BASIC ENGLISH

SPEAKING
DINA 1 S T MEETING
DESTARI
T U E S D AY
08.09.2020
Speaking is the most 14 frequently used language skill.

Rivers (1981) argues speaking is used twice as much as

reading and writing in our communication.

Speaking has usually been compared to writing, both

being considered "productive skills", as opposed to the
"receptive skills" of reading and listening.

Speaking also is closely related to listening as two

interrelated ways of accomplishing communication.
Speaking can also serve one of two main
functions: transactional (transfer of
information) and interactional (maintenance
of social relationships)
(Brown and Yule, 1983: 3).
 Considering the importance of speaking is the most
crucial language skill among other skill.

Penny Ur (1996) stated that of all the four skill

(listening, speaking, reading and writing), speaking
seems intuitively the most important; people who know
a language are referred as “speaker” of that language,
as if speaking include all other kinds of knowing; and
most foreign language learners are interested in
learning to speak.
 English is a universal
languages and it is
With all this happening
understood all over the
one cannot afford to live
world. In fact, in today’s
without speaking English.
world speaking English has
become a necessity.
 NUNAN (1999) AND BURKART
& SHEPPARD (2004) ARGUE
THAT SUCCESS IN LEARNING A
DEVELOPING SPEAKING LANGUAGE IS MEASURED IN
SKILLS IS OF VITAL TERMS OF THE ABILITY TO CARRY
OUT A CONVERSATION IN THE
IMPORTANCE IN EFL/ESL (TARGET) LANGUAGE.

EFL/ESL
PROGRAMS.

SPEAKING IS PROBABLY A PRIORITY FOR

MOST LEARNERS OF ENGLISH.
(FLOREZ, 1999)
 FLOREZ (1999) HIGHLIGHTS THE FOLLOWING
SKILLS UNDERLYING SPEAKING

1 2 3 4 5
Using grammar Assessing Selecting vocabulary Applying strategies to Paying attention to the
structures accurately; characteristics of the that is understandable enhance success of the
target audience, and appropriate for the comprehensibility, such interaction and
including shared audience, the topic as emphasizing key adjusting components
knowledge, status and being discussed, and words, rephrasing, or of speech such as
power relations, or the setting in which the checking for listener's vocabulary, rate of
differences in speech act occurs; comprehension; speech, and complexity
perspectives; of grammar structures
to maximize listener's
comprehension and
involvement.
English as a Foreign Language or EFL refers to learning and using English as an
additional language in a non-English speaking country.

It can be compared with ESL and ESOL, which refer mainly to learning English as a new
resident in an English-speaking country.

Example
EFL includes short summer courses in an English-speaking country, such as the UK,
Canada or the US.
 EFL materials tend to be written for
learners either studying English in their
own country or on a short course in an
IN THE English-speaking country.
CLASSROOM
ESL materials tend to focus on ‘survival
English' for people now living in an
English-speaking country.
Suggest some principles for designing
speaking techniques as follow:

1. Use techniques that cover the learners’ needs.

BROWN
More practically, when a teacher provides the
speaking tasks, make sure that the tasks include
techniques to help students to perceive and use
(2001:275-
the building blocks of language;
276)1

2. Provide intrinsically motivating techniques. It is

to try at all times to appeal to students’ ultimate
goals and interest, to their need for knowledge
and for “being all that they can be”. It also implies
the teacher to help the students to see how the
activity will benefit them;
3. Encourage the use of authentic language in
meaningful context.This theme means to keep
coming up with meaningful interaction. It takes
energy and creativity to devise authentic contexts

BROWN
and meaningful interaction, but with the help of a
storehouse of teacher resource material, it can be
done;

(2001:275-
4. Provide appropriate feedback and correction. In
most EFL situations, students are totally dependent
276)2
on teacher for useful linguistic feedback.Therefore,
it is important for teacher to give the kinds of
corrective feedback that are appropriate for the
moment;
 5. Integrate natural link between speaking
and listening. Many interactive techniques
that involve speaking will also include
listening. As the teacher is focusing on
speaking goals, listening goals may
naturally coincide, and the two skills can
BROWN reinforce each other;
(2001:275-
276) 3 6. Give students opportunities to initiate
oral communication. A good deal of
typical classroom interaction is
characterized by teacher initiation of
language. Here the teacher asks questions,
give directions, and provide information;
 7. Encourage the development of speaking
strategies.
- The concept of strategic competence is
BROWN one that few beginning language students
(2001:275- are aware of.
276) 4 - The classroom can be one in which
students become aware of, and have a
chance to practice in speaking strategies,
such as: asking for clarification, getting
someone’s attention, etc.
THANK
YOU