Technologies of teaching speaking in primary school

Technologies of teaching speaking in primary school

Annotation: This thesis presents scientific and evidence about the technologies of teaching speaking in the primary school.

Key words: dialogic speech, questions and answers, dialogic units, communication, speech situation, linguistic peculiarities, psychologic peculiarities of dialogic speech, spontaneous speech, motivation, emotion

Speaking exists in two forms: dialogue and monologue. There are some peculiarities of the monologue and dialogue speaking. Speech may also be divides into: prepared (ready -made) and spontaneous (unprepared). It is considered prepared when the pupil has been given time enough to think over its content and form. He can speak on the subject following three plan made either independently at home or in class under the teacher’s supervision. His speech will be more or less correct and sufficient fluent since plenty of preliminary exercises had been done before. In schools, however, pupils often have to speak on a topic when they are not yet prepared for it. As a result only bright pupils can cope with the task. The teacher should encourage each pupil to speak on the subject in his own way and thus develop pupils initiative and thinking. The pupils’ speech is considered unprepared when, without any previous preparation, he can do the following:

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  speak on a subject suggested by the teacher (E.g. winter holidays, or Football match).
  
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  speak on the text read. For example, pupils have read two or three chapters of Robin Hood.
  

-speak on the text heard: - Discuss a problem or problems touched upon in the test read or heard.

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  have an interview with “a foreigner”.
  

-Help “a foreigner’, for example, to find the way to the main street or square of the town; or instruct him as to places of interest in the town. This may be done directly or with the help of “an interpreter.”
There are, of course, other techniques foe stimulating pupils’ unprepared speech. The teacher chooses the techniques most suitable for his pupils since he knows their aptitudes, their progress in the language, the time he has at his disposal for developing speaking skills, the concrete material at which pupils are working.
It should be said that prepared and unprepared speech must be developed simultaneously from the very beginning. The relationship between prepared and unprepared speech should vary depending on the stage of learning the language. In the junior stage prepared speech takes the lead, while in the senior stage unprepared speech should prevail.
The content of teaching speaking in English comprises the following three aspects: Linguistic, Psychological and methodological.