SPEAKING
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It is a productive skill. It is producing rather than receiving the language. Speaking involves using speech to communicate, convey an idea, experiences, knowledge, etc. to the receiver or a group of people.
There are some things that we often use when speaking. For example, word pronunciation, word and sentence stress, and use intonation. On the other hand, speaking has several subskills like making use of functions; the reasons why we are communicating, using grammar; using vocabulary, making use of register; using different levels of formality depending on the context, using connected speech like word pronunciation, intonation, stress, individual sounds, linking words and contractions to connect sentences and provide meaning, using body language such as gestures, eye contact, and facial expressions, producing different text types such as interviews, monologues, discussions, and role plays, oral fluency; speaking naturally at a normal speed. Likewise, the use of interactive strategies are body language, turn-taking, and paraphrasing, all of them help us to interact and communicate each other. Fluency, accuracy and appropriacy play an important role if you want to be a good speaker. After reviewing speaking main points, now it is time to put it in the teaching and learning process. Speaking is a complex skill because it is related with different components (Namaziandost & Nasri, 2019). For that reason, teachers must apply different speaking activities in order to engage students. For example, controlled practice activities are used to make students practice language through drills, repetition and something they have learned by heart. Similarly, fluency activities can be applied like information-gap they have to talk to each other to write missing information. This is the procedure of speaking lesson plan activities: First, lead-in: introductory activities to have a general idea of the topic. Second, practical activities: they are addressed tasks to practice the new language learned in the context. Third, post-task activities: students do free speaking activities about the recent learning.
To conclude, speaking skill is a productive skill and therefore the level of complexity increases. Besides, you have to consider some language features such as using vocabulary, using grammar, using register, using connected speech features, using language functions, etc. As well, I consider that when I was in internships, some students did not want to talk because some activities were not up to their level. Also, it is important that teacher helps students with different types of activities to reinforce their speaking skill. For example:
1. Group discussion in the classroom and problem-solving activities where students focus on giving and receiving information, (Richards, 2008). It involves students interacting with each other and practicing the turn-taking strategy because everyone will be having a role as listeners or speakers.
2. Drill activity can be useful for the initial level to learn pronunciation and the word through repetition. For example, with the children from the kinder garden, you can teach the vocabulary of class objects, and every day of class you can make them repeat the names of these objects when they have to do an activity such as cutting, the teacher can ask what we need to cut? and the children would answer scissors. Finally, "when learners master the language through drills accurately, they will gain accuracy", (Khetaguri & Albay, 2016).
References
Cambridge R. J. (2008). Teaching listening and speaking. Cambridge: Cambridge university press.
Khetaguri, T., & Albay, M. (2016). The Use of Drills in the Development of Speaking Skills. International Journal of Social Sciences & Educational Studie, 3(1), 54-58.
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