3 Responsive
The tasks include interaction and test comprehension but at the limited level of short conversations, standard greetings, small talk, requests, and
comments. 4
Interactive The difference between responsive and interactive speaking is in the length
and complexity of the interaction, which sometimes includes multiple exchanges andor multiple participants.
5 Extensive monologue
Extensive oral production tasks include speeches, oral presentations, and storytelling, during which the opportunity for oral interaction from listeners is
either highly limited perhaps to nonverbal responses or ruled out altogether.
2.2.3 Teaching Speaking
The goal of teaching speaking is communicative efficiency Hughes, 2002:6. Learners should be able to make themselves understood, using their current
proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and
cultural rules that apply in each communication situation. According to Nunan 2003: 32, ―teaching speaking‖ is to teach English
Second Language ESL learners to produce the English speech sounds and sound patterns, to use word and sentence stress, intonation patterns and the rhythm of the
second language, to select appropriate words and sentences according to the
proper social setting, audience, situation and subject matter, to organize their thoughts in a meaningful and logical sequence, to use language as a means of
expressing values and judgments, and to use the language quickly and confidently with few unnatural pauses, which is called as fluency.
According to Harmer 2003:269 their ability to speak fluently presupposes not only knowledge of language features, but also the ability to
process information and language ‗on the spot‘. He recognizes that there are some elements of speaking for spoken production. They are; 1 Connected speech,
effective speakers of English need not only to produce the individual phonemes of English but also to use fluent ‗connected speech‘, 2 Expressive devices, native
speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non-verbal, 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, and
4 Negotiation language, effective speaking benefits from thenegotiator language we use to seek clarification and to show the structure of what we are saying.
2.2.4 Technique for Teaching Speaking
