In speaking and listening we tend to be getting something done, exploring ideas, working out some aspect of the world,

or simply being together. In writing we may be creating a record,committing events or moments to paper. Jones (1996,12)

Luoma (2004):

Composed of idea units May be planned Employs more vague or generic words than written language Employs fixed phrases, fillers and hesitation markers Contains slips and errors reflecting on-line processing Involved reciprocity Shows variation

Varieties of approach while carrying out speaking activities in class.

Direct

approaches

- focusing on specific features of oral interaction.

Indirect approaches

- create conditions for oral interaction

Topic management Turn-taking Questioning strategies

Direct Approaches

Task work Group work

Indirect Approaches

Role-play

Functions of speaking
Talk as interaction Talk as transaction Talk as performance

 Has

a primarily social function Reflects role relationships Reflects speakers identity May be casual or formal Uses conversational conventions Reflect degrees of politeness Employs many generic words Uses conversational register Is jointly constructed
(Brown and Yule, 1983)

 It

has a primarily information focus The main focus is the message and not the participants Participants employ communication strategies to make themselves understood There may be frequent questions, repetitions, and comprehension checks There may be negotiation and digression Linguistic accuracy is not always important

 There

is a focus on both message and audience It reflects organization and sequencing Form and accuracy is important Language is more like written language It is often monologic

SKILLS

Opening /closing conversation Choosing topics Recounts Turn-taking Using adjacency pairs Interrupting Reacting to others

ACTIVITIES

Role -play Telephone conversation Recounting personal experience

SKILLS

Explaining a need or intention Describing something Confirming information Justifying an opinion Making suggestions Making comparisons Agreeing and disagreeing

ACTIVITIES

Group discussion Show and tell Buying an item Designing posters

SKILLS

Using appropriate format Presenting information in appropriate sequence Maintaining audience engagement Using appropriate vocabulary Using appropriate opening and closing

ACTIVITIES

Debating forum Speech/ class report presentation

Determining

students competency Determining purpose of the lesson Identifying teaching/learning strategies Identify suitable activities Review vocabulary, real world knowledge related to content Practicing and reviewing: e.g: the use of cue cards and other support