Developing EFL Learner’s Speaking Ability, Accuracy and Fluency ( Conclusion )

Welcome back to my blog loyal readers wherever you are. For so long I disappeared and did not continue my assignment in this blog, I felt myself to be very irresponsible. Surely you have waited is not a continuation of my journal? if so, let's read the full story!

In this page i will to explain conclusion of my journal.

In conclusion, there are many factors and problems that have many things in conversations such as Ability, accuracy and fluency. Although much research has been done, it is certainly not effective to apply methods and procedures to teacher approval for students. Effective methods that can improve pronunciation and grammar that are good in their conversations (students) can be done by playing roles, pictures, flash cards, graphics, songs, interviews and talks. To be more effective, this can be done every day by students to be able to improve their abilities with approval and fluency, so that they can achieve their goals in English quickly and accurately. Previously, teachers and school principals also had to consider these factors according to their needs, interests and related considerations for their students.

How useful is not a journal review that I have shared here from before? Hopefully what you have read can you apply and use it well, friend! quite so much from me and thank you

Developing the Speaking Ability to Develop, Accuracy and Fluency in EFL Learner ( Methodology )

Welcome loyal readers of my blog, the latest articles from me have been published, and this time I will continue to explain my journal, and this time I will explain 4 subtitles. First, Component Underlying Speaking Effectiveness. then, Factor Affecting Student Speaking Competencies. and then, Keys to improving the speaking ability and finally, Methodology. Lets see more

3. Components Underlying Speaking Effectiveness

According to Language experts that students are required to know linguistic and cultural knowledge is the right way to interact with others in various situations. communicative competence consists of 3 components, namely grammar, psycholinguistics, sociolinguistics, and language. In the opinion of Canale & Swain (1980) that communicative competence includes; grammatical competencies, discourse competencies, sociolinguistic competencies, and strategic competencies that show the use of linguistic systems and functional aspects of communication.

4. Factors Affecting Student Speaking Competencies

4.1 Cognitive Factors

4.2 Linguistic Factors

4.3 Affective Factors

5. Interactions: Keys to Improving the Speaking Ability of EFL Learners

Language has two functions: interactional and transactional. The first is to maintain social relations, but the last is to convey information and ideas. Because many of our daily communications are interactional, the ability to interact is a must. Thus, language instructors must facilitate students. Class communication includes activities that focus on meaning and students can learn how to listen and talk with others, how to negotiate meaning in a shared context both verbally and non-verbally with the help of the teacher. According to Nunan's description that to design activities; teachers need to consider the integration of four language skills when they interact with each other in natural behavior, because in real life situations such as in a classroom, most tasks of any complexity involve more than one macro skill.

6. Methodology

Several studies have been tried to show the significance of developing speech skills. For example, according to Farooqui (2007) because of extreme demand for good and original English-language skills, especially in the labor market, as applied in Bangladesh, the country places great emphasis on teaching English language skills. Evidence has shown that private universities focus on improving English language skills. However, university students and university students from the private sector have the same level of proficiency. However, when they graduate from their studies, the results show that university students are more proficient in language. Study relationships are bound between two educational institutions examining how private universities help their students to improve their English skills through observation, document analysis and a series of interviews with teachers who teach English at private universities. He investigated the teacher's understanding of student difficulties while speaking English and the factors that helped students improve their speaking skills. They concluded that teaching English was necessary as a subject. Teachers also need to be more responsible by having expert knowledge and abilities to develop the ability of both languages, teachers can put more emphasis on the quality of books, give more time to talk and more phonetic exercises from students. The teacher must also provide a friendly environment for students and increase the courage and confidence in students to ask questions. The conclusion shows the responses of students were obtained in the three academic years 2010, 2011, and 2012. It was found that the attitudes of students were different and students were more reluctant to speak briefly and discuss. Short and mandatory talks in the ESP class. Discussion and spontaneous speakers of students have not been assessed because, students actively take part in activities but passive students fail to contribute. The most important thing in talking is to transport messages to others, and need to have the ability to communicate adequately. Class interaction also has an important role in improving speaking skills. This goal, they considered the effects of teaching students' speaking and gender strategies about developing speaking skills. They studied 30 intermediate language learners using the posttest design and pretest to analyze research questions. The results show that class interaction is a way to improve students' speaking skills and gender has no effect on their speaking performance. Arranging classes so that dedicating most class time to student interactions and promoting conversations between them can be a good way to encourage classroom interaction.

