English teachers in Japan are highly expected to develop their students’ oral interaction abilities. However, the problem in developing this ability is the classroom atmosphere that prevents the students from speaking. The more the teachers attempt to develop their students’ English-speaking skills, the less motivated the students are. To address this problem, English teachers focused on peripheral skills of language use, hesitation, repetition, and abbreviation, which are usually considered outside of the main objectives of English teaching. A teaching practice shows that teaching these skills contributes to creating a classroom atmosphere that motivates the students to speak. This study shows how to teach these skills.