Gulistan state university department of the english language and literature course paper

1.5. Strategies in Teaching Speaking to Young Learners
Teaching speaking to young learners is very rewarding since they are less-conscious than older learners (Phillips, 1993). However, the teachers find it difficult since the learners have to master vocabularies, pronunciation, structure, function in order to say what they want.
Cameron (2001) holds an assumption that the major part of teaching and learning to young learners will be oral. Furthermore, she proposes two guiding principles in teaching speaking to young learners: (1) Meaning must come first: if children do not understand the spoken language, they cannot learn it; (2) To learn discourse skill, children need both to participate in discourse and to build up knowledge and skill for participation. It means that the young learners should be involved in a situation where they will practice speaking with real people for real purposes.
Graham-Marr (2004) provides some of the speaking skills that merit classroom time include: fluency, phonological clarity, strategies, being able to produce chunks of language, appropriacy (register), understanding elliptical forms, and the use of interconnected devices.
Based on the explanation above, teaching speaking to young learners should rely on children characteristics to make the learning meaningful. The use of song and cants will be useful for teaching stress patterns and rhythm of English (Phillips, 1993). Kayi (2006) endorses thirteen activities to promote speaking, namely:
Discussion
After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things.
Simulations
Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on.
Role Play
Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and." (Harmer, 2007b)