Developing the Speaking Ability to Develop, Accuracy and Fluency in EFL Learner ( Review of the Related Literature )

Good morning loyal readers of my blog, the latest article from me has been published. What about this time discussing?

This time I will continue the discussion in the journal I have chosen, because previously I have discussed the introduction of my journal and this time I will explain it more specifically.


Let's check the details below :)

Review of the Related Literature

The Aim of Speaking.

Basically, before students speak or communicate they must know "language features" and the ability to process their communication. If they have mastered this language feature, it will help students to achieve communication goals.

Speaking does not include knowing only linguistic features; Linguistic features of verbal development messages. communication requires more than memorized vocabulary and grammar understanding. One of the obstacles to learning to speak is the contradiction between class and course material, so most teachers do not facilitate students to practice real speaking; In addition, the teacher must also consider the interests of students and their needs. Students must take the opportunity in oral activities to exchange their thoughts spontaneously.

Speaking also is a production skill that falls into two main categories: Production accuracy and fluency. Accuracy consists of / using vocabulary, grammar and pronunciation through several activities, and the ability to keep going when talking spontaneously.

Researchers identified two elements: production skills and interaction skills. In production skills, speaking skills take place indefinitely and interaction skills, there are negotiations between students. Both of these skills can help students to improve their speaking skills more easily. students also have to plan and adjust their conversation to be effective, the speaker must also be proficient with practice. This shows that speaking is a high-risk activity by creating anxiety and causing students to worry about losing face.

Developing Speaking Skills

The teacher's main goal is to enable students to use English to communicate. According to many theories, speaking skills can be improved with games, role playing, etc. Evidence shows that speaking must be done by combining activities in group work. There are several types of speaking performance that can help students improve their speaking skills.

2.2.1 Imitation

Students must pay attention to certain vowel sounds and intonations; then they must imitate correctly. Meanwhile students need to practice the intonation contour or to find a particular vocal sound.

2.2.2 Responsive

This refers to a brief reply to the teacher. This can be students to ask questions or comments. Students should be active in class. They must answer the teacher's questions and comments. They also have to participate in class.

 2.2.3 Intensive

Every speaking practice is planned to practice some phonological or grammatical features of the language that can be initiated on its own or in paired work activities.

2.2.4 Transactional Dialogue

This is used to convey messages or exchange information. In addition, it is used to describe concepts or to manifest the purpose of something. Students must participate in conversations.
2.2.5 Interpersonal Dialogue

This is considered as maintaining social relations not for the transmission of facts and information involving factors such as ordinary lists, everyday language, slang, ellipsis, sarcasm and covert "agendas".

2.2.6 Area

This refers to students at intermediate to advanced levels who are asked to provide a broad monologue at forms of oral reports, summaries or short speeches. To improve language skills, students must practice regularly. First students must expand their general vocabulary and then they can increase their vocabulary by listening from simple sentences to complicated sentences. Meanwhile they can increase their knowledge by reading short stories and sometimes memorizing some important parts of it.


How Can Teachers Improve Students ’Speaking Skill?

Teachers must use many English-language activities to motivate students to learn and speak in English, and they must improve the learning class environment. Teachers can use funny discussions and ask students to talk about their best moments they have ever had. Student participation in discussions causes other students to actively participate in negotiations; Therefore, students become surprised by their abilities and intelligence. Some students lack the desire to speak because of their shyness and low self-confidence, and there is no right solution about how the teacher can overcome this problem.

By doing some of these activities, students' speaking skills might be more active and effective. As :

2.3.1 Role playing
2.3.2 Viewing the Video dialog
2.3.3 Flash Card
2.3.4 Graph.

It's clearer than before right? how to improve our speaking skills and many other discussions about my journal. so, just wait for the next article that will be more interesting and more specific. thank you:)