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Different Views of Speaking

This document discusses different views on teaching speaking in language education. It addresses conventional views of focusing on transactional and interactional conversation. It also discusses the debate around balancing accuracy and fluency. Additional topics covered include the role of anxiety, the interaction effect between students, views on teaching pronunciation, and factors that influence a learner's speaking ability such as their native language, age, exposure to the target language, innate phonetic ability, identity, motivation, and concern for pronunciation.

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marven estinozo
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542 views

Different Views of Speaking

This document discusses different views on teaching speaking in language education. It addresses conventional views of focusing on transactional and interactional conversation. It also discusses the debate around balancing accuracy and fluency. Additional topics covered include the role of anxiety, the interaction effect between students, views on teaching pronunciation, and factors that influence a learner's speaking ability such as their native language, age, exposure to the target language, innate phonetic ability, identity, motivation, and concern for pronunciation.

Uploaded by

marven estinozo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DIFFERENT VIEWS OF SPEAKING

IN LANGUAGE TEACHING
CONVENTIONAL DISCOURSE

‘’ Conversation ‘’ classes should provide


activities for ‘’transactional’’ ( opening a
bank account, ordering a food in a
restaurant, offering services) and
‘’Interactional’’ (open dialogue, social
discussions) conversation
ACCURACY AND FLUENCY

Accuracy ( ability to use correct, clear, articulate, and


phonologically correct rules of language)
And Fluency ( natural, smooth, and flowing ) should be
both prioritized ; however, current approaches to
language lean strongly towards message oriented
techniques ( teaching language use) rather than
language oriented techniques ( teaching language usage)
AFFECTIVE FACTORS

Anxiety generated over risks of blurting out


things that are wrong, stupid, or
incomprehensible; teachers and teaching
environment should then be warm and
embracing no matter how halting or broken
their attempts may be.
INTERACTION EFFECT

One learner’s performance is always colored


by that of the person ( Interlocutor ) he or
she is talking with; thus, teachers should not
create a ‘god-like’ characteristic during
interactions with students.
TEACHING PRONUNCIATION

In the advent of communicative language


teaching approaches, issues on whether
phonological details of the language should be
taught or not have been debated upon. Since
some learners, specifically adults, will never
acquire an accent – free command of language,
some teachers find pronunciation as unimportant.
FACTORS THAT INFLUENCE THE
LEARNERS’ SPEAKING
NATIVE LANGUAGE

Mother Language affects the learning of the


target language.
AGE

Learners within the critical period ( i. e.


between age 5 and puberty )
EXPOSURE

Quality and intensity of exposure is better


than duration / length of time
INNATE PHONETIC ABILITY

Some people manifest ‘better’ phonetic


coding ability than others.
IDENTITY AND LANGUAGE EGO

Attitude towards speakers of the target


language.
MOTIVATION AND CONCERN FOR GOOD
PRONUNCIATION

High motivation leads to extended effort to


improve and learn.

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