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TEACHING SPEAKING FOR YOUNG LEARNER

Reza Ajie Saputra

www.themegallery.com

Teaching Speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues

TEACHING SPEAKING FOR YOUNG LEARNER

Young Learners are individuals of very early age who are interested in many new things such as a foreign language, English.


The meaning of speaking

The difference between

knowledge and skill

Characteristics of spoken language

Spontaneity

Time-constraint

INTRODUCTIONINTRODUCTION

Add YourText here

CONCLUSIONCONCLUSION

Teaching Speaking For

Young Learners

The Basics

Motivating Students to

Speak

Strategies that Encourage

Participation

Techniques to Teach Speaking

DISCUSSIONDISCUSSION


INTRODUCTION

Characteristic of spoken language

The Difference Between

Knowledge and skill

Time-Constraints

Spontaneity

The meaning of speaking


INTRODUCTION

Meaning of Speaking

Speaking is "the process of building and sharing meaning

through the use of verbal and non-verbal symbols, in a

variety of contexts". Speaking is a crucial part of second

language learning and teaching. Despite its importance, for

many years, teaching speaking has been undervalued and

English language teachers have continued to teach

speaking just as a repetition of drills or memorization of

dialogues.


INTRODUCTION

Characteristics of spoken language: Speaking is a skill, just like swimming,

driving a car, or playing ping-pong. Too often, in the traditional classroom,

the learning of English has been relegated to linguistic knowledge only, e.g. knowledge of vocabulary and grammar rules, with little or no attention paid to practising language skill.


INTRODUCTION

Spontaneity In most situations, people do not plan

ahead of time what they are going to say. The fact that speech is spontaneous

means that it is full of false starts, repetitions, incomplete sentences, and short phrases.

Should we expect the students to produce complete sentences in language classroom?


INTRODUCTION

Time-constraint The students must be able to produce

unplanned utterances in real time; otherwise people will not have the patience to listen to them.

Which of the following activities do you think would help to prepare students for real life speech in English?


INTRODUCTION

Many language learners regard speaking ability as the measure of knowing a language.

Language learners need to recognize that speaking involves three areas of knowledge: Mechanics (pronunciation, grammar, and

vocabulary) Functions (transaction and interaction) Social and cultural rules and norms (turn-

taking, rate of speech, length of pauses between speakers, relative roles of participants)


DiSCUSSION

Knowing the Basics

Motivating Students to Speak

Strategies That Encourage Participation

Method to Speaking

Technique to Teach Speaking


Young Learners


Young Learners


DISCUSSION

Teaching Speaking For Young Learners

Teaching speaking for young language learners (YLLs) is an interesting and challenging duty for teachers for some considerations. In one hand, YLLs are individuals of very early age who are interested in many new things such as a foreign language, English. In this level, young learners seem to have the same proficiency in speaking that is novice level. The characteristic of novice level is the students’ ability to communicate minimally with learned material and oral production consists of isolated words and perhaps a few high-frequency phrases essentially no functional communication ability.


DISCUSSION

Knowing The Basics

Young learners are like sponges, they soak up everything we say and how we say it. Thus clear and correct pronunciation is of vital importance, since young learners repeat exactly what they hear. What has been learned at an early stage is difficult to change later on. One of the rules that apply here is: slowly and steadily, through constant revision and recycling.


DISCUSSION

always strive to achieve a positive and relaxed atmosphere in young learners’ classroom, as this proved a decisive factor in achieving maximum results. With the help of mixed activities, such as dialogues, choral revision, chants, songs, poems and rhymes students’ speaking abilities grow, their pronunciation gets better and their awareness of the language improves

Interaction is an important way of learning. Therefore, increased oral emphasis should be included in our teaching to give the students as much speaking time as possible.


DISCUSSION

Motivating Students to Speak

To motivate students in EFL contexts, teachers should include many activities and strategies that attract students’ attention and make them interested in the lesson. Activities need to be child centered and communication

should be authentic. the teacher should consider in the activities: a focus on

meaning and value, not correctness; a focus on collaboration and social development; the provision of a rich context, and teaching the four skills through a variety of activities.


