Speaking Skills

What speaking is

Speaking is an interactive process of constructing meaning that involves 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.

What a good speaker does

A speaker's skills and speech habits have an impact on the success of any exchange (Van Duzer, 1997). Speakers must be able to anticipate and then produce the expected patterns of specific discourse situations. They must also manage discrete elements such as turn-taking, rephrasing, providing feedback, or redirecting (Burns & Joyce, 1997).

General outline of a speaking lesson

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). In presentation, the teacher can provide learners with a preproduction model that furthers learner comprehension and helps them become more attentive observers of language use. Practice involves learners in reproducing the targeted structure, usually in a controlled or highly supported manner. Evaluation involves directing attention to the skill being examined and asking learners to monitor and assess their own progress. Finally, extension consists of activities that ask learners to use the strategy or skill in a different context or authentic communicative situation, or to integrate use of the new skill or strategy with previously acquired ones (Brown, 1994; Burns & Joyce, 1997; Carter & McCarthy, 1995).

In-class speaking task

Although dialogues and conversations are the most obvious and most often used speaking activities in language classrooms, a teacher can select activities from a variety of tasks. Brown (1994) lists six possible task categories:

Imitative- Drills in which the learner simply repeats a phrase or structure (e.g., "Excuse me." or "Can you help me?") for clarity and accuracy;

Intensive- Drills or repetitions focusing on specific phonological or grammatical points, such as minimal pairs or repetition of a series of imperative sentences;

Responsive- Short replies to teacher or learner questions or comments, such as a series of answers to yes/no questions;

Transactional- Dialogues conducted for the purpose of information exchange, such as information-gathering interviews, role plays, or debates;

Interpersonal- Dialogues to establish or maintain social relationships, such as personal interviews or casual conversation role plays; and

Extensive- Extended monologues such as short speeches, oral reports, or oral summaries.

Assessing speaking

Speaking assessments can take many forms, from oral sections of standardized tests such as the Basic English Skills Test (BEST) or the English as a Second Language Oral Assessment (ESLOA) to authentic assessments such as progress checklists, analysis of taped speech samples, or anecdotal records of speech in classroom interactions. Assessment instruments should reflect instruction and be incorporated from the beginning stages of lesson planning (O'Malley & Pierce, 1996). For example, if a lesson focuses on producing and recognizing signals for turn-taking in a group discussion, the assessment tool might be a checklist to be completed by the teacher or learners in the course of the learners' participation in the discussion. Finally, criteria should be clearly defined and understandable to both the teacher and the learners.

Conclusion

Speaking is a key to communication. By considering what good speakers do, what speaking tasks can be used in class, and what specific needs learners report, teachers can help learners improve their speaking and overall oral competency.

Teaching Speaking

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.

Public Speaking

Public speaking skills are valuable both in your personal life and career. Even if you don't regularly engage in public speaking, developing skills in this area will increase your confidence and reduce anxiety about situations in which you may be called upon to speak in public. Below are some key skills held by good public speakers.

Public speaking skill #1: Stage Presence

Good public speakers appear confident, friendly, enthusiastic and energetic. Confidence comes from choosing a topic you like and researching it well. Friendliness can be conveyed simply by smiling at your audience. Enthusiasm and energy will naturally follow when you enjoy your topic and are well prepared.

If you feel that your stage presence is lacking, take some time and view clips of speakers that you admire. Aim to imitate their style. If you are adequately prepared, there isn't any reason why you can't "fake it 'til you make it". In other words, act confident until you feel confident.

 

 

Public speaking skill #2: Voice Control

Your voice is the most important tool you will use as a public speaker. One key skill to improve the quality of your voice is to practice diaphragmatic breathing; breathing from your diaphragm instead of your chest. Doing so will reduce the feeling of breathlessness caused by speech anxiety. In addition, this type of breathing will allow you to better control the tone (quality), pitch (high or low) and volume of your voice.

Public speaking skill #3: Body Language

It is not enough to practice how you will speak to your audience. It is also important to consider your body language and the message that it conveys. In general, you should practice standing with a relaxed upright posture. Your hands should be at your sides or clasped in front of you, unless you are making a gesture to emphasize a point. Become aware of your facial expressions as well; they should match the message you are delivering.

Public speaking skill #4: Delivery

When it comes to public speaking, delivery is everything. Even if you have a great voice and good body language, your message will get lost if the audience can't easily follow what you say. Below are some tips for developing good delivery skills.

• Speak slowly and deliberately; it should seem too slow to you.
• Pause between ideas.
• Carefully articulate and pronounce your words
• Avoid filler sounds like "Um" and "ah"
• Vary the pitch and volume of your voice to add interest

Public speaking skill #5: Audience Relations

Good public speakers are in tune with their audience. Public speaking is more than standing in front of a group and talking. Acknowledge your audience right away and begin talking as soon as all eyes are on you; similarly, if you need to set up equipment, converse with your audience at the same time to keep their attention. Make eye contact and watch for communication from the audience. Smiles and nodding are good; fidgeting or confused looks may mean that you need to adjust what you are doing.

What is the bottom line? Remember that the goal of public speaking is to deliver a message. In addition to the above skills, you need to be connected to your material. When you are knowledgeable and speak with passion, both you and the audience will have a more enjoyable experience.