Professional Documents
Culture Documents
This chapter contains the literature and studies, both local and foreign, reviewed by the
Theorists and practitioners bring their own experiences and perspectives to the situation thus,
the definition of speaking skills have many versions. Rivers (1972) states that speaking means
expression of metaphor, which illumines many aspects of our foreign language situation. Speaking
is vehicle of delivering meaning which people do not realize they are using it. Language is also a
tool to deliver thinking, emotion and feeling and need in order to communicate with each other.
To speak fluently and confidently in a variety of situations is a central human need and an
Effective speakers of English have communicative oral competence. This particular type of
appropriate use of language for the context; discourse competence in coherence and cohesion; and
strategic competence in using communication strategies. Hedge (2000) adds fluency to the list,
Fluency is defined by Ellis and Sinclair (1989) as speaking spontaneously and meaningfully
with no extensive pauses or excessive repetition. Hedge (2000: 261) is more specific in her
definition: "Fluency means responding coherently within the turns of the conversation.- linking
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words and phrases, using intelligible pronunciation and appropriate intonation, and doing all of
this without undue hesitation." Faerch, Haastrup and Phillipson (1984 in Hedge 1993: 275) define
fluency in terms of competence as, "The speaker's ability to make use of whatever linguistic and
pragmatic competence they have." They include three types of competence: semantic which links
propositions and speech acts to give coherence; lexical-syntactic which links syntactical
components and words and, thirdly, articulatory fluency which links speech segments.
As Brown (1994) and Richards (1990) viewing, they divide oral communication into
Interpersonal conversation "lubricates the social wheels," (McCarthy 1991: 136) develops social
roles and relationships and is relatively unpredictable. It ranges from an informal chat to a more
formal and predictable meeting or interview. Transactional conversations, on the other hand, tend
doctor's appointment or buying oranges at a greengrocers' or a market stall. Other types of genre,
such as story narratives, have a predictable pattern and an example can be found in Hedge (2000
265).
features. These include the development of fluency and the ability to manage both transactional
and interactional dialogues, using both fillers as well as long and short turns. This negotiation of
meaning requires effective listening skills and speaking skills. Furthermore, it includes successful
2000:296).
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language that most learners find difficult. The following features as typical problem items:
clustering of words into chunks, breath groups or phrases; redundancy of language; reduced forms
such as contractions, elisions, reduced vowels; performance variables such as hesitations, pauses,
fillers, backtracking, and corrections; colloquialisms, idioms, slang and colloquial phrases;
delivery speed; stress, rhythm, and intonation (as English is stress-timed intonation patterns
In teaching oral communication, teachers should not limit students’ attention to the whole
picture but also the small parts, seeing the pieces to construct the whole. Teachers should consider
the micro skills and macro skills of speaking. The micro skills refer to producing the smaller
chunks of the language such as phonemes, morphemes, words, collocations and phrasal units. The
macro skills imply the speakers focus on the larger elements: fluency, discourse, function, style,
cohesion, nonverbal communication and strategic options. (Brown, 2001) Brown lists 16 items for
2. Orally produce differences among the English phonemes and allophonic variants.
3. Produce English stress patterns, words in stressed and unstressed positions, rhythmic
5. Use an adequate number of lexical units (words) in order to accomplish pragmatic purposes.
7. Monitor their own oral production and use various strategic devices pauses, fillers, self-
8. Use grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement,
9. Produce speech in natural constituents: in appropriate phrases, pause groups, breath groups,
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10. Express a particular meaning in different grammatical forms.
goals.
13. Use appropriate registers, implicature, pragmatic conventions, and other sociolinguistic
14. Convey links and connections between events and communicate such relations as main idea,
15. Use facial features, kinesics, "body language," and other nonverbal cues along with verbal
of words, appealing for help, and accurately assessing how well your
Martin Bygate, Speaking (1987), whose theoretical inputs concerning the elements of
speaking will be analyzed and their views compared. There are two basic aspects that Bygate
distinguishes when considering the skill of speaking. These includethe knowledge of the language
and the skill in using this knowledge. The knowledge of producing the language has to be used in
different circumstances as they appear during a conversation by means of the skill. The ability to
use the knowledge requires two kinds of skills, according to Bygate - production skills, and
interaction skills.
Production skills involve two aspects - facilitation and compensation, brought about by
processing conditions. Both devices help students, besides making the oral production easier or
possible, sound more naturally. Interaction skills, on the other hand, involve routines and
negotiation skills.Routines present the typical patterns of conversation including interaction and
information routines. Negotiation skills serve as a means for enabling the speaker and listener to
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make themselves clearly understood. This is achieved by two aspects: management of interaction
and turn-taking.
