I learned about teaching speakin. Many language learners regard speaking ability as the measure of knowing
a language. These learners define fluency as the ability to converse
with others, much more than the ability to read, write, or comprehend
oral language. They regard speaking as the most important skill they can
acquire, and they assess their progress in terms of their
accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when
clarity of message is essential (transaction/information exchange) and
when precise understanding is not required (interaction/relationship
building)
Social and cultural rules and norms (turn-taking, rate of
speech, length of pauses between speakers, relative roles of
participants): Understanding how to take into account who is speaking to
whom, in what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their
students develop this body of knowledge by providing authentic practice
that prepares students for real-life communication situations. They help
their students develop the ability to produce grammatically correct,
logically connected sentences that are appropriate to specific contexts,
and to do so using acceptable (that is, comprehensible) pronunciation.
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