1 Connected Speech
In connected speech sounds are modified assimilation, omitted elision, added linking r, or weakened through contractions and stress patterning.
2 Expressive Device
Speakers change the pitch and stress of particular [arts of utterances], vary volume and speed, and show by other physical and non-verbal means how
they are feeling. The use of these devices contributes to the ability to convey meaning. They allow the extra of emotion and intensity.
3 Lexis and Grammar
Spontaneous speech is marked by the use of a number of common lexical phrases especially in the performance of certain language functions.
4 Negotiation language effective speaking benefits from the negotiatory sic
language we use to seek clarification and to show the structure of what we are saying.
2.2.2 Teaching Speaking
Speaking as one of language skills plays an important role in teaching English. It is aimed at enabling students to apply their English in real life for communication.
Communication can occur everywhere. One of the communication settings is in the classroom. There are teacher, students and educational media which can
promote communication among students in the classroom. In a language classroom, students should be active participants. To
conduct a successful communication activity, the attention should be focus on the four aspects of classroom interaction that enhance communication, they are: social
climate, variety in the learning activities, opportunity for the students participation, feedback and correction. Murcia, 1984: 4
Harmer 2001: 271 mentions some activities that can be done in the speaking classroom:
1 Acting for script: the students are asked to act out scenes from plays andor
their course book, sometimes filming the result. Students will often act dialogues they have written themselves. This frequently involves them in
coming out in front of the class. 2
Communication games: games which are designed to provoke communication between students frequently depend on information gap, so
that one student has to talk to a partner in order to solve a puzzle, draw a picture describe and arrange, or find similarities and differences between
pictures. 3
Discussion: one of the reasons that discussion fail is that students. Many students fell extremely exposed in discussion situations. The „buzz group‟ is
one way in which a teacher can avoid such difficulties. All it means is that students have a chance for quick discussions in small groups before any of
them are asked to speak in public. 4
Prepared talks: a popular kind of activity is the prepared talk where a student or students makes a presentation on a topic of their own choice. Such talks
are not designed for informal spontaneous conversation; because they are prepared, they are more „writing-like‟ than this. However, if possible,
students should speak from notes rather than from script.
5 Questionnaires: they are useful because, by being pre-planned, they ensure
that both questionnaire and respondent have something to say each other. 6
Simulation and Role-play: in simulation students „simulate‟ a real-life encounter as if they were doing so in the real world. According to Ken Jones,
for a simulation to work it must have the following characteristics: First is reality of function, the students must not think of themselves as students, but
as real participants in the situation. Second is a simulated environment, the teacher says that the classroom is an airport check-in area, for example. And
the last one is the structure, students must see how the activity is constructed and they must be given the necessary information to carry out the simulation
effectively. Jones 1982:4-7. In a role-play the teacher adds the element of giving the participants information about who they are, and what they think
and feel.
2.2.3 Young Learners
