The Problems in Teaching Speaking
22 4 Plan speaking tasks that involve negotiation for meaning
The negotiation for meaning is the ability to understand and to be understood by the other speakers in the communication of the target language.
Bailey 2003, p. 55 adds that “by asking for clarification, repetition, or
explanation during conversations, learners get the people they are speaking with to address them with language at a level they can learn and understand. They are
natural in the speaking context. It is why memorizing is not the appropriate way to learn speaking. It makes the way of speaking look unnatural. The students need to
learn how to speak naturally by involving the use of the negotiating for meaning. 5 Design classroom activities that involve guidance and practice in both
transactional and interactional speaking Bailey 2003 mentions that the classroom activities for teaching speaking
must cover transactional and interactional speaking activities, because those are the main purposes of speaking activities. Bailey 2003
also adds that “speaking activities inside the classroom need to embody both interactional and transactional
purposes. Since language learners will have to speak the target language in both transactional and int
eractional setting” p. 56. The teachers must create the teaching and learning activities that enable the students to use the language for
both transactional and interactional purposes. To develop speaking techniques, Nunan 2003 states seven principles. They are:
a Techniques that are used should cover the spectrum of learner needs, from language based focus on accuracy to message-based focus on interaction,
meaning, and fluency;
23 b Provide intrinsically motivating techniques;
c Encourage the use of authentic language in meaningful contexts; d Provide appropriate feedback and correction;
e Capitalize on the natural link between speaking and listening; f Give students opportunities to initiate oral communication;
g Encourage the development of speaking strategies. Nunan, 2003, pp. 275- 276
Bailey 2003 as cited by Nunan 2003, pp. 56-58 notes five classroom technique and tasks in teaching speaking. Those five techniques and tasks could
be used to enrich the speaking activities in this class. Therefore, the students have more opportunities to speak. Those techniques and tasks will be presented as
follows. a Information gap
This speaking activity involves the students to exchange the information that they have in the target language.
b Jigsaw activity Bailey says it is “a bidirectional or multidirectional information gap” p.56.
This speaking activity involves the students to have negotiation for meaning. c Role-plays
In this technique, the students are given particular roles to speak in the target language. It can be done in pairs or in groups.
24 d Simulations
This technique is the elaboration of role-plays. In a simulation, there will be properties to provide a real environment and create the nuances.
e Contact assignments This technique involves the students to have an activity out of the classroom
in order to talk to people in the target language. Nunan, 2003, pp. 56-58