FINAL TERM

• The spoken productive language skill is called speaking
• The best way to learn and master the language

  Practice it
• Speaking


  • It deserves attention every bit as much as literary skills, in both first and second language
  • Mastering the speaking skill is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language
• Two main purposes/functions of speaking

  • Transactional function - to convey information and facilitate the exchange of goods or services
  • Interpersonal function - to establish and maintain social relations
• Transactional function


  Goal is to transfer information; focus on specific message; making oneself understood completely; to get goods and services; to provide or seek the correct informative detail
• Interpersonal function


  Interact with other people; to establish and maintain a relationship; to influence behavior; to express our own point of view; to elicit or change the point of view of others
• Interpersonal function


  • Greetings
  • Small talk / Chit-chat
  • Two lovers talking
  • Having a convo via phone/SocMed
  • A family dinner
  • Meeting between colleagues
• Speaking as performance


  Focuses on form, accuracy, predictable organization, sequencing
• Speaking as performance


  • Political Speeches, Valedictorian Speeches, Conducting a class debate, Giving a lecture, Sermons
• Speaking is the skill that makes human beings different from and superior to the species of living beings
• Speaking is a complex cognitive and linguistic skill
• A child learns to speak through interaction with the people around him/her in their native language
• Speaking is a production skill that involves listening skill
• Speaking involves


  • Meaning: connotation, denotation, grammar
  • Sociality, Relationship, Affect: formal, informal, slang, turn-taking
  • Cultural Issues: class, ethnicity, nationality, religion, gender, dialect
  • Performance: articulation, projection, pronunciation
  • Sound Elements: how volume, pitch, pace, and nature of sound complement/contradict/replace words
• Three functions of speaking in human lives every day

  • Interaction
  • Transaction
  • Performance
• Speaking as interaction


  The role of speaking as interaction is mostly of a social conversation. It reflects the roles and the relationships of the speaker in a social setting
• Speaking as transaction


  The role of speaking as transaction is to make someone understood the message that we want to give to him/her. The focus of this type of speaking is giving and receiving information and obtaining goods/services
• Speaking as performance


  The role of speaking as performance is to transmit information before an audience. It generally incorporates public speaking. It focuses on form, accuracy, organization, and sequencing, etc. of speaking
• Speaking is an interactive process of constructing meaning that involves producing and receiving information
• Several people define speaking as

  • Widdowson (1978:59)
  • Brown and Yule (1983) in Nunan David (1989:29)
  • Chaney in Susanti (2007:6)
  • Huebner in Susanti (2007:6)
• Oral language is a powerful learning tool. It shapes, modifies, extends, and organizes thought. Oral language is a foundation of all language development and, therefore, the foundation of all learning
• The communicative competence model includes

  • Grammatical competence
  • Sociolinguistic competence
  • Discourse Competence
  • Strategic Competence
• The communicative ability model includes

  • Linguistic competence
  • Sociolinguistic competence
  • Discourse competence
  • Strategic competence
  • Socio-cultural competence
  • Social competence
• Techniques to deal with reluctant speakers

  • Reduce the level of task difficulty
  • Promote positive attitudes among learners
  • Build a supportive learning environment
• Techniques to reduce the level of task difficulty

  • Give learners more time to do tasks
  • Bring the tasks with the learners' experience
  • Allow learners to collaboratively solve communication tasks
  • Provide learners with task guidance
  • Attend to individual learners' need and ability
• Techniques to promote positive attitudes among learners

  • Change learners' negative beliefs and attitudes towards mistakes
  • Boost learners' self-confidence
  • Lower learner's anxiety in the classroom
• Techniques to build a supportive learning environment

  • Encourage peer support in the classroom
  • Be sensitive when assigning learners into groups
  • Tolerate L1 use when appropriate
  • Make the classroom environment a non-threatening place
  • Introduce opportunities for learners to speak English outside the class
• There are three key reasons for having students speak in the classroom: provide rehearsal opportunities, provide feedback, and activate the various elements of language they have stored in their brains
• Improving college students' oral English level has become more and more important
• Two kinds of English teaching activities for oral English class

  • Oral English tests
  • Role play activities
• Motivation


  A concept without physical reality, we cannot see motivation; we see effort, interest, attitude and desire. For speaking, it is important first to give competence and then performance
• Suggestions to increase learners' motivation

  • Using media is very important both to increase the learners' motivation and to give a big opportunity to learners to explore their idea
  • Giving more variations techniques in teaching and learning process in order do not monotonous
  • Giving prizes, encouraging and giving extra points for learners who can express their idea by speaking English well
  • Creating favorable atmosphere in the classroom
• The rationale for the inclusion of tasks in L2 instruction is multifaceted: provide an optimal psycholinguistic environment for L2 processes to develop, and is well aligned with the principles of learning-by-doing and student-centered
• Communicative competence


  The ability of a communicator to be drawn towards or pushed away from communicating competently in a given context
• Suggestions to increase learners' motivation and speaking ability

  • Using media
  • Giving more variations in teaching and learning techniques
  • Giving prizes, encouraging and giving extra points for learners who can express their idea by speaking English well
  • Creating favorable atmosphere in the classroom
• Rationale for inclusion of tasks in L2 instruction


  • Provide an optimal psycholinguistic environment for L2 processes to develop
  • Align with principles of learning-by-doing and student-centered teaching
  • Prepare learners to carry out genuine communicative tasks aligned with their future needs
• Code complexity


  The linguistic demands imposed by a task
• Cognitive complexity


  The cognitive processes induced by the task
• Cognitive familiarity


  The ability to handle familiar information with greater ease
• Cognitive processing


  The extra demands posed on processing when new solutions are needed