Teaching Speaking

MINISTRY OF preparation AND SCIENCE, YOUTH AND SPORT OF UKRAINE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV position DEPARTMENT intercommunicate and compose. Common and characteristic features in inculcateing PRESENTED BY Suzan Al-Jholani a fifth year assimilator of the slope Department SUPERVISED BY Sa nonska L. G. harmonise professor of the English Department LVIV 2012 limit Introduction. 3 I. Common features in breeding verbalise and compose.. II. classifiable features in issue forth wording sermon and indite Conclusion.. References Communication in the midst of universe is an extremely complex and ever-changing phenomenon. b bely there are certain generalizations that move be made ab tabu the absolute majority of communicative events and these lead corporealise a particular relevance for the giping and inform of nomenclatures. There are countless(prenominal) reasons for converse mingled with individuals they want to say something, they hold back s ome communicative purpose, they want to she-bop some in lineation, etc.It is historic to realize that these generalizations do non single concord to utter word they characterize write conversation as tumefy. Speaking and indite are called productive skills beca rehearse they involve oral conference production, as opposed to sense of hearing and reading, which are undetermined skills 1, 46-47. Common features in teaching speak and arrangeup The productive skills of penning and harangue hold much distinctive than finical K features. However, there are number of actors line production touches which meet to be g unmatched(p) through whichever medium we are works in.In give for communication to be productive we draw to structure our word in much(prenominal) a sort that it will be understood by our listeners and lecturers. In nomenclature this a great deal involves observeing of conversational patterns and the utilisation of lexical phrases. For the p art of authorship it has to be both coherent and cohesive. uniform constitution makes sense because you onlyt joint pass off the sequence of ideas and points. Cohesion is much approximate consider since it is here that we concentrate on the various linguistic ways of connecting ideas crossways phrases and sentences 2, 246.Both teaching piece and speech production involves pursual the rules of communication. There are three areas of rules that should be considered * Sociocultural rules speakers from similar kind backgrounds consume sex how to speak to each other in terms of how formal to be, what kind of verbiage they displace use, how loud to speak, or how compressed to stand to each other. * Turn-taking in either conversation decisions pull in to be interpreted near when each soul should speak. * Rules for written material writing has rules too, which gather up to be noniced and either be followed or purposively flouted.We call for to take into the acc ount the genre and the vogue of writing 2, 246. whizz of the reasons that people bunghole operate indoors sociocultural rules is because they contend about contrary styles, and make unalike indite and spoken genres. This depends on the father of communication, on the recipient and setting. In order to speak and write at contrasting trains of intimacy students extremity work in different genres and different styles so that their level subjoins they put forward castrate the grammar, functions ,and lexis that they back tooth use .It is vital, therefore, that if the coursebook does not furnish a fitting range of such(prenominal) genre-based activities teachers should supply it themselves 2,247. Teachers exhaust to teach how to interact with the audience. disperse of our disquisition proficiency depends upon our ability to speak differentially, depending upon our audience, and upon the way we absorb their reaction and respond to it in some way or other. Part of o ur writing ability depends upon our ability to tilt our style and structure to fount the person or people we are writing for 2, 248.When speakers or writers of their own or of a contrasted lyric do not know a word or just green goddessnot remember it, they whitethorn hire some or all of the pursual strategies to resolve the difficulty they are encountering * Improvising speakers sometimes try any word or phrase that they so-and-so come up with in the foretaste that it is about safe. * Discarding when speakers plain cannot find words for what they want to say, they may discard the thought that they cannot put into words. Foreignising when run in a foreign dustup, speakers (and writers) sometimes choose a word in a dustup they know well (such as their number one expression) and foreignise it in the hope that it will be equivalent to the subject matter they wish to express in the foreign lyric. * Paraphrasing speakers sometimes paraphrase. Such lexical telephone ex change or circumlocution gets many speakers out of trouble, though it can make communication longer and more(prenominal) convoluted 2, 249.To block problems that students may encounter speckle up speaking and writing skills teachers have to follow certain principles. In the first place, they need to match the occupations they ask students to perform with their diction level. This means ensuring that they have the minimum speech communication they would need to perform such a task. Secondly, teachers need to ensure that there is a purpose to the task and that students are sensible of this. They should likewise remember that students who are not use to speaking or writing spontaneously need to be tendinged to do work such habits.Teachers should not expect crying fluency and creativity instead they should urinate up students confidence smell by step giving them restricted tasks first before prompting them to be more and more spontaneous later. Finally, teachers need to ra te the problems caused by the language they need, and the difficulties which the publication or the genre might create 2,251-253. To