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Introduction To Speaking

Many language learners consider speaking ability to be the measure of knowing a language. This document discusses that speaking involves three key areas of knowledge: mechanics of pronunciation, grammar and vocabulary; functions of transactional and interactional communication; and social/cultural rules of turn-taking, speech rate and roles. It states that effective language teaching provides authentic practice to help students develop skills in these areas to prepare them for real communication situations.

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Nivo Permatasari Putri
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50 views1 page

Introduction To Speaking

Many language learners consider speaking ability to be the measure of knowing a language. This document discusses that speaking involves three key areas of knowledge: mechanics of pronunciation, grammar and vocabulary; functions of transactional and interactional communication; and social/cultural rules of turn-taking, speech rate and roles. It states that effective language teaching provides authentic practice to help students develop skills in these areas to prepare them for real communication situations.

Uploaded by

Nivo Permatasari Putri
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Teaching Speaking

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:

Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building) 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.

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