Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.

1. Brwa Rasul Sharif

2.  According to Chaney, speaking is“ the process of
building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of
contexts.”
 Speaking is an interactive process of constructing
meaning that involves producing and receiving and
processing information (Brown, 1994; Burns &
Joyce, 1997).
 Speaking is the action of conveying information or
expressing one‟s thoughts and feelings in spoken
language.

3. 1. Transactional function: (to buy something
and so on)
2. Interpersonal function: ( to be sociable, to
express our feelings or opinion, and so on)

4.  The following statements are English learners‟
response to the question:
 „ This is the problem, I have been learning
English long, but I can‟t speak, I understand
the conversation but I can‟t answer
immediately as I like.”
 „ The problem is to speak English with other
people face to face. I can‟t find words. I
always use the same sentences.‟

5. • Shyness and inhibitions
1
• Finding things to say
2
• Low participation of individuals
3
• L1 use
4

6.  The students should actually talk a lot.
 The language used should be of an acceptance
level.

7.  Is fluency the ability to speak fast?
- Speed is a factor but it is by no means the
only-or even the most important-one. Research
suggests that pausing is equally important.
 Fluency: the features which give speech the
qualities of being natural and normal,
including native-like use pausing, rhythm,
intonations, stress, rate of speaking, and use of
interjections and interruptions.

8.  Accuracy: the learners need to produce a
message that is accurate enough in terms of
word order, word endings, pronunciation, and
so on for the listener to understand.
 Controlled activities generally focus on the
learners producing language accurately, while
less controlled activities focus on developing
the learners‟ fluency.

9. In the classroom we need to get our learners to
practice both production and interaction.
1) Drills
a. Substitution drills
b. Transformation drills
c. Functional-situational drills
2) Pair work and group work

10. 3) Interactive activities:
a. Information gap.
b. Discussion activities
c. Role plays
d. Games
e. Informal interaction

11.  Feedback: Learners need encouragement and
they need to know when they are making
mistakes that cause other people not to
understand or misunderstand them.
 Correction: It is more difficult to decide when
to correct. Teachers can choose to correct as
soon as the mistake is made or at the end of
the activity or class.

12. • How can we correct learners?

13.  Brown and her colleagues found that prior
experience as a listener helps speakers
improve their performance as a speaker.
There are two reasons for this findings:
1. In the first place, being a listener gives
learners models to deploy when acting as a
speaker.
2. And being a hearer helps the learner
appreciate the difficulties inherent in the
task.

14.  Writing can act as a way of easing the
transition from learning to using. Learners
tend to rely on a very narrow repertoire of
memorized expressions in face to face
interaction.
a. Dictation
b. Paper conversations
c. Computer mediated chat
d. Rewriting

15. Interviews
Live monologues
Recorded monologues
Role-plays
Collaborative tasks and discussions

16. Practice makes if not perfect at least
fluent speaker, therefore speaking activities are
the fundamental for speaking. I can say
whoever knows speaking a language, it means
they know the language, and vice-versa.

17.  Florez, M. C. (1999, 06 00). Improving Adult English Language Learners'
Speaking Skills. Retrieved from Ericdigests.org:
http://www.ericdigests.org/2000-3/adult.htm
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Oxford University Press.
 New Oxford English Dictionary. (2012). Retrieved from
www.oxforddictionaries.com:
http://oxforddictionaries.com/definition/english/speaking
 Nunan, D. (1999). Second Language Teaching & Learning. Boston:
University of Hong Kong.
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Dictionary of Language Teaching and Applied Linguistics. Harlow:
Pearson Education Limited.
 Thornbury, S. (2005). How to teach speaking. Harlow: Pearson Education
Limited.
 Ur, P. (2012). A Course in English Language Teaching. Cambridge:
Cambridge University Press.