Types of Classroom Speaking Performance
blocks of language. So, it is obvious that in speaking class, teacher should not only teach students “what to say” but also “how to say’ which mainly includes
grammatical knowledge, vocabulary building and proper pronunciation. It is also stated that at the same time the teacher should not bore the students to deal with
lifeless, repetitious drills. It means that if the teacher wants to focus on fluency and he needs to drill students, he should be able to make any drilling he does as
meaningful as possible. 2
Techniques should be intrinsically motivating What happens in the field, often students do not know or understand why
their teacher asks them to do certain activities. They merely do whatever their teacher asks them to without knowing the benefits they can get from the activities
they have done. Consequently, many students become passive and unmotivated. Good teachers should motivate students by helping them to see how the activities
will benefit them. 3
Techniques should encourage the use of authentic language in meaningful contexts
It is stated that it is not easy to keep coming up with meaningful interaction. The teacher succumbs to the temptation to do, says, disconnected little
grammar exercises where he goes around the room calling on student one by one to pick the right answer. It takes energy and creativity to device authentic context
and meaningful interaction, but with the help of quite a store house of teacher resource material, it can be done, even drills can be structured to provide a sense
of authenticity.
4 Techniques should provide appropriate feedback and correction.
In this case, Brown 2001: 275 states that in most EFL situations, students are totally dependent on the teacher for useful linguistic feedback. It is important
to take advantage of teacher’s knowledge of English to inject the kinds of corrective feedback that are appropriate for the moment.
5 Techniques should capitalize on the natural link between speaking and
listening. According to Brown 2001: 275, many interactive techniques that involve
speaking will also of course include listening. He also suggests that the teacher should not lose out on opportunities to integrate these two skills. Further, he states
that as the teacher is perhaps focusing on speaking goals, listening goals may naturally coincide, and the two skills can reinforce each other. Skills in producing
language are often initiated through comprehension. 6
Techniques should give the students opportunities to initiate oral communication.
It is asserted that a good deal of typical classroom interaction is characterized by teacher initiation of language. We ask questions, give directions,
provide information, and students have been conditioned only “to speak when spoken to”. Part of oral communication competence is the ability to initiate
conversations, to nominate topics, to ask questions, to control conversations, and to change the subject. He also suggests that as we design and use speaking
techniques, we should ask ourselves if we have allowed students to initiate language.
7 Techniques should encourage the development of speaking strategies.
The concept of strategic competence is one that few beginning language students are aware of. They simply have not thought about developing their own
personal strategies for accomplishing oral communicative purposes Brown, 2001: 276.