Towards Speaking Fluency

Towards Speaking Fluency

CELE Guided Independent Learning

Make a list of the areas where you need to have speaking fluency. Possible answers: a) Your degree subject. Do you need

to be fluent in the theories and concepts that are important in your subject area?

b) Clubs or societies. Are you responsible for addressing other students in English?

What other answers do you have?

Task 1:


Now make a list of situations where you need to show fluency in your degree and what you need to be fluent in.

Possible answers: a) Formal class presentations (Are

you assessed on fluency?)b) Group discussions: If you are fluent

in the subject area being discussed, you are a useful resource to your group.

Task 2:


Are there any other reasons why you would like to be fluent in English?

Task 3:


Speaking Skills MapWhat do you have most problems with?

• This is much more self reflective and you evaluate your language – you pay more attention to how you say things rather than your message.

There is a difference between when you speak and when you practise speaking.

NB. Speaking vs. Speaking Practice

• The important thing is how effectively the other person understands you – your message is important.

Speaking

Speaking Practice


Speaking practice occurs when you actively focus on the quality of your speaking.

Remember:

Successful Speaking Practice


You can only work on one element at a time.

Making mistakes is an important part of learning.

Be as aware of what you do well as what you have problems with.

It takes time to improve. Be patient.

FAQ: ‘But how do I practice without a teacher?’

Remember, most of the time you will not have a teacher with you when you talk.


Have an ‘English Hour’ in your dorm

Form a speaking group

with some friends

Speak to international

students when the opportunity

arises

Record yourself talking and

listen to yourself

Take every chance you can

to speak English e.g. before class

Watch a scene from a film and discuss it in the

AV Suite

Read a transcript out

loud and compare it to the original

Accept feedback from

your peers

Try to avoid translation as

much as possible

Talk with the SAC tutors Think in English

Discuss something in

the news

There are a lot of resources in the SAC to help with pronunciation.

Speaking Practice Activities: Pronunciation


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There are a lot of resources in the SAC to help with pronunciation.

However, whatever resources you use, the principle remains the same.



Listen to yourself

Identify problem sounds

Listen to good

models

Adapt to the

model

Listen to yourself

Look at the following dialogue.


A: Where were you last night?B: Out.A: Where did you go?B: To the cinema.A: Who with?B: A friend.

Who is talking?Father and

teenage daughter

Classmates

Husband and wife

Boss and employee

Practice the dialogue as the different people. How does it change how you say it? CELE Guided Independent Learning

There are three steps to improving your vocabulary.

Speaking Practice Activities: Vocabulary

F L UFind it Learn it Use it

Read & listen

Discover vocabulary in

context

Make note of useful vocabulary

Learn aspects of the word e.g.

collocation and form

Put vocabulary in your own contexts

Don’t just rely on your core

vocabulary


Use the vocabulary whenever you can

Speaking Practice: Vocabulary

Remember, having a good vocabulary does not mean using complex vocabulary, but using the vocabulary you have appropriately.


Think about how you interact in your own language. Do you interact in the same way in English? How do you do these things in English?

Speaking Practice Activities: Interaction


Interrupt someone

Clarify what you

mean

Ask for clarificati

on

Emphasise your point

The purpose of speaking is to communicate with other people.

For part of your speaking practice, you could forget self correction and concentrate on getting your message across.

Speaking Practice Activities: Fluency

The following activities are adapted from Klippel, F. Keep Talking


Priorities: Why do people go to University? Rank the reasons from 1 (most important) to 8 (least important).



To acquire knowledge

To prepare for a job

To meet other young

people

To train their

memory

To test their intelligence

To make their

parents happy

To become independen

t

To have a good time

What would you rather be, and why?


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What should I do about mistakes?

1st – You will always make

mistakes.

2nd – Everybody makes mistakes.

3rd – Mistakes are a positive part of

the learning process.

4th – The key question is, “Do people clearly understand my

meaning?”5th – Whatever stops people

understanding you is the problem.

6th – Do something about the mistakes that interfere with effective communication.CELE Guided Independent Learning

Do you know what resources are available to help you improve your speaking?


Level - Elementary to Intermediate

A teachers book but contains photocopiable pages for students

Fun games and activities

Books to look for in the SAC


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Level: Advanced Practical self-

help course Helps advanced

students to speak confidently


Books in look for the SAC


Features: Section on

effective use of eye contact, posture, gestures, and voice

Various types of presentation -- from impromptu to persuasive

Pronunciation and listening tips




Chapters on how to access and use different media, including the Internet for research and PowerPoint for visual aids

New interactive, communicative activities and exercises




Level: Advanced Contains 23 units For pairs or groups One example

question from the book is; “If you had a million dollars what would you do?”


Books to look for in the SAC


Level: Advanced The CD provides a

wide range of native speaker accents

Encourages lively, discussion among advanced level students

Consists of 26 topic-based units on common themes


Available at the main desk


Level: Elementary to Upper Intermediate

Contains 18 familiar topics but presented in a refreshing way!

Includes negotiating, persuading, expressing opinion and requesting information


2 hour loan from circulation desk

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Level: Elementary to Advanced

Contains drama activities to build confidence and fluency

Pick the activity you like and practice


Books in the SAC

1) Use the resources and advice you can get in the SAC and from the Academic Support Clinic in SSB 118.

2) You should first be clear about what area you want to be fluent in so you can focus on that area.

3) There are a number of different strategies to help you achieve fluency. Choose the ones that suit you best.


Final words

Thank you.

Any questions or

comments?


Education

Towards Speaking Fluency