Techniques of Teaching Speaking

Techniques of Teaching Speaking

Speaking is a crucial part of the language learning process.Techniques are needed in which they use to help themselves expand their knowledge of the language and their confidence in using it. Some techniques are presented primarily based on Pollard (2008) as describesbelow. Pollard (2008: 35) states students need to feel that there is real reason for speaking. This is often referred to as the communicative element. For example that the students are communicating something the others do not know or that the others would like to hear about. All aspects of teaching are important to introduce variety and to choose topics that think will interest your students. Some techniques to involve real communication include: information gap, tasks involving an element of persuasion, problem solving and role play.

1. Information gap

Each student in the group has some information required to complete the task or activity. The aim is to share the information and to complete the task. Students do not know what the others are going to say and as such it imitates real life conversation.

1. Discussions: reaching a consensus

Choose one of the following subject: 10 things to take into space, 10 things to take to a desert island, 10 things to take into a desert. Ask students to work alone and brainstorm 10 things they would take with them. Alternatively, prepare a list of 20 objects and each person chooses ten from list. Ask students discuss their lists in pairs and to came to a consensus.

1. Discussions: moral dilemma

A variation on the theme of consensus. Explain to students that a single mother who does not have much money has been caught stealing milk. She explains why she did it: to feed her young children. Give students roles, for example store detective, social worker, and shoplif’er’s friend. Allow time for preparation in group: all the social workers together, all the store detectives work together, and all the friens work together. When everybody is ready, regroup the students so that there is 1 store detective, 1 social worker and 1 friend in each group ; students say how they would deal with the situation. They have to concince each other that their opinion is the valid one.

1. Discussions involving opinions

Try to use topic that will generate varying opinions rather than having everybody agrees. Typical examples include life in the city and life in the country, enviromentalissues, and traditional and alternative medicine. You can also use controversial subjects and topics that are currently in the news. Discussions involving opinions work well in a group that has something to say.

1. Debates

This involving choosing a controversial topics; one speaker presents one point of view on the topic and a second speaker presents a differing opinions. Debates are good at advanced levels. It is a good idea to give some input on the topic matter first.

1. Spontaneous conversation

real uncontrolled conversation breaks out in class. Students communicate something about themselves that others are interested in ( something the student did at the weekend, a film they saw, a place they visited). If time allows, it is good to allow this type of conversation because it has a real communicative purpose. The teacher’s role throughout is to prompt, help with language or communication difficulties. Correction should be kept to a minimum and carried out at the end of the discussion. This type of conversation can be excellent when it isspontaneous but it works less well if the teacher contrives to make it happen.

1. Role play

This involve students taking on a role and carrying out a discussion with each person playing their role. For example, the local council wishes to introduce a new system and location for dumping waste. Some students play local councilors others are local residents, others are member of environmental organization and others are managers and employees of the compeny being ask to carry out the work. The teacher describes and set up the situation. The students prepare in groups, those playing the same role prepare together. Then, they form new groups to carry out the discussion.

In this present study, role play is one of techniques that can be use in Think Pair Share in which the teacher can set many topics or situation. Students pretend they are in various social contexts and have a variety of social roles the teacher gives information to the learner such as who they are and what they think or feel in pair or group discussion and students have to carry out the discussion.