4 Transactional dialogue
Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language.
5 Interpersonal dialogue
The other form of conversation mentioned in the previous chapter was interpersonal dialogue, carried out more for the purpose of maintaining social
relationships than for the transmission of facts and information. 6
Extensive monologue Finally, students at intermediate to advanced levels are called on to give
extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be
planned or impromptu.
h. The Importance of Teaching Speaking
Speaking is a crucial part of second language learning. The goal of teaching speaking should improve students’ communicative skills, because only in that way,
students are able to express themselves and learn how to follow the social and cultural
rules appropriate
in each
communicative circumstance
http:letsdoit.upol.cz. Qureshi
in his article entitled “The Importance of Speaking Skills for EFL Learners” says that communication takes place, where there is speech. Without
speech we cannot communicate with one another. The importance of speaking skills
hence is enormous for the learners of any language. Without speech, language is reduced to a mere script.
Thornbury 2005: 1 explains that for a long time it was assumed that the ability to speak fluently followed naturally from the teaching grammar and
vocabulary, with a bit of pronunciation thrown in. We know that speaking is much more complex than this and that involves both command of certain skills and several
different types of knowledge. Richards 2008: 19 says that the mastery of speaking skills in English is a
priority for many second-language or foreign language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness
of their spoken language proficiency. The ability to speak fluently presupposes not only a knowledge of language
but also the ability to process information and language ‘on the spot’ Harmer: 2001. Speaking is of course very important in daily life. This is the most used skill
by many people to exchange information. This influences many parts of daily communication so much. For that reason, teaching speaking in the classroom is really
important.
4. Games
a. Definition of Games
A game is an activity which is executed only for pleasure and without conscious purpose. In this definition every activity that brings pleasure is a game
Kramer: 2000. Further, Hadfield 1990: v says that a game is an activity with rules, a goal elements of fun.
Harmer 2001: 272 states that games which are designed to provoke communication between students frequently depend on an information gap so that
one students has to talk to a partner in order to solve a puzzle, draw a picture describe and draw, put things in the right order describe and arrange, or find
similarities and differences between pictures. From the definitions stated by the experts above, it can be said that game is an
activity in which there are rules designed for and goal achieved by the participants in order to have pleasure.
b. Characteristics of Games
Games are unique. They have some characteristics that have to be known by the game users. All games have these four characteristics as stated by Peter Hastie in
his Student-Designed Games: Strategies for Promoting Creativity, Cooperation, and Skill Development accessed from http:www.humankinetics.com.
1 All games have a goal.
When Suits speaks of “a specific state of affairs,” he is referring to the goal of the games. The goal here is not winning, per se, but it relates more to a situation
where players use their skills to achieve a particular end point. 2
All games have rules. The second necessary condition is that a game must have rules, and these
rules provide both descriptive and defining frameworks for how the goal is to be
