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Teaching Oral Communication Skills

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Title: Teaching Oral Communication Skills


1
Teaching Oral Communication Skills
  • Indawan Syahri

2
Teaching Oral Communication Skills
  1. Types of Spoken Language
  2. What makes Speaking Difficult
  3. Microskills for Oral Communication
  4. Teaching Pronunciation
  5. Factors Affecting Pronunciation Learning
  6. A model for Correction of Speech Errors
  7. Types of Classroom Speaking Performance
  8. Principles for Designing Speaking Techniques
  9. Techniques for Teaching Oral Communication Skills

3
Types of Spoken Language
Monologue
Dialogue
Planned
Unplanned
Interpersonal
Transactional
Familiar
Familiar
Unfamiliar
Unfamiliar
4
What makes Speaking Difficult
  1. Clustering
  2. Redundancy
  3. Reduced forms
  4. Performance variables
  5. Colloquial language
  6. Rate of delivery
  7. Stress, rhythm, and intonation
  8. Interaction

5
Microskills for Oral Communication(1)
  1. Produce chunks of language of different lengths
  2. Orally produce differences among the English
    phonemes and allophonic variants.
  3. Produce English stress patterns, words, in
    stressed and unstressed positions, rhythmic
    structures, and intonational contours.
  4. Produce reduced forms of words and phrases.
  5. Use an adequate number of lexical units (words)
    in order to accomplish pragmatic purposes.
  6. Produce fluent speech at different rates of
    delivery.
  7. Monitor your own oral production and use various
    strategic devicespauses, fillers,
    self-corrections, backtrackingto enhance the
    clarity of the messages

6
Microskills for Oral Communication(2)
  1. Use grammatical word classes (nouns, verbs,
    etc.), systems (e.g., tense, agreement,
    pluralization), word order, patterns, rules, and
    elliptical forms.
  2. Produce speech in natural constituentsin
    appropriate phrases, pause groups, breath groups,
    and sentence constituents.
  3. Express particular meaning in different
    grammatical forms.
  4. Use cohesive devices in spoken discourse.
  5. Appropriately accomplish communicative functions
    according to situations, participants, and goals.
  6. Use appropriate registers, implicature, pragmatic
    conventions, and other sociolinguistic features
    in face-to-face conversation.

7
Microskills for Oral Communication(3)
  1. Convey links and connections between events and
    communicate such relations as main idea,
    supporting idea, new information, given
    information, generalization, and exemplification.
  2. Use facial features, kinesics, body language
    and other nonverbal cues along with verbal
    language in order to convey meaning.
  3. Develop and use a battery of speaking strategies,
    such as emphasizing key words, rephrasing,
    providing a context for interpreting the meaning
    of words, appealing for help, and accurately
    assessing how well your interlocutor in
    understanding you.

8
Teaching Pronunciation
  • Views on teaching pronunciation have changed
    dramatically over the last half-century of
    language teaching.

9
Factors Affecting Pronunciation Learning
  1. Native language
  2. Age
  3. Exposure
  4. Innate phonetic ability
  5. Identity and Language ago
  6. Motivation and concern for good pronunciation

10
A model for Correction of Speech Errors
11
Types of Classroom Speaking Performance
  1. Imitative
  2. Intensive
  3. Responsive
  4. Transactional dialogue
  5. Interpersonal dialogue
  6. Extensive

12
Principles for Designing Speaking Techniques
  • Cover the spectrum of learner needs, from
    language-based focus on accuracy to message-based
    focus on interaction, meaning, and fluency
  • Be intrinsically motivating
  • Encourage the use of authentic language in
    meaningful contexts
  • Provide appropriate feedback and correction
  • Capitalize on the natural link between speaking
    and listening
  • Give students opportunities to initiate oral
    communication
  • Encourage the development speaking strategies

13
Techniques for Teaching Oral Communication
Skills
  1. Pronunciation Rhythm and thought group (see p.
    270)
  2. Pronunciation Intonation (see pp. 271-273)
  3. Pronunciation Stress (see p. 274)
  4. Pronunciation Meaningful minimal pairs (see p.
    275)
  5. Grammar (see p.276)
  6. Discourse (see p. 277)
  7. Interactive techniques
  8. Individual practice Oral dialogue journals

14
  • THANK YOU
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