Kieunga_ Sep. 8th, 2007 1 PROBLEMS WITH SPEAKING ACTIVITIES 1. Inhibition Learners find it difficult to say things in a foreign language in a classroom because they are shy or perhaps they are afraid of making mistakes, of others’ criticism or losing face. 2. Nothing to say Learners often complain that they cannot think of anything to say, usually they have no motive to express themselves. Kieunga_ Sep. 8th, 2007 2 3. Low or uneven participation In a larger group, learners have very little talking time because of some dominant learners’ talks. 4. Mother-tongue use Learners tend to use mother tongue because they find it easier and more natural to speak their mother tongue than a foreign language. When talking in small groups, learners tend to use their mother tongue, then teachers would find it difficult to get them to keep to the target language. Kieunga_ Sep. 8th, 2007 3 SUGGESTED SOLUTIONS 1. Use groupwork This increases the amount of learners’ talking time even though learners may slip into their mother tongue in their talk and the teacher cannot totally control such things. 2. Base the activity on easy language The level of language needed for a discussion should be easier. The participants find it easy to recall or produce the language, then they can speak fluently. It would be good if essential vocabulary is pre-taught and reviewed before the activity starts. Kieunga_ Sep. 8th, 2007 4 3. The purpose of the discussion must be clear If the purpose of the discussion is clear the participants will be more motivated. Kieunga_ Sep. 8th, 2007 5 Principles of teaching speaking 1. Practice with both accuracy and fluency 2. Create communication gap activities 3. Pair and group works Kieunga_ Sep. 8th, 2007 6 NOTE! During speaking activities in the controlled language practice, teachers often correct every time there’s a problem to achieve accuracy. However, during speaking activities in the free practice, teachers cannot do the same thing because the ultimate purpose here is to achieve fluency. Thus, - teachers should watch, listen while speaking activities are taking place. - teachers note down good points as well as shortcomings. Kieunga_ Sep. 8th, 2007 7 - teachers ask students to point out their own mistakes and if they can correct the mistakes by themselves when the activity has finished. - teachers write down the mistakes on the board or give the mistakes individually to the students concerned. - teachers should avoid singling students out for particular criticism. - If teachers interrupt students constantly for correcting mistakes they will destroy the purpose of the speaking activity Kieunga_ Sep. 8th, 2007 8 How should teachers correct speaking? Choose the answer which sounds best to you in each case. a/ When teachers hear a mistake during a speaking activity, they should 1. correct it immediately. 2. ignore it 3. note it down and correct it later. 4. wait for a suitable moment in the activity and then correct it. Kieunga_ Sep. 8th, 2007 9 b/ After a speaking activity teachers should 1. discuss how well the students performed the activities, including comments on the content and the language used. 2. praise the students, not criticize them. 3. talk about the content of the activity and the achievement of the task, but not the language used. 4. talk about the content of the activity before discussing mistakes. Kieunga_ Sep. 8th, 2007 10 c/ When teachers discuss mistakes after a speaking activity they should 1. give the class examples of language which was used and ask them to say if there are any mistakes and if so what they are. 2. indicate the mistakes to the students who made them. 3. tell the class that a mistake has been made but not who made it. 4. write notes to individual students detailing their mistakes. [...]...Practice: Making lesson plans Work distribution: – Group 1: speaking – Group 2: writing * Time allowance: 30 minutes Kieunga_ Sep 8th, 2007 11 Kieunga_70@yahoo.com Kieunga_ Sep 8th, 2007 12 . participants will be more motivated. Kieunga_ Sep. 8th, 2007 5 Principles of teaching speaking 1. Practice with both accuracy and fluency 2. Create communication. During speaking activities in the controlled language practice, teachers often correct every time there’s a problem to achieve accuracy. However, during speaking