By mamataliyeva zarina

2.Teaching speaking to young learners in EFL
Teaching Speaking :The goal of teaching speaking is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation. To this relation, it is worth voting to what Nunan (2003) believes, which particularly dealing with teaching speaking. In his perception, to teach speaking can be defined as to teach the students to:
Teaching Speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues.
At present, the value of learning speaking is general, that speaking is paramount, it is difficult to overestimate it. Not by chance, wanting to know whether a person knows one or another foreign language, he is asked: «Do you speak Enghsh?
Students of ail ages, starting to study foreign language primarily want to learn to speak the language. They should know the aims of target language: speaking skills, like any other skill, are not formedthemselves. For their formation must be used special exercises and activities , and therefore must be learned, focusing mainly on the development of skills. Communicative approaches to English language teaching have undergone significant changes over the past two decades. A strong background influence is associated with the work developed by Hymes, who was the first to argue that Chomsky’s distinction between competence and performance did not pay attention to aspects o f language in use and related issues of appropriacy of an utterance to a particular situation. Thus, he proposed the term communicative competence to account for those rules o f language
use in social context as well as the norms o f appropriacy.
Teaching speaking in English is conducted as a three-phase speech activity. First of all the learner has to be motivated. In this part the intention of speaking appears.
In the second part the speaker begins to analyze and the process of expressing an idea begins to work.
The third part of speaking is performing or expressing an idea.
Realization of all these three parts helps to make speaking process .
To help the students in developing communicative efficiency in speaking, teachers can use a balanced activities approach which combines language input, structured output, and communicative output ⁹. First, Language input comes in the form of teacher talk, listening activities, reading passages, and the language in which the students hear and read outside the class. It gives learners the material they need to begin producing language themselves. Second, structured output focuses on correct form. In structured output, students may have options for responses, but all of the options require them to use the specific form or structure that the teacher has just introduced. Structured output is designed to make learners comfortable producing specific language items recently introduced, sometimes in combination with previously learned items. Instructors often use structured output exercises as a transition between the presentation stage and the practice stage of a lesson plan. Textbook exercises also often make good structured output practice activities. Third, communicative output, the learners' main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video. To complete the task, they may use the language that the instructor has just presented, but they also may draw on any other vocabulary, grammar, and communication strategies that they know. In communicative output activities, the criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message.
Teaching young students how to speak is the most important area of learning. The best practice embeds speaking and listening across all aspects and areas of their education. Students use speaking and listening to solve problems, speculate, share ideas, make decisions and reflect on what is important.
What we have to keep in mind constantly when teaching young learners is the
fact that they are a mixed class with varied abilities, motivations level, expectations,
knowledge and different learning styles. Thus, we have to vary our approaches and
offer as much opportunity as possible to make the whole class find a little something to
What we have to keep in mind constantly when teaching young learners is the
fact that they are a mixed class with varied abilities, motivations level, expectations,
knowledge and different learning styles. Thus, we have to vary our approaches and
offer as much opportunity as possible to make the whole class find a little something to
What we have to keep in mind constantly when teaching young learners is the
fact that they are a mixed class with varied abilities, motivations level, expectations,
knowledge and different learning styles. Thus, we have to vary our approaches and
offer as much opportunity as possible to make the whole class find a little something to
What we have to keep in mind constantly when teaching young learners is the
fact that they are a mixed class with varied abilities, motivations level, expectations,
knowledge and different learning styles. Thus, we have to vary our approaches and
offer as much opportunity as possible to make the whole class find a little something to
What we have to keep in mind constantly when teaching young learners is the
fact that they are a mixed class with varied abilities, motivations level, expectations,
knowledge and different learning styles. Thus, we have to vary our approaches and
offer as much opportunity as possible to make the whole class find a little something to
What we have to keep in mind constantly when teaching young learners is the
fact that they are a mixed class with varied abilities, motivations level, expectations,
knowledge and different learning styles. Thus, we have to vary our approaches and
offer as much opportunity as possible to make the whole class find a little something to
What we have to keep in mind constantly when teaching young learners is the
fact that they are a mixed class with varied abilities, motivations level, expectations,
knowledge and different learning styles. Thus, we have to vary our approaches and
offer as much opportunity as possible to make the whole class find a little something to
What we have to keep in mind constantly when teaching young learners is the
fact that they are a mixed class with varied abilities, motivations level, expectations,
knowledge and different learning styles. Thus, we have to vary our approaches and
offer as much opportunity as possible to make the whole class find a little something to
Considering how a proper operationalization of this term into an instructional framework could contribute to make the process of English language teaching more effective, different models of communicative competence have been developed by specifying which components should integrate a communicative competence construct.
In such a construct, it can be assumed that the role of speaking is of paramount importance to facilitate the acquisition of communicative competence. Figure 4 (on the next page) shows the diagram representing this framework with speaking positioned at its core.
The proposed communicative competence framework has at its art the speaking skill since it is the manifestation of producing oken discourse and a way of manifesting the rest o f the mponents. Discourse competence involves speakers’ ability to use variety o f discourse features to achieve a unifiqd spoken text given
articular purpose and the situational context whqre it is produced.
Making effective use of all these features during the process of producing a cohesive and coherent spoken text at the discourse level requires a highly active role on the part o f speakers. They have to be concerned with the form (i.e., how to produce linguistically correct utterances) and with the appropriacy (i.e., how to make pragmatically appropriate utterances given particular sociocultural norms).
Traditional classroom speaking practice often takes the form of drills in which one learner asks a question and another gives an answer. The question and the answer are structured and predictable, and often there is only one correct, predetermined answer. The purpose of asking and answering the question is to demonstrate the ability to ask and answer the question. The purpose of real communication is to accomplish a task, such as conveying a telephone message, obtaining information, or expressing an opinion. In real communication, participants must manage uncertainty about what the other person will say. Authentic communication involves an information gap; each participant has information that the other does not have. In addition, to achieve their purpose, participants may have to clarify their meaning or ask for confirmation of their own understanding. That's why every time teacher has to organize special teaching materials like cards, tables, posters etc. which contain various models of conversational formulas. At the same time well-prepared spoken models may become good facilities for broadening learners' vocabulary. Some of conversational formulas which may be suggested for developing speaking skills are presented in the table below.
Usually begin to teach the basics of speaking. With statement of pronunciation skills, forming lexical and grammar skills, listening skills. On the initial stage of learning to separate the process of formationof these skills is almost impossible. Teacher introduces the listeners with the new structure. It involves the study of new words, sounds, intonation. Many language learners regard speaking ability as the measure of knovving a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most
important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process, instructors help students learn to
speak so that the students can use speaking to learn.
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring-them that misunderstanding and the need for clarification
can occur in any type of interaction, whatever the participants' language skill levels.