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dc.contributor.authorPakula, Heini-Marja
dc.date.accessioned2019-04-02T11:12:00Z
dc.date.available2019-04-02T11:12:00Z
dc.date.issued2019
dc.identifier.citationPakula, H-M. (2019). Teaching speaking. <em>Apples : Journal of Applied Language Studies</em>, 13 (1), 95-111. <a href="https://doi.org/10.17011/apples/urn.201903011691">doi:10.17011/apples/urn.201903011691</a>
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63339
dc.description.abstractTo be able to communicate fluently in a foreign language is the number one goal for many language learners. However, it seems that the teaching of oral skills in language classrooms does not have an important role. There are many reasons: the higher status of written language, teaching to the tests (of written language), teaching the textbook (with emphasis on written language), and lack of knowledge of how to teach speaking. The purpose of the article is to discuss the issue of how foreign language (FL) speaking can be taught based on 1) how speaking is learned and 2) how speaking proficiency is defined. More specifically, 1) How do learning theories translate into teaching speaking at classroom level? and 2) What is the significance of the current understanding of language proficiency as reflected in the models of communicative competence and the Common European Framework (Council of Europe, 2001) and its Companion Volume with New Descriptors (Council of Europe, 2018) to the teaching of speaking in formal foreign language contexts? On the basis of the theoretical and research reviews, some pedagogical implications and suggestions for research are provided. The pedagogical implications concern the teaching of fluency and formulaic sequences, the teaching of spoken grammar, the teaching of linguistic, sociolinguistic and pragmatic competences. Classroom applications of the sociocultural theory include pair and group work, communicative activities with opportunities for the negotiation of meaning, and creative spoken production. It is suggested that teachers’ pedagogical content knowledge (PCK) be applied as a means to integrate theory with classroom applications. Suggestions for related research are provided.en
dc.language.isoeng
dc.publisherUniversity of Jyväskylä, Centre for Applied Language Studies
dc.relation.ispartofseriesApples : Journal of Applied Language Studies
dc.rightsCC BY 4.0
dc.subject.otherforeign language learning
dc.subject.otherforeign language teaching
dc.subject.otherteaching oral skills
dc.subject.otherlanguage teacher education
dc.titleTeaching speaking
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201903011691
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-04-02T11:12:01Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange95-111
dc.relation.issn1457-9863
dc.relation.numberinseries1
dc.relation.volume13
dc.type.versionpublishedVersion
dc.rights.copyright© Authors, 2019
dc.rights.accesslevelopenAccess
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.17011/apples/urn.201903011691


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Except where otherwise noted, this item's license is described as CC BY 4.0