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EFL Speaking Promotion Activities in the Classroom: Teacher's Roles

What is the "Teaching Public Speaking?

What does it mean to speak of teaching "is to teach EFL students to:

• Produce English speech sounds and sound patterns
• Use the word and sentence stress, intonation and rhythm of the foreign language.
• Select appropriate words and phrases according to the appropriate social setting, the public, the situation and its content.
• Organize your thoughts in a meaningful and logical sequence.
• Use language as a means express the values and judgments.
• Use the language quickly and with confidence a few unnatural pauses, which is called fluency. (Nunan, 2003)

How to teach speaking

Now linguistics and EFL teachers agree on which students learn to speak the foreign language "interaction." Communicative language teaching and collaborative learning to better serve this goal. communicative language teaching is based on real situations that require communication. To the use this method in foreign language classes, students will have the opportunity to communicate with each other in the target language. In short, foreign language teachers must create a classroom environment where students have real-life communication, authentic activities and meaningful tasks that promote oral language. This can happen when students collaborate in groups to achieve a goal or to complete a task.

Activities to promote the use of the word

Discussions

After a lesson based on the content, the argument is made for several reasons. Students may try to reach a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the debate, it is essential that the focus of activity for discussion proposed by the teacher. Thus, the points of discussion are relevant for this purpose, so that students do not spend time talking to each other about irrelevant things. For example, students can participate in agreement / Disagree debates. In such discussions, teachers can form groups of students, preferably 4 or 5 in each group and offer prayers controversial as "people learns best when reading vs people learn best when they travel. "Then, each group works on its subject for a certain period of time, and presented their views to the class. It is essential that the use of the word is divided equally among group members. In the end, the class decides on the winner group that advocated the best way. This activity encourages critical thinking and rapid decision making and students learn to express themselves and justify themselves in a courteous manner, while in disagreement with others. For effective group discussions, it is better not to form large groups, because students can avoid contributing silently in large groups. Group members may be assigned by the teacher or students can determine for themselves, but the groups should be reorganized into all activities of discussion for students can work with several people and learn to be open to different ideas. Finally, in class or discussion group, whatever the objective is, students should always be encouraged to ask questions, paraphrased ideas, express support, check for clarification, and so on.

Role Playing

Another way to get students to talk about is role. Students claim that they are in different social contexts and have a variety of social roles. In the role-play activities, the teacher provides information to students for what they are and what they think or feel. Thus, the teacher may tell the student that "You are David, you go to the doctor and tell him what happened last night, and … "(Harmer, 1984)

Simulations

The simulations are very similar to RPGs, but what makes them different simulations role is that they are more elaborate. In the simulations, students can bring items to the class to create a realistic environment. For example, if a student is acting as a singer, she brings a microphone to sing and so on. dramatizations and simulations have many advantages. First, because they are entertaining, motivating students. Secondly, as Harmer (1984) suggests, increase self-confidence of students undecided, because depending on simulation games and activities have a different role and not have to speak for themselves, which means it does not have to have the same responsibility.

Information on BPA

In this activity, students are supposed to be working in pairs. A student will have information that does not have another partner and the partners share their information. Information gap activities serve many purposes, such as solving a problem or the collection of information. In addition, each partner plays an important role because the task can not be completed if the partners do not provide the information they need. These activities are effective because everyone has the opportunity to talk extensively in the target language.

Brainstorming

In a given topic, students can produce ideas in a limited time. Depending on the context, either individually or Group brainstorming is effective and students generate ideas quickly and freely. The good features of brainstorming is that students are not criticized for their ideas for students will be open to sharing new ideas.

Storytelling

Students can briefly summarize a story or history they have heard from someone in advance, or can create their own stories to tell their peers. encourages creative thinking of the stories. It also helps students express their ideas in the format beginning, middle and end, including the characters and the setting of a story has to have. Students can also tell riddles jokes. For example, at the beginning of each class session, the teacher can call a few students to tell riddles and jokes short as an opening. Thus, not only the ability of the students address the teacher speaks, but also draw the attention of the class.

Interviews

Students can interviews on selected topics with different people. It's a good idea that the teacher provides a rubric to students so they know what kinds of questions they can do or what path to follow, but students should develop their own questions for the interview. Interviews with people gives students the opportunity to practice their speaking skills not only in class but also outside and helps them increasingly socialized. After the interviews, each student may submit his study to class. On the other hand, students can interview each other and "introduce" your partner to the class.

Completion History

This is a very nice, with the whole class, talk on the activities of which students sit in a circle. For this activity, a teacher begins to tell a story, but after a couple of phrases that he or she stops counting. Then, each student begins to tell from where the former detainee. Each student is supposed to add four to ten sentences. Students can add new characters, events, descriptions, etc..

