Abstract
A language has two different and integrated skills, the receptive skills and the productive skills. Surprisingly, a speaking is a part of the productive one, as one of the main skills of all. It is also categorized as the micro ability salient for an effective communication and a global means of communication within both social interaction as well as digital communication. The development of the micro ability must have been considered by paying attention toward the principles of language learning and teaching; needs-based curriculum, learning methods, and the theoretical basis construction. The strong consideration of the basic principles of language and teaching gives the nuance and the insights towards both language teachers, curriculum makers, as well. The use of Communicative Language Teaching (CLT) reflected from what is rooted in Hymes’ theory emphasizes on Communicative Competence as a social interaction and functional rules of human language (Constructivism Theory). Whereas the Chomsky’s notion of Communicative Competence based on the psycholinguistic perspective depicting a language has two concepts, namely competence and performance (Nativist Theory). Finally, a language is seen as a phenomena observable and even process of automaticity. It focuses on the relationship of stimuli-responses by strengthening that relationship through more exercises / practices.
Highlights
Every language has skills which are mostly termed as the integrated language skills; these would have closely-interlaced one other
The relationships of receptive skills and productive skills are strongly getting in touch in a continuum
The latter speaking and writing skills produce what is encoded from. in this case, speaking, a productive skill, is categorized as one of the micro ability which is salient for effective communication
Summary
Every language has skills which are mostly termed as the integrated language skills; these would have closely-interlaced one other. To make the communicative skills posed the significant role, as Bailey and Goh (in Boonkit, 2010) detailed the ways of fostering the speaking skill in terms of ELT Cycles that fostering the communicative ability enhanced by means of syllabus design, considering the principles of teaching and learning, and material developments should be taken for granted. The psychological factors could affect the process and progress of second language learners such as, age, motive, native skills, intelligence, personality, auditory memory span, intention, readiness to learn, emotion, and drive Of all those factors might have been affecting the learners’ foreign language learning. According to Tagachi (2002, in Brooks and Wilson) noted that the teachers seem to focus on the vocabulary and grammar drills, as English communication as the target of learning gets left by the wayside and less English training specialized for enhancing the communicative proficiency. As Brooks and Wilson suggested that breaking down the problem by applying the oral presentation in classroom might create several advantages for classroom effectiveness such as, situation can be students-centered learning, meaningful activities; most of the students enjoy taking part in creating their own contents (Brooks and Wilson, 2014)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: VELES Voices of English Language Education Society
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
