Teaching speaking

It often happens so that a student knows grammar, some vocabulary items and can even understand what another person is saying in English, but can hardly speak. It is difficult for him to use his grammar, vocabulary knowledge to make a sentence or an oral text. What can we do to fix the situation?

What do your students need?

• Students must have an idea why teaching speaking is essential;
• They need to know their L1. Sometimes (not often) but it helps them. If they know how their L1 works, teaching speaking L2 can be made easier;
• They need to understand the difference between formal and informal language and practise at choosing an appropriate language at particular situations;
• Your students need to understand behaviour patterns in different situations;
• Students need to know how words are pronounced and why it is crucial;
• They are to be taught patterns of real interaction. Your students must know not only dialogues but they need to know how to use them in a real life situation. They need to know how to interact with other people, as there is no script in contrast to written dialogues;

  

Suggestions

• As I have already said, students’ L1 may come in handy. Ask your students to compare behaviour patterns in their country and in Great Britain.

For example, what would they say in their L1 if they want to buy some bread? Would British people behave in the same way? What is different and what is the same? Can your students use their experience in learning L2?

• Engage them to paraphrase and to work with their L1. Not all expressions in their L1 can be translated word by word. Make them find synonyms in their L1 that would be similar to the structure of the L2. Students need to know how to manipulate their L1 in order to speak correctly L2.
• Give your students a task in which they are to identify formal or informal expressions. They identify inappropriate language and then they change it. Ask them to explain why they think that these items are inappropriate.
• Play a recording for your students. But play only questions of a dialogue, for example. Your students are to make up their answers to the questions.
• Create real-life tasks and engage your students to take an active part in them.

   

Links:

• http://www.teachingenglish.org.uk/article/teaching-speaking-skills-1?utm_source=twitter-google+&utm_medium=social&utm_campaign=bc-teachingenglish
•  'Exploring Spoken English' by McCarthy and Carter (1997)