Jeremy Harmer, The Practice of English Teaching (2001), discussing the elements of
speaking that are necessary for fluent oral production, distinguishes between two aspects -
knowledge of "language features", and the ability to process information on the spot, it means
"mental/social processing".
The first aspect, language features, necessary for spoken production involves, according to
Harmer, the following features: connected speech, expressive devices, lexis and grammar, and
negotiation language. For a clearer view of what the individual features include, here is a brief
overview:
In order to wage a successful language interaction, it is necessary to realize the use of the
language features through mental/social processing-with the help of‘the rapid processing skills’,
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On the basis of this hypothesis, Skehan (1996) identifies six purposes for
output. These include to negotiate meaning and thus improve input, to attend
1 . Th e Tr a ns m is si o n Mo d e l
The transmission model (Shannon & Weaver (1949) cited in Dwyer 2005, p.7) is concerned with
the transfer of meaning from the sender to the receiver . Communication is a one way process, as
Figure 1 The
transmission model of
one way communication
2 T he P ro c e s s
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Mo de ls
The transmission model was subsequently adapted to form the process models in which people
1 Sender
2 Message
3 Receiver
4 Feedback
5 Channel
7 Noise or interference
In the process models, a message is encoded by the sender through a communication channel,
such as voice or body language, and then decoded by the receiver. The receiver then provides
feedback. The process is influenced by the context of the situation and any noise or interference.
Figure 2 A process
model of
communication,
involving the
message, feedback
and interference of
some sort that
possibly inhibits
understanding of the message
3 More Re c e n t Mo de ls An d Th e o r i e s
Dwyer (2005) provides some of the more recent interpretations of the communication process.
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Ber lo 's Mo de l O f Th e Co mm u n ic a t io n Pro c e ss
more of the human elements, such as the relationship between the message channel and the five
Where Berlo did not integrate feedback into his model, Schramm proposed that each person is
both an encoder and decoder as each one provides feedback to the other (Figure 1.3 in Dwyer
2005, p.12).
Bar nl u n d 's Tr a ns a c t io n a l Mo d e l Of Co mm u n ic a ti o n
Barnlund proposed six assumptions in the transactional model of communication (Dwyer 2005,
• irreversible (once a message is received by the receiver then the message cannot be erased
[consider the implications of this when a judge asks a jury to disregard evidence in court])
The definition of oral communicating ability “Exactly speaking, one’s ability of oral
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competence.” (文秋芳,1999)
Linguistic competence, which is the base of oral communication. We get this ability from
concrete teaching activities. That is to say we get correct information from teachers and books.
These things including pronunciation, intonation, grammar, vocabulary (Never just memorize
single English words. Learn the whole sentences and the phrases that contain the new words so we
may know how to use the words), etc. In this step, teachers from English native spoken country
spoken English so as to make oral communications, so the importance of oral English study
should be: Fluency, Accuracy, and Appropriateness. That is to say, we have to pay more attention
correctness. So, it needs us to master the rules of speaking, to know the cultural characteristics
well, to express properly and to use suitable styles under different situations or in special social
occasions.
Tactical competence means to use communication skills and to over- come troubles caused
by language shortcoming by using some other methods. Excellent personality is one of the
decisive factors in this step of oral English, staid persistence, patience; self-confidence and
determination are badly needed. And what’s the most important is one can act according the
circumstances.
Cai, Ji Gang(蔡基刚, 2002) found the problem existing of China students major in English
have studied English for years. Some of them had even passed TEM-4 and TEM-8, but due to
different features, their oral English are still poor. Students of the old teaching-system could no
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longer meet the need of the development home and abroad today. “The oral English tests of
universities have held for six times in all from January, 1999 to May, 2001. The number of
students who took these tests is accumulated to 32,107. But only 7.1% of them got A, who can
2002)
“‘Context of situation’ has great influence in improving oral English deficiency. In China we
seldom have environment for English speaking. This situation is a disadvantage of oral English
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study demonstrate that international students have problems
GRE scores. And further studies, Sun and Chen would like to
his study point outs that some students might not have been skillful
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road-blockers in learning for Chinese international students) this
English skills can lead to better careers with higher salaries in the
skill in language classes in China (Burnaby & Sun, 1989; O’Neill &
Gish, 2008).
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oral English proficiency, such as attending intensive English classes,
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