Essay on of Teaching and speaking

Teaching speaking is an essential skill to teach in L2 (second language). It has been argued to be one of the crucial skills because it is the most useful skill to interact and communicate with people daily or for educational purposes (Monica-Ariana Sim, 1991). Also, this interaction is different from other communication skills, like listening since it involves a spontaneous response from speakers and listeners. Moreover, it includes features, such as taking a turn, verbal actions, the pitch of voice, etc. (Anne and Seidlhofer, 2010). In this essay, I will elaborate and discuss how speaking in L2 can be taught and what are the struggles and considerations that could benefit teachers or educations institutions by teaching such a skill.

Literature Review of Teaching and speaking

As Dornyei, (2008), pointed out that there is no difference between L1 (first language ) and L2 in terms of mental processing; they all going through the same stages. However, the only thing that can be focused on is when the speaker translates into L2. It might take longer time to deliver the speech, and that might affect the level of fluency. In the case of teaching speaking in L2, there are some elements that should be considered, other than pronunciation, such as fluency, grammar, vocabulary, accent, and comprehension. These can be categorized as ‘'linguistic knowledge ‘' which are vocabulary and grammar and then ‘'linguistic processing'', which are including fluency and finally sentence structuring which can include comprehension (De Jong et al., 2012). Also Dornyei, (2008), it is stated that although speaking fluency in L2 is important. However, other skills should be considered in that matter, like vocabularies that a speaker has, without forgetting the pronunciation part. However, as (Dornyei, 2008) quoted from (Brown,1994) that skills should involve the previous elements to fulfill the speaking skills.

To be specific, for example, the ability to be spontaneous and mentally and physically aware while doing the speech. According to (Lennon, 1990) normally there are two perceptions of fluency,‘' broad'' which is the rate of speaking in L2 in a way that speaker could be fluent enough for professional purposes or studying abroad. The other perception is ‘'narrow'' which is the type of speaking that is graded or preparing for an exam. There are many features of fluency that can be taken under consideration; one of them is individual differences in case developing L2 speaking (De Jong et al., 2013). As (Lennon, 1990), note that the fluency is the proficiency level in speaking. He continues the differences among L2 speaking related to many reasons, like ‘’linguistic knowledge ‘’ and ‘’processing skills ‘’.  Fluency itself divided into three parts as (Segalowitz, 2016) stated that ‘'cognitive fluency, utterance and perceived fluency''. Cognitive fluency is the ability of the speaker to plan before producing the speech. Then, utterance fluency which is the form of the speech. Finally, perceived fluency which can be described as the listener’s impression towards the speech (De Jong et al., 2013). The other feature to discuss is grammar due to its importance in L2; it has been proven that grammar ability and competence have a strong relationship with second language learners and language production. However, learning grammar does not mean just knowing normal grammar rules but also learning other features of grammar also (Rofid Fikroni, 2018). He continues to reveal that apart from some obvious parts of grammar ‘’syntax, morphology’’, grammar is about always structuring the words among sentences and choose the right vocabulary in the right usage to serve your situation. Moreover, to guarantee a good communication form that can be understood perfectly (Rofid Fikroni, 2018).

 So, the different usage of grammar in L2 will determine how efficient the learner is to become a good L2 speaker. As Krashen,(1982) stated that there is a ‘’device’’ inside the human’s mind that works as an ‘’editor’’ of what to use and delete while performing L2, it is called ‘’monitor’’. Also, it can be shown through the learning processes along with the ‘'conscious process’’ that includes the grammatical rules which the learner can get benefit from in the whole operation of production and correction (Rofid Fikroni, 2018). Another aspect which the learner of L2 should consider to provide L2 speaking is vocabulary since it is an effective method in oral communication (Khan et al., 2018).  In a short comparison, in L1 conversation, speakers tend to talk without paying much attention to the rules and processes of the language. It comes naturally without any complexes at all. However, speakers in a native language differ from each other as well , for instance some of them are more talented or ‘’fluent’’ than others in case of different speaking knowledge , the reason for that situation can lead to helping second language learners to find good approaches to speak L2 competently (Hilton, 2008). As Hilton, (2008) cited from Towel, Hawkins, and Bergius (1996 ), that the average number of vocabulary which a speaker produces orally between two pauses in L2 is the key feature to L2 fluency. Also, other features could be considered in that matter, such as the number of errors among words and the length of utterances. In terms of improving the vocabulary skills, learners should start by reading and listening L2 as much as they can from different resources, that could lead to enriching their vocabulary knowledge and to helping them communicate (Abbaspour, 2016). Moreover, vocabulary is not only in speaking competence, but also is essential for other skills (writing, listening and reading).

