Teaching Speaking
Teaching speaking
ability is very important part in second language learning. The ability to
communicate in second language clearly and efficiently contribute to the success
of the learner in the school and success later in every phase of life. Therefore
it is essential that language teacher pay great attention in teaching speaking
ability so that the teacher should make various activities to promote speaking
to students, the teacher should motivate students to learn more about speaking.
Some reasons speaking ability is very important in our life are through
as peaking we can convey our ideas or minds.
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:
1) Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
2) Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
3) 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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