Types of Speaking
Marriam, Azeer & Dogar (2011: 38-39)
Many language learners
regard speaking ability
as the measure
of knowing a
language. These learners define fluency as the ability to converse with
others, much more than the ability to
read, write, or
comprehend oral language.
They regard speaking
as the most
important skill they can
acquire, and they
assess their progress
in terms of their accomplishments in
spoken communication. Language learners need to recognize that speaking
involves three areas of knowledge:
a. Mechanics
(pronunciation, grammar, and vocabulary): Using the right words in the right
order with the correct pronunciation
b. Functions (transaction
and interaction): Knowing
when clarity of
message is essential (transaction/information exchange)
and when precise
understanding is not required
(interaction/relationship building)
c. Social
and cultural rules and norms (turn-taking, rate of speech, length of pauses
between speakers, relative roles
of participants): Understanding
how to take
into account who is
speaking to whom. in what circumstances, about what, and for what reason.
In the communicative model of language
teaching, instructors help their students develop this body
of knowledge by
providing authentic practice
that prepares students
for real-life communication
situations. They help their students develop the ability to produce
grammatically correct, logically connected sentences that are appropriate to
specific contexts, and to do so using acceptable (that is, comprehensible)
pronunciation.
In
communicative output, the
learners' main purpose
is to complete
a task, such
as obtaining information, developing a travel plan, or creating a video.
To complete the task, they may use the language that the instructor has just
presented, but they also may draw on any other vocabulary, grammar, and
communication strategies that they know.
In communicative output activities, the criterion of success is whether
the learner gets the message across. Accuracy is not a consideration unless the
lack of it interferes with the message.
All of those components will produce
speech that can be understood in communication, good pronunciation,
grammatically knowledge, vocabularies mastery, comprehension in meaning and
fluency are needed in building a speech. However it must be remembered that language
and speech are meant for communication. It is not enough for students to learn
words, phrases and grammatical only. They have to produce speech in their daily
communication. Learning language is about practicing and generating speech.
Students need to express their meaning by doing much practice in speaking.
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