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11. Interlanguage
Successful interlanguage development is partly a result of using feedback from others. In many settings, the teacher is the only person with whom the
students real-live contact who speaks English. Therefore the teacher should provide sufficient positive affective feedback to students and at the same time
give appropriate feedback to students about whether or not their actual language is clear and unambiguous. The implications of classroom application such as:
trying to distinguish whether the learners’ errors are from the their confusion between native language and target language or from other aspects, helping
students understand that mistakes help them to develop the new language, and giving affective feedback so that students will be encouraged to speak.
12. Communicative Competence
Communicative competence is the goal of a language classroom. According to Bachman 1990, and Canale and Swain 1980 communicative competence
has some components. They are organizational competence grammatical and discourse, pragmatic competence functional and sociolinguistic, strategic
competence, and psychomotor skills. Communicative goals are best achieved by giving due attention to language use and not just usage, to fluency and not just
accuracy, to authentic language and context, and to students’ eventual need to apply in the real world.
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2. Principles for Designing Speaking Techniques
Brown 2001:275-276 suggests some principles for designing speaking techniques to be applied in language teaching. The following principles can
guide the teachers to conduct a good speaking class. a.
Use techniques that cover the range of learners needs, from language-based focus on accuracy to message-based focus on interaction, meaning and
fluency. Make sure that the tasks include techniques that can help students to perceive and use the building blocks of language. If the repetitious task is
needed do not make it boring. b.
Provide intrinsically motivating techniques. Try to appeal students’ attention by telling them the benefit of the activities for them.
c. Encourage the use of authentic language in a meaningful context. It surely is
not easy to keep coming up with the meaningful interaction. It would take energy and creativity to device an authentic context and meaningful
interaction but it can be done with the help of various teacher resource materials.
d. Provide appropriate feedback and correction. In most EFL setting, students
depend on teachers’ linguistic feedback. Teachers then can use this situation to introduce kinds of corrective feedback appropriate for the moment to the
students. e.
Capitalize on the natural link between speaking and listening. Teachers can take many opportunities to integrate these two skills since they can reinforce
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each other. Skills in producing language are often initiated through comprehension.
f. Give students opportunities to initiate oral communication. Teachers should
design and use speaking techniques allowing students to initiate language in oral communication such as initiating conversations, nominating topics,
asking questions, controlling conversations, and changing subjects. g.
Encourage the development of speaking strategies. A teacher should make a classroom condition in which students become aware of and have a chance to
practice some strategies such as: asking for information, asking someone to repeat something, using fillers, using conversation maintenance cues, getting
someone’s attention, using paraphrases, appealing for assistance from the interlocutor, using formulaic expressions, using mime and nonverbal
expression to convey meaning.
3. Approaches to the Teaching of Speaking
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