Speaking Skill

Speaking skill is a skill using language to communicate using verbal or non-verbal symbols
orally in different context that can be improved through learning language. As a skill, speaking is
part of five language skills (reading, writing, listening, speaking, and viewing) and also known as
a productive skill where the main point of speaking skill is to communicate orally (productive
skill).

Indicators of Speaking Skill

 Imitative, intensive, responsive, interactive, extensive
Imitative
At the imitative level, it is probably already clear what the student is trying to do. At this level, the
student is simply trying to repeat what was said to them in a way that is understandable and
with some adherence to pronunciation as defined by the teacher.
It doesn’t matter if the student comprehends what they are saying or carrying on a conversation.
The goal is only to reproduce what was said to them. One common example of this is a “repeat
after me” experience in the classroom.
Intensive
Intensive speaking involves producing a limit amount of language in a highly control context. An
example of this would be to read aloud a passage or give a direct response to a simple
question.
Competency at this level is shown through achieving certain grammatical or lexical mastery.
This depends on the teacher’s expectations.
Responsive
Responsive is slightly more complex than intensive but the difference is blurry, to say the least.
At this level, the dialog includes a simple question with a follow-up question or two.
Conversations take place by this point but are simple in content.
Interactive
The unique feature of intensive speaking is that it is usually more interpersonal than
transactional. By interpersonal it is meant speaking for maintaining relationships. Transactional
speaking is for sharing information as is common at the responsive level.
The challenge of interpersonal speaking is the context or pragmatics The speaker has to keep
in mind the use of slang, humor, ellipsis, etc. when attempting to communicate. This is much
more complex than saying yes or no or giving directions to the bathroom in a second language.
Extensive
Extensive communication is normally some sort of monolog. Examples include speech, story-
telling, etc. This involves a great deal of preparation and is not typically improvisational
communication.

Speaking skills on the National Curriculum

The National Curriculum states that spoken language is a crucial part of learning English in
schools. Throughout primary school, children will learn to:
 Listen and respond to teachers and classmates
 Build their vocabulary
 Use spoken language to express feelings, give explanations and describe
 Ask questions to increase their understanding
 Participate in drama, conversations, role play, discussions and debates
 Understand formal and informal speech
 Listen and understand different points of view
 Hold the attention of the listener

How to develop English speaking skills with ESL students

Practice makes perfect when it comes to developing English speaking skills. Listening to
English, understanding grammar and reading can all help slightly, but they're never going to
improve English speaking skills to the extent it is possible. Your class need to actually speak. As
ESL students, understanding the nature of English can be a real struggle. Students with
different native languages can be at a disadvantage because of the nature of English.
Here are some helpful tips on how to develop English speaking skills:
 Learn new vocabulary in phrases - although learning new words and their
pronunciation is always beneficial, some words need to be learnt in phrases to be of
much use when speaking in English.
For example, a cup of coffee might be more useful than just learning "coffee.
 Focus on pronunciation. Although learning lots of vocabulary can boost English skills,
if these words aren't pronounced correctly, it can be easy to misunderstand what the
student is saying. A top tip to ensure students pronounce the words they've learnt
correctly could be to try some tongue twisters. For example, this PowerPoint full of
tongue-twisters would be really useful to get your class practicing.
 Ensure they understand how English flows. With ESL students, an important focus
on how to develop English speaking skills is to get them into the flow of how English is
usually spoken. This is because often their native language has a very different flow.
Native speakers of English link words together, often resulting in a sound disappearing,
or a new sound being made. There are often some syllables stressed that wouldn't be in
other languages or a different rhythm overall.
  Get them to practice self-talk. This involves getting them to talk loudly in English to
themselves. This could be before completing a task, such as "shall we go and grab a
coffee?" to "I need to go to the gym tonight."
 Encourage your students to download practice apps. This can break down difficult
language into manageable chunks that can be practiced on the go at regular intervals.

What are the Speaking Sub Skills?

