# teaching language productive skills - Bağlantı: https://eegitimim.com/teachng-language-productive-skills/ - Yayımlanma: 2026-06-14T10:41:33+03:00 - Yazar: admin ⌊Loader⌉ Loading… ⌊EAD Logo⌉ Taking too long? ⌊Reload⌉ Reload document | [ ⌊Open⌉ Open in new tab ](https://eegitimim.com/teachng-language-productive-skills/#) [Download ](https://eegitimim.com/wp-content/uploads/2026/05/productive-skills.pdf) PRODUCTIVE SKILLS: *A basic methodology model for teaching productiveskills:1- Lead- in stage:2- Set the task3- Monitor the task4- Task feedback5- Task-related follow up*The Language Issues (Problem) for PRODUCTIVESkills:For productive skills, learners may have problems ofvocabulary and grammar. There are a number of steps wecan take which will help students achieve success:1- Supply key languageTeach key vocabulary before the activity—more exposureand practice!2- Plan activities in advancePlan production activities!*PROJECTS for PRODUCTIVE Skills:For children produce their own booklets, computerbased materials, cookbooks, etc.It helps to skill integration and information gathering!!!Projects for EFL/ ESL  class newspaper, brochures,prepare for a debate, etc…Steps for project work:1- The briefing/ the choice:Decide on topic!(the choice)Decide aims of the project, ways of gathering data,timescale of project! (the briefing)2- idea/ language generation:What is going into their project? What they have to find out?Where they can find that info?3- Data Gathering:-gather data from the sources-they can design questionnaires-they can interview-use internet, books-watch TV programmes, listen to radio4- Planning:Make a plan of how the final project will be set out5- Drafting and Editing6- The Result7- consultation/ tutorial webquest project:Allows teachers to get their students to do research fromthe comfort of a computer terminal.A.SPEAKING:*CHARACTERISTICS OF SPEECH PRODUCTION:Essentially linear; it takes place in real timeEach utterance is dependent on the preceding one;therefore, it is spontaneous /contingentUn/plannedthe planning time is really limitedEllipticalUse of pronounsDeictic expressions (this/that/here/there/now/ then)Use of simplified structureUse of formulaic expressionsUse of fillers and hesitation devices*TYPES OF ORAL LANGUAGE:Participation Interactive ( multi-party speech) Non-interactive (monologue)Planning Unplanned PlannedPurpose Interpersonal Transacti***On the basis of these criteria, we can classify speakinggenres according to their general purposes, the kind ofparticipation they involve, and the degree of planning. Forexample:*SPEECH PRODUCTION :What is involved in speech production process?1) CONCEPTUALIZATION Decide what to say. Think about the utterance; its discourse type; its topic its purpose.2) FORMULATION Formulate the ideas Making strategic choices at the level of ;o Discourse (script)o Syntaxo Vocabularyo Grammar( Add-on Strategy)o Pragmatics (extra decisionsat the pragmatic level)3)ARTICULATION Producing the sounds Processes of loudness, pitch direction Pausing Production of meaningful utterancesHow do we correct the mistakes we make whilespeaking?4) SELF-MONITORING Self-monitoring at the conceptualizationstage: may result in the abandonment of themessage. Self-monitoring at the formulation stage: may result in a slowing down or a pause andthe subsequent backtracking and re-phrasingof an utterance. Self-monitoring at the articulation stage: results in the kind of corrections that fluentspeakers have to make when sth. happens.*NECESSARY CONDITIONS FOR SPEECHPRODUCTION: Fluency Automaticity What are the features of fluency? 1. the speed 2. infrequent pauses 3. pauses occur at meaningful transition points 4. long runs of syllables and words between pauses 5. using pause fillers (productio  What is needed to achieve any degree offluency? o some degree of automaticity How can automaticity be achieved?o through the use of prefabricated chunks.o Through discourse level procedures (takingturns- avoidance of long silences)o Through practice*MANAGING TALK:Interaction: What are the main characteristics of aninteraction?o information gapo choiceo feedbackTurn taking: How does a speaker signal his/herconversational intentions?By using conversational discourse markers.Discourse marker signals a speaker’s conversationalintentions. It lets other speakers know what yourintentions are.Typical discourse markers for managing turn-takinginclude:that reminds me (= I’m continuing the same topic)by the way (= I’m indicating a topic change)well anyway (= I’m returning to the topic) like I say (= I’m repeating what I said before)yes, but(= I’m indicating a difference of opinion)yes no I know(- I’m indicating agreement with anegative idea)uh-huh ( = I’m listening)Paralinguistics:Negotiation of speaking turns does not rely on wordsalone. The interactional use of eye gaze and gestureare known as paralinguistics. SPEAKING AS KNOWLEDGE (What does aspeaker know?)1) Extralinguistic knowledge topic and cultural knowledge (commonexperience and background about the topicand culture) knowledge of the context (reference to theimmediate context) familiarity with the other speakers ( relationbetween the speakers and the degree ofshared knowledge) Sociocultural knowledge*In X country, long silences are tolerated inconversations* In Y country, you don’t normally ask peoplewhy they are not married Knowledge about social values and the normsof a behavior in a given