Component of Speaking Proficiency (Fluency and Accuracy)
Based
on Iwashita (2010:33) in speaking proficiency has many component, but the
researcher will focus on two object, there are fluency and accuracy.
a. Fluency
Fluency as natural language use like the native speakers. That the ability
one speaks fluently can sustain the speaker to produce continuous speech and
meaning without comprehension difficulties for the listener. eventually put the
fluency development into the criteria list of communicative competence for being
a successful English speaker. Fluency is also used as a criterion to measure
one’s speaking competence. Speaking fluently means being able to communicate one’s
ideas without having to stop and think too much about what one is saying
Shen
(2013) fluency as the ability to get across communicative intent without too
much hesitation and too many pauses to cause barriers or a breakdown in
communication. Fluency refers to the quality or condition of being able to
speak or write a language or perform
an action smoothly,
accurately and easily, which
includes the ability to produce written and/or spoken language with ease, the
ability to speak with a good but not
necessarily perfect command
of intonation, vocabulary,
and grammar, the
ability to communicate
ideas effectively, and the ability to produce continuous speech without
causing comprehension difficulties or a breakdown of communication. In
other words, accuracy
emphasizes precision or
exactness and is
often emphasized in
formal instruction, language acquisition,
grammar competence and
grammar-translation method, while
fluency describes a level
of proficiency in communication and
is frequently stressed
in procedural skill,
expression proficiency, lexical phrases, social interaction,
necessary topics and discourse. Accuracy is the basis of fluency while
fluency is a further improvement of a person‘s linguistic competence and a
better revelation of his/her communicative competence.
In
this researcher focus on hesitation. Based on Khojastehrad (2012: 179) Hesitations
are pauses of varying lengths, which are not usually left unfilled. They
usually occur when a speaker finds himself/herself in a po sition where he/she
lacks the words to use or strug gles with cognitive or verbal planning.
In
fluency the researcher will focus on students’ hesitation, students’ speak confidently without irrelevant pauses or hesitation,
however, often with making major mistakes. According to Lee (2008:23) various kinds of hesitation such as “um”, “well”, “you know”.
In
addition Rahmatian et al (2014: 107) hesitation in a foreign language is
interpreted as a sign of disfluency. disfluent speech is a speech marked with
long pauses which cut off the discourse into less well-defined blocks from a
syntactic or conceptual point of view. Hesitation that extends beyond three
seconds is the sign of a major breakdown, or even premature end to the speech.
Hesitation comprises three components: beginnings, pauses, and repetitions.
The
concept of fluency as opposed to the concept of hesitation is centered over the
temporal aspects of speech: as the number and duration of hesitation goes up,
the speech is considered as less fluent. On a general basis, hesitation in
mother tongue allows the speaker to plan his/her speech, to select words, and
to articulate. The same is true for a foreign language. However, hesitation in
a foreign language is interpreted as a sign of disfluency. Disfluent speech is
a speech marked with long pauses which cut off the discourse into less
well-defined blocks from a syntactic or conceptual point of view. Hesitation
that extends beyond three seconds is the sign of a major breakdown, or even
premature end to the speech. Hesitation comprises three components: beginnings,
pauses, and repetitions. Each component
has sub-components. The following diagram illustrates the phenomenon of
hesitation along with its components.
Erten
(2012: 68) Disfluencies are about
silent pauses, fillers,
false starts, grammatical errors
and hesitations. As hesitations and disfluencies are inevitable and in fact,
natural, some speakers
prefer to resort
some filler words
or pause fillers.
What a speaker wants to convey while using fillers
may be actually a signal showing that he is in a cognitive process; in other
words, he is thinking.
1) Pauses
Silences
can make or break the conversation: if two persons involved in a conversation
have different ideas about the typical length of pauses, they will face
problems with turn taking. One person might feel that the silences are long and
awkward, while the other person might feel that there is never a silence long
enough for them to take the turn. Silences occur in conver-sation for a number
of reasons, for example for breathing, think-ing, word-searching and turn
taking management. Of course, one may also be silent because the other person
is talking. Before we go any further, we need to establish what we mean by
silences, and what we mean by pauses.
