Speaking skills: Two basic aspects.

Motor-receptive skills.

Interaction skills

Speaking skills

“…speaking skills are best developed when learners learn eventually to take control of their own performance from an insider perspective, rather than being constantly dictated to by outsider manipulation”. (p.375)

“…many coursebooks activities composed according to the writer’s own assumptions often do not work well in the real classroom” (p. 376).

Methodological Trends

Is there any relationship between Communicative Language Teaching (CLT) and materials development for speaking skills?

What can you say about structural approach and communicative approach in relation to syllabus design and teaching?

Methodological Trends

Structural Approach

Communicative Approach

Combined Approach

Linguistic system (mid 1960s)Mechanical

  Effective and meaningful activities

  Communicative criteria & systematic practice.

I. Mechanical Rehearsal. Describe this livingroomThere is (isn’t)/There are (aren’t) – sofa, TV, armchair, cushion(s), coffe table, lamp, window.

II. Exchange of factual information.Picture descriptionStudents work in pairs. Each student is given a picture (A or B) and they ask each other questions.

Picture A Picture B

III. Personal opinions. Picture DescriptionWhat can you say about the picture? (Location, actions, characters, story behind, etc)

A Proposed Framework for Developing Materials for Spoken Language

1. Conceptualizing learner needs. 2. Identifying subject matter and

communications situations. 3. Identifying verbal communication

strategies. 4. Utilizing verbal sources from real life. 5. Designing skill-acquiring activities.

       

1. Conceptualizing Learner Needs

  “Involving learners in the process of developing materials and giving them a voice in their materials” p. 382

 

       

2. Identifying Subject Matter and Communication Situations

  “The more learners state their needs, the more appropriately the subject matter can be established” p.382. Similarly, the learners imply, directly or indirectly, the type of environment where the language is learnt”.

3A. Identifying Verbal Communication Strategies

  “Conversational strategies must be incorporated in teaching materials because they are essential tools to serve the communication of meanings” p. 382. At the same, we must realize that spoken language is flexible and temporary and that imperfection can be tolerated as part of the interactive process.

3B. Identifying Verbal Communication Strategies 

Bygate (1987) suggests five devices: 

Using less complex syntax

Making do with short phrases and incomplete sentences.

Employing fixed conversational phrases.

Adding filler words to gain time to speak.

Correcting or improving what one has already said.

 

4. Utilizing Verbal Sources from Real Life

  “Implementing and modifying materials helps bridge the gap between plans and effects” p.383. Besides, many verbal interactions taken from real life can be utilized in the classroom.

5. Designing skill-acquiring activities

  “..the decisive step is to create relevant tasks that help learners in three essential aspects: to acquire new language, to learn rules of interaction and to experience communication of meanings.” P. 383

A Rationale for effective materials for speaking skills

Focus on both sharing and processing information

Respect for learner control of meanings

Potential for a range of learner choices

Concern for learner affectivity

Utilization of individual knowledge

Utilization of ellipsis in spoken language

Aspects that deserve more attention

The need for reflexion of learner identity

The need for cultural localization of materials