society. Certain speech events such as greetings,requests, or apologies, may differ in differentsocial groups.2) Linguistic knowledge Genre knowledge (type of speech event)How is the structure of a genre determined? Purpose of speaking: There are two mainfunctions of speaking: transactional function – the primarypurpose is to convey information andfacilitate the exchange of goods orservices; interpersonal function – aim is toestablish and maintain socialrelations. Interactive vs. Non-interactive Planned vs. UnplannedE.g. (Speaking genres) Airport announcements Sports commentary Job interview Service Encounte Casual conversation Discourse knowledge Knowing how to organize andconnect individual utterances, how to map this knowledge on to theturn-taking structures of interactivetalk How to use discourse markers The use of discourse markers isimportant in; the fluid management of interactivetalk signaling one’s intentions, holding the conversational turn, marking the boundaries in a talk. Pragmatic knowledge ( relation betweenlanguage and its contexts of use, purpose ofuse) Speech acts (function) The co-operative principle (co-operationbetween speaker and interlocutor)-Quantity-informative as required-Quality- true knowledge- Relation-Relevant knowledge-Manner- Brief and orderly speaking (noobscurity and ambiguity) Politeness (Please, thank you, etc.) Register (Formality degree? Formal? Informal? TENOR-FIELD- MODE) Grammar KnowledgeWRITTEN GRAMMAR SPOKEN GRAMMARSentence- based Clause-based (Minimal planning)Embedding(Subordination) Co-ordination (Add- on strategy)Subject+ Verb +Object Head + Body + TailReported Speech Direct SpeechPrecision VaguenessLittle Ellipsis A lot of EllipsisNo question tags Many question tagsNo performance effects Performance effects (audible effects of real￾time processing)- hesitation-Repeats-False starts-Incompletion-Syntactic Blends*Other difference between written and spoken grammar: distribution of particular languageitems Vocabulary Knowledge Discourse markers Words/Expressions that expressspeaker’s attitude ( stance) Speakers also employ a lot of wordsand expressions that express positiveor negative appraisal. Deictic Expres Chunks Speakers also make use of chunks(also called as lexical phrases,holophrases, formulaic language, andprefabricated chunks.) Phonology Knowledge Pronunciation, stress, andintonation.SPEECH CONDITIONS: COGNITIVE FACTORS Familiarity with the topic Familiarity with the genre Familiarity with the interlocutors Processing Demands AFFECTIVE (EMOTIONAL) FACTORS Feelings towards the topic/ theparticipants Self-consciousness PERFORMANCE FACTORS Planning and rehearsal time Time pressure Environmental conditions Degree of collaboration Discourse control Mode of speaking*COMMUNICATION STRATEGIES:Strategic competence is achieved by means of whatare called communication strategies.Some common communication strategies are: * circumlocution: such as I get a red in my head to mean shy * word coinage: such as vegetarianist for vegetarian * foreignizing a word: warmer instead of heater * approximation improvising): using an alternative, related word, such as using work tablefor “workbench” * using an all-purpose word: such as stuff, thing, make, do * language switch: using the L1 word or expression (also called code-switching) * paralinguistics: using gesture, mime, and so on, to convey the intended meaning * appealing for help, e.g. by leaving an utterance incomplete:Speaker 1: The taxi driver get angry, he lose his, erm,how you say?Speaker 2: temperSpeaker 1: he lose his temper and he shout me. avoidance strategy (discarding) : such asabandoning the message altogether or replacing theoriginal message with one that is less ambitious. discourse strategy is the wholesale borrowingby the speaker of segments of other speakers’utterances, often in the form of unanalyzed units, as inthis instance:Speaker 1: When did you last see your brother?Speaker 2: Last see your brother six years ago …A related discourse strategy is the repetition of one’sown previous utterance:Speaker 1: The woman hear a noise …Speaker 2: What kind of noise?Speaker 1: The woman hear a noise, loud one …!!! These strategies help to create illusion!!! BUT long term use of these strategies may affectthe learner’s developing language system(fossilization and lack of linguistic competence –developing only strategic competence) Is the lesson sequence for receptive skillsadequate for productive skills as well? Nooo  What are the new stages for teachingspeaking?* THE STAGES OF TEACHING SPEAKINGPROCESS: Awareness raising:Learners need to be aware of features of the targetlanguage. Appropriation:Learners need to integrate these features into theirexisting knowledge. Autonomy:Learners need to develop the capacity to mobilizethese features under real-time conditions andunassisted. 1) AWARENESS-RAISING: To raise the awareness of the student. Awarenessactivities have dual function:o Discovering knowledge gapso Filling these knowledge gaps How is this function fulfilled? Awareness involves at least three processes: a)Attention(help the students to get interested,involved and curious) It is drawing students’ attention to the targetlanguage feature Students should be alert: interested, involved andcurious.b)Noticing (help the students notice the languagefeature) It is conscious registering of the occurrence ofsomething. Noticing is likely to take place :o If the target language feature is salient( becauseof its frequency, size, significance, orusefulness among other things) o If it has already been pointed out,o If it is surprising What are the techniques for noticing? 