By mamataliyeva zarina

Principles for Teaching Speaking
-Focus on fluency and accuracy (depending on objective)
-Use intrinsically motivating techniques
-Use authentic language in meaningful contexts
-Provide appropriate feedback and correction
-Optimize the natural link between listening and speaking (and other skills)
-Give students the opportunity to initiate oral communication.
-Develop speaking strategies.
PRINCIPLES FOR DESIGNING SPEAKING TECHNIQUES
1.Use techniques that cover the spectrum of learner needs, from language usage to language use.
2.Provide motivating techniques.
3.Encourage the use of authentic language in meaningful contexts.
4.Provide appropriate feedback and correction.
5.Integrate speaking and listening.
6.Give students opportunities to initiate oral communication.
7.Encourage the development of speaking strategies.
Speaking in the classroom
In the classroom we need to get our learners to practice both production and interaction.
1) Drills
a. Substitution drills
b. Transformation drills
c. Functional-situational drills

2) Pair work and group work

3) Interactive activities:
Information gap.
Discussion activities
Role plays.
Games.
Informal interaction


CONCLUSION
This section provides the conclusion of the present research. These conclusions are directly appointed to research problems formulated earlier in the previous section, i.e. 1. What are the teacher’s strategies in enhancing young learners’ speaking proficiency? 2). What are the barriers faced by the teacher in teaching speaking? 3).How does the teacher overcome the barriers? This research has found several strategies promoted by the lecturer when teaching speaking to young learners. In the classroom activities, the lecturer used several strategies such as, role play, watching videos, jazz chant, digital storytelling, games, and repetition. The teachers might face several barriers in the classroom such as reluctant students, missing pronunciation and lack of vocabularies. But he can overcome those barriers by using various techniques of teaching speaking to young learners, such as implementing media and designing the lesson using topical-based syllabus (Pinter, 2006).
Teaching speaking sounds seems easier since there are plenty of interesting techniques that can be employed in the classroom. However, there are still other considerations about teaching it to young learners. The teachers still need to take multiple-intelligence into account, because the teacher should meet each
student’s need in the classroom. There were several numbers of problems when this research was conducted such as the limited time for conducting the research and the lack of resources.
Teaching speaking sounds seems easier since there are plenty of interesting techniques that can be employed in the classroom. However, there are still other considerations about teaching it to young learners. The teachers still need to take multiple-intelligence into account, because the teacher should meet each student’s need in the classroom. There were several numbers of problems when this research was conducted such as the limited time for conducting the research and the lack of resources.
The above data prove that the TOEIC scores of the intensive course students and the permanent course students were almost the same over the years, when the students took the pretest before each course started. However, it is clear that the better results among the intensive course students were not coincident. The differences between the intensive courses and the permanent courses depend on how intensively the instructors manage their classes, using some more appropriate materials and applying the multi-level system which distributed the students to the tailored classes. We believe in the benefits of intensive English programs. Indeed, the intensive programs are a good alternative for students who want to improve their English skills, especially in Korea where students are not provided with many opportunities to practice the language. However, many intensive English programs do not include all the skills (reading, listening, speaking, and writing) in their syllabus. Still, we should consider intensive English programs as a great alternative for students to improve their English skills because they get more classes of English per cycle and because students are more motivated to use only English in these classes. Intensive English programs should be more promoted since there is a need for improving student's level of English. When students participate in intensive programs to improve their English, they receive authentic and constant input. In consequence, they absorb the new material since they have to frequently reinvest and reuse it. Moreover, the possibility to improve their skills is increased considering the fact that students are constantly working and manipulating the language. They also can have a positive experience from the intensive program because of the fact that they are getting more comfortable with the language and that they are more aware of their progress in English. Project-based tasks are an effective way to create a rich environment for language learning. As students work through the different stages of a project, they must negotiate and use all their language skills to reach the end goal. There are many projects to select from, and a drama activity is one of the best. Introducing drama projects into the classroom is highly recommended because they are inherently interesting and motivating, and they offer great potential for student interaction and practice with authentic communicative language functions. Like any speaking or acting project, drama activities face challenges, including performance anxiety and classes that are too large. These problems can be lessened when teachers allow students to do video-based mobile phone projects, working independently outside of class, where time is more flexible and students are free from the anxiety of speaking or acting in front of an audience.