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d. The learner must become aware of the social meaning of
language forms. For many learners, this may not entail the ability to vary their own speech to suit different social
circumstances, but rather the ability to use generally acceptable forms and avoid potentially offensive ones.
d. Effective Language Learning and Teaching
Cole, Peter G and Chan, Lorna K. S 1994: 3 defines effective language teaching as the actions of professionally trained
persons that enhance the cognitive, personal, social and physical development of students. The effectiveness of language learning
and teaching deals with teaching principles. These principles are differentiated three. They are levels of organisation of principles,
appropriate sets selection of principles, and advantages of the principles approach.
The levels of organisation of principles deals with teachers action in the classroom. It consists of three order of principles,
first-order principles, second-order principles, and third –order principles. The first-order principles deals with communication in
the classroom. It is essential for teachers to convey messages in a form that will be easily interpreted by students. The second-order
principles are concerned with information control. These are aimed at the organisation and delivery of subject matter for
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productive learning. Efficient information control allows for the proper formulation and transmission of messages between teachers
and students. Now it comes to the selecting appropriate sets of principles.
Some teaching principles are more important that others. Important principles are called high-priority principles. For
example, the principle “Teachers should emphasize meaningful aspects of subject matter” is a high priority principle. Low-priority
principles are more limited in in application and generality. For example, “Teachers should ensure that students keep their desks
tidy” is a low-priority principle which is considerably less important than the high-priority principle outlined above. The
selection of teaching principles depends on the age, level of attainments and motivation of students.
The last but not less important than the two other principles mentioned above is advantages of the principle approach. The
principle approach has great value in the classroom context. The principle approach carried out in classroom activities: 1 is based
on research on students’ learning, 2 is based on research evidence and practical experience, 3 is eclective and
comprehensive, 4 encourages teachers to be flexible, 5 can be applied to most methods and techniques already in use in the
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classroom, 6 provides the basis for purposive teacher action, and 7 encourages teachers to be analytical and reflective.
2. Speaking Competence a.