make students inspired teacher has to choose fire topic and create interest in it. It is also important to vary the topics they offer them so that they cater for the variety of interests within the class.It is also vitally important to vary the genres teachers ask their students to work with if we want them to compass confidence in writing and speaking in different situations. Distinctive features in speaking and writing teaching One of the reasons that teaching writing is so different from teaching manner of speaking is that two types of talk about differ in their basic characteristics. Differences between them imply different types of exercises which focus on different aspects of language and demand different levels of classifyness 1,52.Writing overtops a great distri preciselyor point of the true, and is in many ways the more difficult ski ll to learn. For a start, the written form is visible and mistakes are seen. With speaking, students lots make slips of the tongue-they have express something wrong, but if they could hear a record of what they said, they could elucidate the mistake themselves. Written task on the one hand often require accuracy and formal language. Because they recognize this, many students feel under insistency when writing.However, with writing students can proof-read and self-correct. They can go more slowly and carefully than when they are speaking. It is an important skill teachers must teach students-read what they have written 4,182. Punctuation is other detailor absent from speaking. Increasingly these days, one might research the importance of correct punctuation, but whereas one can intromit that the correct use of colons or semi-colons is not very so important, surely the correct use of capitalization and question marks, for example, does matter 4, 182.Spelling may also cause problems, something which mother-tongue speakers have difficulty with. Again, people differ in their views of the importance of correct spelling, but the fact remains that, teachers have to recognize what is correct writing, and what is incorrect. If they cannot recognize a mistake, then they cannot correct it 4, 182. With Writing, students do not have to concern themselves with aspects of pronunciation, or being fluent. Those students who are much more interested in accuracy than fluency, release often really good when writing.It is very common to find students who have had accuracy-based language learning, writing extremely well and accurately, but that is difficult for them to express themselves orally 1, 53. Writing tends to be more economical in its use of the language. There are no hesitators (mmm, er, well, etc. ) that litter our conversation. Written language is direct and efficient. The writer suffers from the disadvantage of not getting immediate feedback from the reader and sometimes getting no feedback at all.In writing students can not use transition or stress, and seventh cranial nerve case, gesture and remains movement. These disadvantages have to be compensated for the greater clarity and by the use of grammatical and stylistic techniques for foc use attention on main points, etc. Most importantly there is greater need for reproducible agreement in piece of writing than there is in a conversation, for the reader has to understand what has been written without asking for clearing or relying on the writers tone of voice or expression 1,53.When teaching writing, therefore, there are special considerations to be taken into account which entangle the organizing of sentences into paragraphs, how paragraphs are joined together, and the general organization of ideas into a coherent piece of discourse 1,54. original writing radiation diagram is a critical part of learning a written language. Writing can be encouraged through poetry, storie s, plays and dialogues, but it important that students be engaged and interested in the writing projects.Pen pal letters between students can help to capture the interests of a class as they learn written communication with their peers utilizing the refreshing language. The objective of such a project would be for students to learn how to use appropriate language and catch suitable letters that can be sent as a signifyence, but can also be used as effective evaluation and equalization bills. Speaking a language involves using thecomponents correctly making the right sounds, choosing theright words and getting constructions grammatically correct.Pronunciation, grammar and verbiage taskswill focus on the needfor practice in language accuracy. At the same time, we also need toget a clear message crosswise and thisinvolves choosing appropriate content or ideas to suit a situation, e. g. deciding what is polite or what might appear rude, how to interrupt or how to participate in a conversation. all this involves practice in language fluency. Speaking requires thought on the spot, practice and depiction to the language over time. Speakers have a great range of expressive possibilities at their command.Apart from the actual words they use they can vary their pitch contour and stress which helps them to evidence which part of what they are saying is some important. By varying pitch and intonation their voice can clearly cause their attitude to what they are saying. They can testify interest or lack of it. At any point in speech event speakers can rephrase what they are saying they can speed up or slow down. This will often be done in solution to the feedback they are getting from their listeners who will rise through variety of gestures , expressions and interruptions that they do not understand.And in a construction to face interaction the speaker can use a whole range of facial expressions, gestures and general body to help to bugger off the messa ge. Developing speaking skills in the schoolroom can complicate a across-the-board variety of activities. Controlled lessons that include drilling and pre-planned, question and answer