第10章 Teaching Speaking
一、Characteristics of spoken language
1. Two main factors affect the improvement of speaking ability
1) Surroundings;
2) Psychology
2. The characteristics of spoken language:
1) Speaking is a skill that can be imitated and practiced
2) Speech is spontaneous: The fact that speech is spontaneous means that it is full of fal starts, repetitions, incomplete ntences, and short phras.
3) Speaking is time-constraint: Another aspect of producing spoken language is the time-constraint.
The students must be able to produce unplanned utterances in real time, otherwi people will not have the patience to listen to them.
According to Bygate, there are four common features of spoken language:
①Using less complex syntax
②Taking short cuts, e.g. incomplete ntences
③Using fixed conventional phras/chunks
④Using devices such as fillers, hesitation device to give time to think before speaking
二、Principles for teaching speaking
General principles of teaching speaking that teachers should be aware of：
（1）Balancing accuracy-bad with fluency-bad practices
Structure-bad practice: a focus on forms—grammar, vocabulary and so on/linguistic co
mpetence.
Fluency-bad practices: to develop fluency/to encourage students to u the language more freely and stimulate real language u.
Balance: teaching context, students’ level of proficiency and resources available.
On one hand, we need to allow time for grammar and vocabulary learning so that students have sufficient linguistic competence. One the other hand, we need to provide sufficient opportunities for students to develop fluency.
（2）Contextualizing practice
People u different language in different contexts. It is important for students to have a chance to experience the language in meaningful contexts.
Teachers need to identify a situation in which a target structure is commonly ud.
Students can u the language to carry out a simulated task in the classroom.
In this way, both meaning and the usage of the structure can be naturally obtained.
（3）Personalizing practice
We all remember things best when they are relevant and clo to our personal experiences or when we can express our personal views.
As a teacher, we need to help students learn better by personalizing the content and context so that students can talk or write about their own life experiences and their personal opinions, and ask questions for which they are interested in finding out answers.
（4）Building up confidence
It is important for the teacher to create a relaxed and supportive environment and help them build up their confidence. Don’t be afraid of making mistakes.
（5）Maximizing meaningful interactions
The typical classroom interaction is teacher-student interaction initiated by the teacher.
Its drawbacks: leaves students in a passive position; students will speak or act only when they are given a question or nominated to do so; not allowing maximum participation among all the students.
As one of the main objectives of teaching speaking is to develop students’ ability to initiate a topic, to ask questions, to take turns in speaking, to change topics and to have some control over the communication, it is best practiced within small groups or in pairs. When we design speaking practices, we need to ensure that the interaction is meaningful and participation is maximum.
（6）Helping students develop speaking strategies
Speaking involves strategies, such as initiating a conversation, turn taking, asking for clarification, asking for repetition, getting others’ attention, getting help from others, and ending a conversation, etc.
The classroom is the best place where students can become aware of the speaking strat
egies and practice them consciously in order to u them successfully in real life situations.
（7）Using classroom learning environment
Making the best u of classroom learning environment to provide sufficient language input and practice for the students.
In china, students have the opportunity to hear and speak the language only in the classroom. So creating an English speaking environment to maximize learning opportunity is crucial for students.
三、Designing speaking tasks