DISCUSSION

Strategies that Encourage Participation

To motivate students in EFL contexts, teachers should include many activities and strategies that attract students’ attention and make them interested in the lesson.

The teacher can use the model for teaching young learners by using IPA (Imitating-Practicing control-Autonomy) as the other strategy. Children love imitating.


DISCUSSION

Reading Aloud

Doing a drill

Common characteristics in successful

speaking tasks

Learning the Dialogues

Interviewing someone, or being

interviewed

Designing speaking tasks

Using group work in

speaking tasks

Songs, Poems, Rhymes

and Chants

Method To Teach Speaking


DISCUSSIONLearning the Dialogues Learning dialogues by heart is a definite no-no. It is

much better and far more useful to substitute the words so that they are true to students and their world.

Student uses his/her own variation, there is an obvious transition from pure imitation to conscious changing, which speeds up remembering and offers varied communicative opportunities.

By imitating, sharing and discussing students benefit – modeling, understanding and picking it up seem to be natural..


DISCUSSION

EXAMPLE :A: What time is it?B: It’s 3:00. Why?A: Oh, I need to go to the store! Do you want to

come?B: OK. Just a minute. I need to finish this first.


DISCUSSION


DISCUSSION

Songs, Poems, Rhymes and Chants

Using songs, poems, rhymes and chants is a wonderful way of making students sing/talk and at the same time (unconsciously) work at their grammar, vocabulary, pronunciation. Try to include the above-mentioned activities by providing learners with those that require total physical response, shortly known as "TPR".


DISCUSSION


DISCUSSION

Reading Aloud

Reading aloud will get you used to hearing your own voice and help you become more comfortable with delivering written material orally. It can also help you build your vocabulary so that you will stumble less frequently when speaking unfamiliar words.


DISCUSSION

Interviewing someone, or being interviewed

It helps to prepare students for real life speech.


DISCUSSION

Doing a drill

It needs to be supplemented with more realistic activities as the level increase.Also students must consider whom they are talking to and be able to check if they are being understood.


DISCUSSION

Designing speaking tasks and

Using group work in speaking tasks One important consideration: Proficiency level of the students

(challenging but not too difficult.) If the task is too easy or too difficult, the students may be

demotivated. Advantages of using group work: More opportunities. More motivation. More authenticity. Different levels. More cooperation.


DISCUSSIONTechniques to Teach Speaking

1. Information-gap activities (Compare 2 Activities)

Activity A


DISCUSSION

Activity B

Use the same pictures, but cut them up, paste them on cards, and give each student a different picture.


DISCUSSION

2. Dialogues and role-playsExample 1: Playing the roles in a dialogue

Step 1. Practise the dialogue in pairs A: What time is it? B: It’s 3:00. Why? A: Oh, I need to go to the store! Do you want to come? B: OK. Just a minute. I need to finish this first.

Step 2. Ask a few pairs to perform the dialogue in front of the whole class, speaking in different moods such as happy, irritated, bored, or in different role relationships such as parent and a child, husband and wife, two friends, etc.


DISCUSSION

Factors that affect the success of role-plays (Ur, 1996:133) Teacher’s enthusiasm; Careful instructions; Clear situation and roles; Making sure that the students have the language they

will need to carry out the role-play.


DISCUSSION

3. Find Someone who... Stand up and walk around the room. Ask your classmates what they

like to do. Remember, you must speak in English only!

Find someone who Name

likes to swim

likes to play basketball

likes to play badminton

likes to play tennis

likes to play football


DISCUSSION

4. A model conversation can be provided. A: Hi, Tom. B: Hi, Sherry. A: I’m conducting a survey for our school newspaper.

Could you tell me, do you like to swim? B: Yes, I do. In fact, usually go swimming once or twice a

week. A: Great. Would you mind signing your name here for

me please? B: Sure, there you are. A: thanks a lot. See you around. B: See you.

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