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2. The Teaching of Speaking
Many EFL learners view speaking ability as a benchmark of the success in English as foreign language learning. They regard speaking as the most important
skill they can acquire, and judge their progress in terms of their accomplishments in spoken communication. So, how to best approach the teaching of speaking
skills has long been the focus of the English teachers’ concerns.
a. Goal for Teaching Speaking
Generally communicative competence is taken to be the object of the language teaching; the production of speakers competent to communicate in the
target language. As Johnson 1999: 25 has pointed out, communication requires interpersonal responsiveness, rather than more production of language that is
truthful, honest, accurate, stylistically pleasing, etc these characteristics that look at language rather than at behavior, which is the social purpose of language. The
end product is surely getting things done, easing social tensions, grading ourselves into doing this or that, and persuading others to do things. Communication arises
when language is used as such interpersonal behavior, which goes beyond meaningful and truthful manipulation of language symbols. Learning specific
sound and pattern does not necessarily entail the ability to use them, and our students need practice in using the linguistic forms for the social purpose of
language, as Johnson describes it. Students need to use language for normal purposes of language: establishing social relation, seeking and giving information,
etc.
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Similarly, the National Capital Language Resource, Washington DC 2004: 1 states that the goal of teaching speaking competence is communicate
efficiency. Learners should be able able to make themselves understood, using their current, Proficiency to the fullest. They should try to avoid confusion in the
massage due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.
Moreover, The National Capital Language Resource Centre, Washington DC 2004: 1 says that to help students develop communication efficiency in
speaking, instructors can use a balanced activities approach that combines language input, structured ouput and communicative output. Language input input
comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outsides the class. It gives learners the materials they
need to begin producing language themselves. Structured output focuses on may correct form. In structured output, studends may have options for resposes, but all
of the options require them to use the specifies form or structure that the teacher has just introduced.
Structured output is designed to make learners confortable producing specific language items recently introduced, sometimes in combination with
Previousely learned items. Instructors often use structured output exercises as a transtraction between the presentation stage and the practice stage of the lesson
plan, text book exercises also often make good structured output practice activities.
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In communicate output, the learner’s main purpose is to complete a task, such as obtaining information, deloping 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 drow on any other vocabulary, grammar and communication
strategies that they know. In communicative output activities, the criterion of success is whether the learner get the message across. Accuracy is not a
consideration unless the lack of it interferes with the message. In everyday communication, spoken exchange take place because there is
some sort of information gap between the participants. Communicative output activities involve a similar real information gap. In order to complete the task,
students must reduce or eliminate the information gap. In these activities, language is a tool, nat end itself.
In a balanced activitiy approach, the teacher uses a variety of activities from these different catagories of input and output. Learners at all proficiency
level, including beginners, benefit from this activity, it is more motivating, and it is more likely to result in effective language learning.
From the explanation above it can be concluded that the goal of teaching speaking is to make our listeners able to speak with confidence in order to carry
out many of their transactions. It is the skill by which they are most frequently judget, and through which they may make or lose friends. It is vehicle
par excellence
of social solidarity, of social ranking, of professional advancement and of business. It also a medium through which much language is learnt, and which
for many is particularly conductive for learning Bygate, 1997: vii.
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b. Approaches in the Teaching of Speaking
Kategori