2) Fillers,
According
to Santos & Alarcón (2016; 192) fillers are also known as pausing or
hesitation phenomena which are a commonly occurring feature of natural speech
in which gaps or hesitations appear during the production of utterances. The
commonest types of pauses are: silent pauses, that is to say, silent breaks
between words andfilled pauses which are gaps filled by such expressions as um,
er, mm.
3) Hesitations
Hesitations
are pauses with varying length, which are not usually left unfilled. They occur
when the speakers are in the need of words or when they plan their next utterance.
Speakers do this
by stretching sounds,
repetitions or fillers.
As for another
key concept, disfluencies;
they can be
defined as phonema
which interrupts the flow
of speech.
b. Accuracy
Accuracy is one
of the most important criteria to measure one’s linguistic ability and to
shelter language users from communication breakdowns. accuracy concerns “the
ability to produce grammatically correct sentence. Nevertheless, the terms accuracy
seems to cover more than that. Specifically, speaking English accurately means
doing without or with few errors on not only grammar but vocabulary and
pronunciation, as well.
In
accuracy the researcher will focus on pronounciation. According
to In explantion of Shooshtari, Mehrabi & Mousavinia (2013) when talking
about pronunciation in
language learning we
mean the production
and perception of significant
sounds of the
language in order
to achieve meaning
in contexts of language use, this comprises the
production and perception of
segmental sounds, of
stressed and unstressed
syllables, and of
'speech melody', or intonation.
Based on Yates (2002) Pronunciation
refers to the production of sounds that we use to make meaning. It includes
attention to the particular sounds of a language (segments), aspects of speech
beyond the level of the individual sound, such as intonation, phrasing, stress,
timing, rhythm (suprasegmental aspects), how the voice is projected (voice quality) and, in its
broadest definition, attention to
gestures and expressions that are closely related to the way we speak a
language.
Gilakjani (2012) pronunciation
refers to the production of sounds that we use to make meaning. It includes
attention to the particular sounds of a language (segments), aspects of speech
beyond the level of the individual sound, such as intonation, phrasing, sfress,
timing, rhythm (suprasegmental aspects), how the voice is projected (voice
qualify) and, in its broadest defmition, attention to gestures and expressions
that are closely related to the way we speak a language.
In
addition Laurea (2015: 8) point out the pronunciation refers
to how we produce the sounds that we use to make meaning when we speak. It
includes the particular consonants and vowels of a
language (segments), aspects
of speech beyond
the level of
the individual segments,
such as stress, timing, rhythm,
intonation, phrasing, (suprasegmental aspects), and how the voice is projected
(voice quality). Although we often talk about these as if they were separate,
they all work together in combination
when we speak,
so that difficulties
in one area
may impact on
another, and it
is the combined result that makes
someone’s pronunciation easy or difficult to understand.
Shen
(2013) accuracy as the use of
correct forms where utterances
do not contain
errors affecting the
phonological, syntactic, semantic
or discourse features
of a language. accuracy refers to
the ability to produce grammatically correct sentences. Accuracy is the ability to speak correctly without
making serious mistakes and therefore a greater use of instant teacher's correction within a speaking activity is appropriate.
1) Phonological
Phonemes are the smallest units of language and account for an integral part of school-age language understanding and production. Likewise, the student must listen to speech from teachers and peers during school, which requires phonological processing. The challenge for students in school becomes how phonology relates to reading and writing. Research shows that children with histories of phonological and/or speech sound disorders have more difficulties with acquiring written language skills than non-affected peers.
2) Syntactic
Syntax is the architecture of words,
phrases. and clauses toward the production of the unit known as the sentence.
It is this structure that helps define
the relationships between words. During the school age years. children use syntax across all four modalities of
language. For listening, children must understand and derive meaning from
sentences heard: in contrast, for speaking they must produce meaningful
sentences for a multitude of reasons.
3) Semantic or Discourse
Features
Semantics is
the area of meaning.
It might be thought
that semantics is covered
by the areas
of morphology and
syntax, but it
is quickly seen
that this level needs to be
studied on its own to have a proper perspective on meaning in language. Here
one touches, however,
on practically every
other level of language
as well as
there exists lexical,
grammatical, sentence and
utterance meaning.
INFO DAN FILE LENGKAPNYA KLIK DI SINI
HUB 085398507498
