directions that are easy to follow and in the right order.

discussion
Definition: An earnest conversation
Context: A group discussion is a great place to share new information.

listen
Definition: To pay attention or make an effort to hear something
Context: Listen to how Kat and Kenny take turns speaking.

question
Definition: An expression of inquiry that invites or calls for a reply
Context: Asking a question is one way to learn more about a topic.

speak
Definition: To talk or express oneself
Context: It is important to take turns when you speak with friends.