Effective communication involves more than just speaking fluently.
Effective communication is a crucial skill that is essential for students to convey their message
effectively. To achieve this, there are ten speaking sub-skills that are essential for individuals to
master, which go beyond merely speaking fluently. As a teacher, it is important to help learners
develop these sub-skills to become effective communicators.
Here are 10 speaking sub-skills
1. Fluency:
Fluency refers to the ability to speak without hesitations, pauses, or repetitions. It is the ability to
speak smoothly with a logical flow of ideas without planning or rehearsing beforehand. Fluency
is important because it ensures that the speaker can communicate their message clearly and
succinctly.
2. Accuracy with Words & Pronunciation:
It is crucial to use words, structures, and pronunciation accurately while speaking. Inaccurate
usage can lead to miscommunication or confusion. Learners should be encouraged to practice
their pronunciation and use words and structures correctly to avoid misunderstanding.
3. Using Functions:
Using specific phrases for specific purposes like giving advice, apologizing, or making
suggestions can help individuals communicate more effectively. Learners should be taught how
to use these phrases appropriately and encouraged to use them in conversation.
4. Appropriacy:
It is essential to use language that is appropriate for the situation and make decisions about the
formality and choice of grammar or vocabulary. For example, using slang may be inappropriate
in a formal setting. Learners should be taught how to use appropriate language in different
settings to avoid offending others or appearing unprofessional.
5. Turn-taking Skills:
Turn-taking skills involve using ways of interjecting, eliciting an interjection, or preventing one. It
is important to use these skills to avoid interrupting others or being interrupted. Learners should
be taught how to use these skills to ensure that communication is smooth and effective.
6. Relevant Length:
Speaking at a length appropriate to the situation is important. Overly long or short responses
can lead to confusion or disinterest. Learners should be taught how to tailor their responses to
the situation and avoid going off-topic.
7. Responding and Initiating:
Being able to manage a conversation by making responses, asking for a response, or
introducing a new topic or idea can help individuals become effective communicators. Learners
should be taught how to initiate and respond to conversation to keep it flowing and engaging.
8. Repair and Repetition:
When individuals suspect that what was said was not understood, they should be able to repeat
or rephrase parts of a conversation. This can help avoid confusion and ensure that the message
is conveyed effectively. Learners should be taught how to recognize when clarification is needed
and how to effectively ask for or provide it.
9. Range of Words and Grammar:
Being able to use particular grammar and/or vocabulary for speaking on a specific topic or for
doing a specific task can help individuals become effective communicators. Learners should be
taught how to use vocabulary and grammar appropriately for different situations to communicate
their message effectively.
10. Discourse Markers:
Discourse markers are words or phrases that organize a talk, such as firstly, secondly, on the
other hand, or to summarize. Using these markers can help structure the message and make it
easier to understand. Learners should be taught how to use discourse markers to make their
message clearer and more organized.

Types of Speaking Skills Crucial for Every Student

Conversation skills
Conversational skills are important in everyday communication. The ability to participate in
meaningful conversations, actively listen and express one’s thoughts clearly are important skills
for building relationships and networking. Students can practice conversational skills by
participating in group discussions, participating in extracurricular activities, and seeking
opportunities for social interaction.
Impromptu Speech
Impromptu speaking is a one the most difficult type of speaking skill, it refers to the ability to
make a coherent speech or express an opinion spontaneously without prior preparation. It
requires thinking on your feet, quick organization of thoughts and a concise and logical
response. Participating in impromptu speaking exercises or participating in real speaking
competitions can help students improve their ability to communicate effectively under pressure.
Passion
In order to speak skillfully you should be extremely passionate about the topic you are referring
to. One of the underrated qualities required to connect with the audience is your interest in a
particular area. Your interest in a certain topic will make you go into depths and “whys” of a
certain department and only then you can derive a brilliant excerpt to present to your audience.
Presentation skills
Presentation skills include the ability to effectively communicate information using visual aids
such as slides or multimedia, engaging and engaging an audience. Students are often required
to give presentations as part of their academic requirements, and acquiring this skill can
significantly improve their academic performance and future professional success. Practicing
your presentation skills with sample presentations, asking for feedback from colleagues or
teachers, and studying successful presenters can be very helpful.
Clear articulation
Good open speaker articulate words clearly and utilize legitimate linguistic use whereas
maintaining a strategic distance from verbal bolsters like “um” and “ah”. Verbal bolsters can
divert the group of onlookers from what the speaker is really attempting to say. Open speakers
with clear verbalization lend more clarity to their considerations since they have fabulous
command over the dialect, utilize suitable words and have a wealthy lexicon. Separated from
diminishing verbosity, clear enunciation gives you the certainty to talk at little and huge
meetings.
Discourse and Persuasive Speaking
Argumentative and persuasive skills include arguments, defending a position and influencing
others through reasoned and effective communication. These skills are valuable for critical
thinking, developing a strong understanding of different perspectives, and the ability to express
ideas persuasively. Joining discussion groups, participating in public speaking workshops, or
participating in mock debates can improve these skills.
Public performance
Public speaking is the ability to convey a message or share information to a large audience. It
requires clear articulation, appropriate use of body language and engaging the audience.
Developing strong speaking skills can increase confidence, improve leadership skills and
enhance persuasive communication. Students benefit from joining public speaking clubs,
participating in debates, or speaking in front of their classmates. To be honest, public speaking
improves when you speak in public, it’s the same like learning swimming, you have to dive in
water to learn. Initially start with a small group and then slowly increase.