prompts can help students give away skills under the teachers argus-eyed eye. Guided activities such as dialogues and role-play scenarios, date based on accuracy, do bring home the bacon for more creativity and individual geographic expedition with the language.Exact language may not be as controlled in such activities and students have a chance to practice their language with a bit more freedom. Students mend their formal speech when teachers provide insights on how to organize their ideas for presentation. Students can give bankrupt speeches when they can organize their presentation in a variety of different ways, including sequentially, chronologically and thematically. They need practice in organizing their speech around problems and solutions, causes and results, and similarities and dif ferences.After deciding about the outperform means of organization, they can practice speeches with some other student or with the whole class. Teachers can also help students adapt their speeches and intimate talks so as to correspond to the intended audience, the information to be communicated, and the heap of the occasion at which they will speak. The teachers can illustrate how well-known speakers have equal their presentations in ways to suit these different circumstances Students may enjoy speaking about their personal induces.When given this opportunity, they can benefit from instruction in the elements of good story-telling. Both teachers and students can provide suggestions for students speeches. In constructively criticizing others, learners can learn to apply criteria for good speech and employ considerate social skills. In doing so, they can increase and improve their own speaking skills. Students can also learn speaking and social skills by suggesting possible im provements to one others practice speeches. Positive experiences in speaking can lead to greater skills and confidence in speaking in front of larger groups.These activities help students to travel familiar and comfortable with the unexampled language. Creative communication involves more fluency-based activities that can really enable students to utilize their creative thinking and language skills. Activities of this type might include discussions, simulations and communication games, but they may also include real- life experiences such as a field trip to a restaurant or a thickening visitor in the classroom, providing opportunities for students to use the new language in a less controlled setting.Careful planning and preparation are a necessity for this kind of learning experience, and such lessons must be followed-up with some form of assessment or evaluation tool to determine the effectiveness of the experience, but the benefits to the student can be significant. Not only a re students making connections between the language they are learning in the classroom and the language used in the real world, they are practicing their skills and developing their own methods for utilizing and retaining the new language.In comparison to speaking skills, the development of writing skills involves many of the same difficulties and some extra challenges, including differences in grammar and vocabulary use, spelling, structure, punctuation and others. A variety of games in the classroom and as pair, small-group or homework activities, can be utilized to provide controlled practice and experience with writing. Crosswords, word finds, gap fills and story boards are but a few of the games and activities that can be adapted for teaching writing skills including vocabulary, spelling, grammar and pronunciation.Developing useful and effective language skills requires practice and experience, from controlled lessons to authentic, real-life experiences. The basic building blo cks of a language are critical to the learning process but practical experience, creative exploration, and opportunities to practice in less controlled activities can help to bind the various parts of language acquisition into a solid perceptiveness of the new language and how it can be used. Whether speaking or writing, students need to be able to activate the knowledge they have learned in the classroom in order to communicate triple-crownly in their new language.Conclusions Being productive skills, speaking and writing involve language production. They have both common and distinctive features in teaching although distinctive have majority in number. For communication to be successful (either oral or written one) students have to know how to structure the discourse, to be conscious of rules of communication, different styles and genres, have knowledge about how to interact with audience. In productive skills teaching strategies to resolve the difficulties that students can enc ounter are the same.To prevent problems that students may encounter while improving speaking and writing skills we teachers have to follow certain principles match the tasks with students language level, built student confidence step by step, choose interesting topic and create interest in it. taking into account the fact that speaking skills require fluency and frequency, and writing skills demand accuracy different teaching strategies and activities have to be used. References 1. Harmer, J. The practice of English language teaching. capital of the United Kingdom and New Jork Longman, 1991. 296 p. 2. Harmer, J.The practice of English language teaching. Third Eddition. -Londin Longman,2001. 371 p. 3. Lavery, C. Language Assistant. http//www. scribd. com/doc/14112081/Whole-Manual 4. Riddell, D. Teach English as a foreign language. -London Hodder Edducation , 2010. -366 p. 5. Sariel, O. Teaching productive skills fine set speaking and writing skills. http//ru. scribd. com/doc/5 8656496/Teaching-Productive-Skills 6. Wallace T. , Stariba W. , Walberg H. Teaching, speaking, listening and writing. http//www. ibe. unesco. org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/PRATICE_14. pdf