Reporting

Before coming to class, students should read a newspaper or magazine and in class, tell their friends what they find as the most interesting news. Students also can talk about whether they have experienced anything worth telling their friends in their daily lives before the class.

Cards

In this game, students must form groups of four. Each stick is a big deal. For example:

• Diamonds: Earning money
• Hearts: Love and relationships
• Spades: An unforgettable experience
• Clubs: Best Teacher

Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask people in the group. For example:

If the theme "Diamonds: make money" is selected, here are some possible questions:

• Is money important in your life? Why Why?
• What is the easiest way to make money?
• What do you think about the lottery? Etc.

However, the teacher should indicate at the beginning of the activity that students are not allowed to prepare the questions yes or no, because by saying yes or no students get some practice in spoken language production. By contrast, open-ended questions students ask one another for them to respond in complete sentences.

Narrating Image

This activity is based on several sequential images. They are asked to tell the story that takes place in sequential images, with attention the criteria established by the teacher as a heading. Categories may include the vocabulary and structures they need to use while narrating.

Image Describing

Another way to make use of images in a speaking activity is to give students a single photo and having them describe what is in the image. For this activity, students can form groups and each group is given a different picture. Students discuss the image with their groups, then a spokesperson for each group describes the image to the whole class. This activity encourages creativity and imagination of students and their public speaking skills.

Find the difference

For this activity students can work in pairs and each pair is given two different images, for example, the image of children playing soccer and another picture of girls playing tennis. Students in pairs discuss the similarities and / or differences in the pictures.

Tips for teachers of oral discourse

Here are some suggestions for language teachers while teaching English oral language:

• Offering the highest opportunity for students to speak the target language, providing a rich environment that includes collaborative work with authentic materials and tasks and knowledge shared.
• Try to involve each student in each activity of speaking, for this purpose, practice different forms of student participation.
• Reduce the time the teacher spoke in class, while students increased speaking time. Step back and observe students.
• Indicate positive signs commenting on a student response.
• Ask questions arouse such as "What do you mean? How to get to that conclusion?" To ask students to talk more.
• Provide written comments as "Your presentation was really great. It was a good job. I really appreciate their efforts in the preparation of materials and efficient use of your voice … "
• Do not correct students' pronunciation errors very often while are talking. Correction should not distract students from their speech.
• Engage to talk not only activities in the classroom but also outside the classroom, parents and other contacts who can help.
• circulate through the classrooms to ensure that students are on track and see whether we need their help while work in groups or pairs.
• Provide advance vocabulary that students need in speaking activities.
• Diagnose problems faced by students who have difficulty expressing themselves in the target language and provide more opportunities to practice spoken language.

Conclusion

Talking about is "the process of construction and distribution of meaning through the use of verbal and nonverbal symbols in a variety contexts "(Chaney, 1998, p. 13). Talk is a crucial part of the foreign language learning and teaching. Despite its importance, for many years, speaking education has been undervalued and language teachers to teach English have continued to speak as a repetition of the exercises or the memorization of dialogues. Without But today's world requires that the goal of speaking teaching should improve students' skills of communication, because only in this way, students can express themselves and learn to follow social rules and cultural conditions in each circumstance communication. To teach students to speak foreign languages the best way possible, some activities of the floor below, which can be applied to EFL and Foreign Language Settings classroom, along with suggestions for teachers who teach oral language.

References

• Celce-Murcia. M. 2001. Teaching English as a Second Language or Abroad (3rd ed.) USA: Heinle & Heinle.
• Chaney, AL, and TL Burk. 1998. Oral Communication Education Grades K-8. Boston: Allyn & Bacon.
• Baruah, TC 1991. The English Teacher's Handbook. Delhi: Sterling Publishers.
• Brown, G. and G. Yule. 1983. Teaching language spoken. Cambridge: Cambridge University Press.
• Harmer, J. 1984. The Practice of English Language Teaching. London: Longman.
• McDonough, J. and C. Shaw. 2003. Materials and Methods in ELT: a teacher's guide. Malden, MA; Oxford: Blackwell.
• Nunan, D., 2003. Practical English Teaching. NY: McGraw-Hill.
• Staab, C. 1992. Oral language for today's class. Markham, ON: Pippin Publishing.

About the Author

M. Enamul Hoque has been an English language teacher for over 15 years in different Government institutes of Bangladesh. He is an Instructor of ELT in the Education and Training Wing, Ministry of Environment and Forest. He has MA in English from Dhaka University, and M.Phil in Applied Linguistics and ELT from the Jahangirnagar University, Dhaka, Bangladesh. His Ph.D is in EFL Teaching and Testing. He has published widely on a variety of topics and is particularly interested in English language teaching and applied linguistics

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