Teaching Speaking with Model 1 Listening as a Model in Speaking Class

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2. Modelling in Speaking Class

The use of audio recording as a model in the speaking class is related to listening as the input in teaching speaking. The model is the input in the teaching speaking. The following is the discussion of the modelling in speaking class. Prior experience as a listener helps speakers improve their performance as a speaker. There are two possible reasons for this finding. In the first place, being a listener gives learners models to deploy when acting as a speaker. In addition, being a hearer first helps the learners appreciate inherent in the task. Giving speakers experience in the hearer’s role is more helpful than simple practice in tasks in which a speaker is having real difficulties in appreciating what a particular task requires. Brown and colleagues, n. d., as cited in Nunan, 1999: 237 It means that listening activities in the speaking class can help students to improve their speaking performance. As the listeners, the students are given a model of speaking. According to Harmer 1991: 33-37, the ability to use a second language is a result of many subconscious processes in learning. This is the result of the input the people who learn a second language receive and also the result of the experiences that accompany the input. In the research, the model is the input for the students who learn speaking. Hence, the students receive inputs from the modelling. Further, the students gain experiences through the speaking practices in the class.

a. Teaching Speaking with Model 1

The Restricted Nature of Most Materials Nunan 1999: 240-241 explains that in completing reproductive language tasks as speaking, learners are required to do little more than reproduce, with 9 degrees of variation, models provided by the teacher, the textbook, or the audio. This is the list of examples of the task. First, the learner listens to and reads two-line dialogue and practises with a partner. Then, the leaner listens and repeats. Next task is to listen to a model dialogue and repeats, interpolating own name. The fourth is to cue and make-up question. Then, the learner reads two-line skeleton dialogue and practises with a partner. After that, the learner listensreads a model question and asks a partner. Then, shehe reads a model dialogue and has a similar conversation using cues provided. Next task is to study a substitution table and make-up sentences then to study questions and answers in a model dialogue and make up similar questions using similar words. The tenth task is to look at a picture and study model sentences, make up similar sentences about a similar picture. After that, heshe listens to numbers and dates, says them. The next is to listen to an audioscript, answer written comprehension questions, and listen to an interview. Then, heshe asks and answers similar questions with a partner. Next task is to look at diagrams of clocks, with a partner asks and answers questions about the time. The last task is to listen to a model, study a map, and describe the route from one specified point to another. The model in the research has a broader meaning. The model in the research is the means for helping the students in learning the speaking format, pronunciation, style, grammar, and vocabularies related to the topic discussed in the class. 10

b. Listening as a Model in Speaking Class

Rost 1994: 141-142 explains that listening exercises provide teachers with the means for drawing learners’ attention to new forms vocabulary, grammar, new interaction patterns in the language. It means that listening helps students to learn new forms of vocabulary, grammar, interaction patterns in the language. According to Instructional Resources Unit Curriculum and E-Learning Branch Saskatchewan Learning 2006, as cited in www.sasked.gov.sk.cadocsmlaspeak.html , oral communication is a vital component of English language arts curriculum. Further, the writer of the article states that it is important for the teachers to recognize that nonverbal communication is cultural specific. In this case, teachers should be aware of the differences across cultures when the students express themselves nonverbally. The writer of the article also states that since learning and applying the skills of oral English are so closely related, the classroom should be the place where the use of spoken language is supported and active listening developed and valued. In this case, speaking enables students to make connections between what they know and what they are learning, and listening helps them to acquire knowledge and explore ideas.

3. Speaking Skill a. The Nature of Speaking