So, it has been proven that the more vocabulary knowledge learners have in L2, the more good speaking skills they have in that language (ALQAHTANI, 2015). However, he stated that learners do not have to know every word in L2; even native speakers do not know all vocabularies in their language. In contrast, still the job not easy for the learners as they need to earn as much vocabulary as they can, there are some ways to follow to learn vocabulary. For example, they could try the usual way by counting the repeated words in sentences ‘’ tokens’’, words families. Moreover, memorizing academic words could be useful since they appear in many academic books and text along with ‘'technical words'' that related to every single profession.

 Discussion on of Teaching and speaking

According to Celce-Murcia, Brinton and Ann Snow, (2014) speaking is the most ‘’fundamental’’ skill in L2 since it shows others how competent a learner is in the second language. Learning to speak a second language is complex and carrying out more ‘’subskills’’ within communicating in L2 (Weber, 2014). So, it has been clear that most of the demands among L2 speaking learners and teachers are focusing on oral productivity and mental knowledge. That would lead to two approaches possible to use in teaching which are ‘’global’’ and ‘’topic-theme based’’(Celce-Murcia, Brinton and Ann Snow, 2014). They have to be spontaneous with good preparation knowledge, such as lexical and structural information (Tarone and Bigelow, 2005). In L2, speakers need to have a sort of ‘’self-monitoring’’ and identify the mistakes at the moment of speaking and sorting them out rapidly to not lose the rhythm of the conversation exchange and keep the conversation as normal as possible (Weber, 2014). The reason for that is unlike written skill, one of the problems in speaking skill in spontaneous conversation is the chances of going back and changing the information that is given by a speaker is nearly impossible (Anne and Seidlhofer, 2010) To fulfill the L2 speaking skill , many teachers say that the most efficient way to gain such a skill is by ‘’interacting’’ in L2 (Rocio, 2012). Currently, in L2 speaking classrooms, teachers are using the ‘'function'' usage of the language to deliver to students, such as everyday language, greetings, applying for a job, etc (C.elce-Murcia, Brinton and Ann Snow, 2014).

 Teachers of L2 speaking should consider other features than just ‘’pronunciation, grammar and vocabulary’’ and link them with other methods, for instance ‘'transaction and interaction'' and considering the cultural and social elements among participants in the conversation. Also, they should re-consider the history of teaching such a skill, regarding the obstacles, learning objectives and different approaches through the time (Kurum, 1991). In case of activities within the class to develop that skill, the most common method is using typical ways, like discussions, role paly since it opens the door to make a good number of students participating and deliver their opinions and ideas freely (Rocio, 2012). Different ways teaching L2 speaking have a long history to follow since 1970s many approaches have taken place in L2 teaching to flow in classrooms and designing curriculums. These approaches came across different perspectives, for instance focusing on text and oral activities, PPP approach ‘'presentation-practice-production'', using language on a daily basis purpose etc. (Damico, 2010). Until Abbott (1981) made a change, due to the use of ‘’audio-lingual’’ differently in designing a curriculum and focusing on meaning along with oral discourse. According to Ellis (2003) task based on teaching L2 speaking has been proven to be one of the efficient ways since it has many chances for learners to develop their speaking. Hence, it has different aspects in L2 oral productions, for instance ‘'narratives and descriptions'' which is the method that can help in teaching fluency and cab develop the vocabulary and grammar while speaking the second language. However,(Nunan, 2015) noted that during his experience of observation teachers in L2 classrooms,  he preferred using the ‘'interpersonal'' method since it related directly to social aspects and can be a part of a good curriculum along with ‘’interactional’’ method.  Keeping in mind that L2 learners need to play an important role to determine the level of proficiency they are aiming and considering these before creating exercises or designing a module to find what best to match those needs. (Celce-Murcia, Brinton and Ann Snow, 2014). Grammar translation has been the way to teach L2 speaking for ages, speaking in that matter consisted on practicing exercises that could involve dealing with ‘’L1 or L2 text or sentences’’ (Long and Doughty, 2010).