1. Identifying 2. Counting 3. Classifying 4. Matching 5. Connecting 6. Comparing and contrasting 7. Fill in the gaps in a transcript  What are the tools/materials to use forattention& noticing? Live listening: * Anecdotes (usually having a humorous or unusual outcome) toldby the teacher * A guest speaker  Recordings & tapescripts (texts)c)Understanding(help them to recognize a It is recognizing a general rule or principle orpattern. Understanding is more likely if there are severalinstances of the item.2) APPROPRIATION: Collaborative construction of Behavior +Mental Process Appropriation Activities:These activities: o help the students practice the skill,o help the students take over the ownership of thepracticed language feature, by providing practicedcontrol, Not controlled practice!!! What is the difference between controlledpractice and practiced control? Controlled practice: repetitive practice oflanguage items in conditions where the possibilityof making mistakes is minimized. Mainly drilling Practiced control: involves demonstratingprogressive control of a skill where possibility ofmaking mistakes is ever present but wheresupport is always at hand. Suggested Activities for Appropriation?(Some of these activities are mentioned in yourbook, but the others are extra ones out of yoursyllabus. Be careful! ) 1. Drilling: imitating and repeating words, phrases and even the whole utterance. Advantage:o It helps with gaining control over language.o It is a way for fine tuning for articulation.o Help in the storing & retrieving of the chunks aswhole units. 2. Chants o Playful form of practiceo Contextualized and more meaningful form ofdrillingo E.g. Divide the class into two groups.o One group chants the problem, the other groupchants the advice. 3. Milling activities: o more communicative way of providing repetitivepracticeo How?o E.g. Students walk around the class to ask thesame question to other learners with a view tocompleting a survey.o In groups a person states a problem given by theteacher & asks for advice to different students. 4. Dialogues: o Interaction taking place between two peopleo Sts. Work in pairso How are the dialogue activities designed?o Dialogues: Dialogues can be presented in full text. (Sts.act their parts – Sts. are given roles) Jumbled dialogue can be given. –Sts. put itinto order & then act out) After the taped dialogue is listened to, &repeated through different activities T. writessome cue words on board & sts. try to act outthe dialogue using the cues. Dialogues using cue-cards These are examples of info-gap activities Different amounts of information can be given onthe cue cards depending on the readiness level ofthe studentso Dialogue activities using cue-cards: 5. no choice cue cards 6. one-sided choice cue cards 7. two-sided choice cue cards 8. Manipulation drills: parts of a sentence is given and students areexpected to form sentences using good intonation 9. Casting conversations: Students are expected to form conversations based on the given context andjustify their choice. Talking about their choice will helpthem 10. Substitution: In a given dialogue target phrases are underlined and students are required to replacethese phrases with another one with similar function. 11. Faded dialogues (Incomplete dialogues): Students fill in the blanks in a given dialogue usingappropriate phrases. 12. Paper conversation: Students write down the dialogue instead of talking.3) AUTONOMY: To maximize speaking opportunities and increasethe chances that learners will experienceautonomous language use. To achieve this, the following conditions need tobe met: 13. Productivity 14. Purposefulness 15. Interactivity 16. Challenge 17. Safety 18. Authenticity  Suggested activities for Autonomy? Presentation and talks Stories, Jokes and anecdotes Drama, Role-play and simulation Conversationand chat (open/ close pairwork) Outside-class speaking activities Discussions and debateso Buzz groups: these can be used fora whole range of discussions. For example,we might want students to predict the contentof a reading text, or we may want them to talkabouttheir reactions to it after they have read it.o Instant comment: another way inwhich we can train students to respondfluently andimmediately is to insert‘ instant comment’mini-activities into lessons. This involvesshowing them photographs or introducingtopics at any stage of a lesson andnominatingstudents to say the first tiling that comesinto their head.o Formal debates: in a formal debate,students prepare arguments in favor oragainst various propositions. In order fordebates to be successful, students need tobe given time to plan their arguments, oftenin groups. A popular debate game is“balloon debate”.o Unplanned discussion: Somediscussions just happen in the middle oflessons; they areunprepared for by the teacher, but, ifencouraged, can provide some of the mostenjoyableand productive speaking in languageclasses.o Reaching a consensus: One of thebest ways of encouraging discussion is toprovide activities which force students toreach a decision or a consensus, often as aresult of choosing between specificalternatives. What are teacher’s roles in a speaking lesson? PROMPTER PARTICIPANT FEEDB