Speaking skill:
Basic concepts and
terminology
Speaking is one of the most visible and interactive skills in language learning. It’s what students do when they express their thoughts, ask questions, and engage in conversations. However, speaking fluently and accurately requires more than just knowing vocabulary and grammar—it involves a range of skills and strategies. In this lesson, we’ll explore the basic concepts and terminology used to describe speaking skills and show how you can apply this knowledge in order to help your students become confident and effective speakers.
Concepts and terminology for
describing speaking skills
Here are some of the most important terms and ideas you need to know when teaching speaking:
Fluency in speaking:
Fluency refers to the ability to speak smoothly and without unnecessary pauses. It’s about expressing ideas clearly and also naturally.
Example:
A fluent speaker can hold a conversation without constantly stopping to think of words.
Accuracy in speaking:
Accuracy refers to using correct grammar, vocabulary, and pronunciation. It’s about speaking correctly.
Example:
An accurate speaker uses the right verb tense and also pronounces words correctly.
Pronunciation:
Pronunciation involves saying words clearly and correctly. It includes sounds, stress, and also intonation.
Example:
A student who pronounces “th” correctly in “think” and “this” has good pronunciation.
Intonation in speaking:
Intonation is the rise and fall of the voice when speaking. It helps convey meaning, emotions, and intentions.
Example:
A rising intonation at the end of a sentence can indicate a question, while a falling intonation can indicate a statement.
Stress in speaking:
Stress refers to emphasizing certain words or syllables in a sentence. It helps convey meaning and highlight important information.
Example:
In the sentence “I didn’t say he stole the money,” stressing different words changes the meaning.
Interaction:
Interaction involves taking turns, asking questions, and responding appropriately in a conversation. It’s about engaging with others.
Example:
A good conversationalist listens carefully, responds thoughtfully, and keeps the conversation flowing.
Coherence in speaking:
Coherence refers to organizing ideas logically so that the listener can follow easily. It’s about making sense.
Example:
A coherent speaker uses linking words like “first,” “next,” and “finally” to structure their ideas.
Turn-taking speaking:
Turn-taking is the ability to know when to speak and when to listen in a conversation. It’s about balancing participation.
Example:
In a group discussion, a good speaker knows when to contribute and when to let others speak.
Repair strategies:
Repair strategies are techniques speakers use to fix mistakes or misunderstandings during a conversation.
Example:
A student might say, “I mean…” or “What I’m trying to say is…” to clarify their point.
Pragmatics:
Pragmatics refers to using language appropriately in different social contexts. It’s about understanding the rules of communication.
Example:
A student knows how to use formal language in a job interview and when to use informal language with friends.
How to apply these speaking
concepts to planning and teaching
Now that we’ve explored the key concepts, here’s how to use them to teach speaking effectively:
Focus on fluency and accuracy:
- Balance activities that encourage fluency (e.g., free conversations) with those that focus on accuracy (e.g., grammar drills).
- Example: Start with a fluency activity like a role-play, then follow up with an accuracy activity like correcting common mistakes.
Teach pronunciation and intonation:
- Use drills, minimal pairs, and listening exercises to help students improve their pronunciation and also intonation.
- Example: Practice the difference between “ship” and “sheep” or teach rising intonation for yes/no questions.
Highlight stress and rhythm:
- Show how stress and rhythm affect meaning. Use activities such as sentence stress drills or chants.
- Example: Have students practice stressing different words in the sentence “I didn’t say he stole the money” to see how the meaning changes.
Encourage interaction:
- Use pair work, group discussions, and role-plays in order to give students plenty of opportunities to interact.
- Example: Have students practice ordering food in a restaurant or discussing a topic in small groups.
Build coherence:
- Teach linking words and phrases to help students organize their ideas. Use activities like storytelling or presentations.
- Example: Provide a list of linking words (e.g., “first,” “however,” “in conclusion”) and ask students to use them in a speech.
Practice turn-taking:
- Use activities that require students to take turns, such as debates or group discussions.
- Example: Set up a debate and assign roles to ensure everyone has a chance to speak.
Teach repair strategies:
- Show students how to correct themselves or clarify their meaning during a conversation.
- Example: Teach phrases like “What I mean is…” or “Let me rephrase that…”
Introduce pragmatics:
- Teach students how to adjust their language for different contexts, such as formal vs. informal situations.
- Example: Role-play a job interview and a casual chat with a friend to highlight the differences in language use.
Speaking: Real-world
activities in the classroom
Role-plays:
Students practice ordering food in a restaurant, with one student as the waiter and the other as the customer.
Information gap activities:
One student describes a picture while the other draws it based on the description.
Debates:
Students debate the pros and cons of social media while taking turns to present their arguments.
Storytelling:
Students use a series of pictures to tell a story, using linking words like “first,” “then,” and “finally.”
Pronunciation drills:
Students practice saying “I saw a ship” and “I saw a sheep” to distinguish between the sounds.
Final thoughts
Speaking is a complex skill, but by understanding the key concepts and using practical teaching strategies, we can help students become confident and effective speakers. Whether it’s improving fluency, mastering pronunciation, or learning to interact naturally, your guidance can make all the difference.
So, the next time you plan a speaking lesson, remember to balance fluency and accuracy, provide plenty of practice opportunities, and celebrate your students’ progress. Happy teaching!
To your CELTA journal:
What’s your favorite way to teach speaking skills?
In your CELTA journal, reflect on your favorite strategies for teaching speaking. Describe your experiences, the challenges you’ve faced when you were teaching, and how you overcame them.
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