As (Abbott, 1981) stated that designing activities for the l2 speaking module should include and focus on mistakes that have been done by the students before pushing them forward for learning and improving in case of fluency. Fluency can be defined as the ability to speak the second language without making lots of stops or pauses to sound natural to the listener in a conversation (Nunan, 2015). In contrast, accuracy is standing for the competence language rules or factors, such as grammar, vocabulary and some linguistic parts,  like ‘'sociolinguistics or pragmatic aspects. That can relate to the performance of the learners and how can they avoid making mistakes in the previous features while speaking (Kouichi, 1985)  Nowadays, fluency becomes the major aim in L2 speaking regarding other outcomes ,it can be improved by several ways either in classrooms or independently through the use of ‘’information gap’’ with the help of learners themselves to apply it in real life communication . Also, by practicing L2 in a daily basis interaction, learners would easily develop their ‘'communication strategies'' and ‘' negotiation of meaning'', since those two skills are essentials in L2 speaking methods (Richards, 1990) hence, As Krashen (1987) stated that fluency could be only mastered through the overall comprehension of different L2 knowledge, not just only by following the exact instructions given by the teacher. What is fundamental communication strategy is that it does matter how many words learners know about L2 language as long as they can communicate well with the vocabulary they are having and makingan effective use of them in L2 conversation (Dörnyei, 1995). As (Ellis,2003) explained that negotiating interaction is when learners made some mistakes or face problems during L2 oral communication, and then both speaker and interlocutors get to tackle that problem and resolve the situation.

According to Richards, (1990), one of the aspects that should be considered in L2 speaking module is that learners should gain ‘'intercultural competence'', this method would cover and involve things, like processes in ‘'oral-interaction'', such as turn-taking and giving feedback. Moreover, it would reveal ‘'interactional'' and ‘'transactional'' talk. As Nevařil, (2014) explained that interactional speaking is a normal conversation that has no intended message, like a normal daily basis conversation. In contrast, transactional talk seems to have a sort of information to deliver and have a purpose. In a normal L2 classrooms teachers should motivate the students and engage them to speak by applying different tasks and speaking activities either to practice them with their classmates or the teacher(Monica-Ariana Sim, 1991). It is obvious that teachers could find issues with managing L2 speaking class, so teachers should deal with those issues well and not wasting time in the class (Clara, 2016). One of the problems that happen in L2 classrooms that the time for practicing might be very limited and not enough for both teachers and students, especially, in public schools. Also, another issue in that aspect is that sometimes in L2 speaking classrooms some students are not willing to participate in the speaking activities.

Consequently, teachers should engage them and try with different moods and personalities (Viáfara, 2011). Also, teachers may come across some misbehaving actions, so teachers should put some rules and disciplines to deal with such behavior in class to not lose control (Clara, 2016). A study was carried out in Glasgow used 6 females who study ESL out of 8 and 2 men out of 3 who study ESL shows that anxiety which might come from lack of exposing their weaknesses in speaking English, unequal level of status between students and their tutors, being afraid to talk to opposite gender (TANVEER, 2007). These found to be causing anxiety at some level that results in escaping the situation of speaking English (TANVEER, 2007). According to the author, anxiety has no specific solution; it can be tackle by changing the teacher's attitude to be more flexible and careful with their students (TANVEER, 2007). Another study carried out in Pakistan participants are an intermediate student; they found that several factors might attribute to lack of speaking properly using English (Hassan and Ahmed, 2015). In the study of (Hassan and Ahmed, 2015) the factors were addressed are, lack of encouragement, lack of showing the significance of speaking English by teachers, and finally, unavailability of teaching tools.

These issues can be rectified by motivating the students by organizing English debating activities and competitions, along with providing proper equipment and tools for teachers. This would encourage teachers to provide the students with the ability to understand and participate. Furthermore, there is a study conducted by Asif, Bashir, and Zafar, (2018) used student from different levels including high intermediate level, and intermediate level found that several barriers might affect in speaking English in class such as shyness while practicing English in the class. Furthermore, they found that Pakistani students who came from rural areas might face difficulties to just communicate using English. To reduce these issues, rules should be imposed by providing a very good reason for why using the first language instead of English during the class (Asif, Bashir, and Zafar, 2018)

Conclusion on of Teaching and speaking

In this essay, I have argued the importance of speaking skill L2 with some methods that could help EFL teachers in the classroom, and also provide solutions to issues that arise in intermediate classrooms. As (Ellis, 1995; Spada, 1997) argued that, knowing different information about L2 is not enough for mastering second language speaking, however with the instruction of L2 teachers apart from ‘'rules'' students would develop different SLA including speaking.

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