This document discusses developing fluency in speaking English. It defines fluency as the ability to speak without hesitations that disrupt communication. The document recommends practicing speaking daily, including rehearsing and repeating activities. It also notes that students may lose motivation if not given opportunities to speak in class. Providing the right speaking activities in an engaging way can make learning English an enjoyable experience that improves fluency.
This document discusses developing fluency in speaking English. It defines fluency as the ability to speak without hesitations that disrupt communication. The document recommends practicing speaking daily, including rehearsing and repeating activities. It also notes that students may lose motivation if not given opportunities to speak in class. Providing the right speaking activities in an engaging way can make learning English an enjoyable experience that improves fluency.
This document discusses developing fluency in speaking English. It defines fluency as the ability to speak without hesitations that disrupt communication. The document recommends practicing speaking daily, including rehearsing and repeating activities. It also notes that students may lose motivation if not given opportunities to speak in class. Providing the right speaking activities in an engaging way can make learning English an enjoyable experience that improves fluency.
This document discusses developing fluency in speaking English. It defines fluency as the ability to speak without hesitations that disrupt communication. The document recommends practicing speaking daily, including rehearsing and repeating activities. It also notes that students may lose motivation if not given opportunities to speak in class. Providing the right speaking activities in an engaging way can make learning English an enjoyable experience that improves fluency.
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INTRODUCTION
Speaking is a productive skill. Theoretically, according to O’Grady (1996), it is a
mental process. This means that it is a psychological process by which a speaker puts a mental concept into some linguistic form, such as word, phrases, and sentences used to convey a message to a listener. So the speech production is the process by which the speakers turn their mental concept into their spoken utterances to convey a message to their listeners in the communicative interaction.
DEVELOPING FLUENCY IN SPEAKING
The instructional material to be designed will focus on developing students’
fluency in speaking. The term fluency is defined as the ability to use the language quickly and confidently without too many hesitations and unnatural pauses that cause barriers in communication. Fluency in speaking is an important aspect of learning English. Fluency in speaking English can be achieved effectively through the following tasks. Most verbal communication tasks aimed at developing fluency in English involve rehearsal and repetition of speaking activities (Larsen-Freeman & Anderson, 2000).
CONTENT
Unit II: Types of Speeches
In this unit, students will learn on how to develop fluency in speaking and improve their speaking skills needed to participate verbally in discussions, exchange thoughts and information, make clear and convincing presentations, and interact with a variety of audiences.
Lesson 1: Types of Speech According to Purpose
a) Expository/Informative Speech b) Persuasive Speech c) Entertainment Speech Lesson 2: Four Methods of Speech Delivery
a) Reading from a manuscript
b) Memorized Speech c) Impromptu Speech d) Extemporaneous Speech
REASONS/SUPPORT
Nordquist (2018) argued that to achieve fluency in English speaking, one must have a thorough comprehension of English grammar fundamentals as well as appropriate reading habits. Speaking while reading increases confidence and improves fluency. Practice speaking every day by having a conversation with someone to improve your English speaking proficiency. Throw in the new term or phrase you just learnt every now and then. But remember; do not let your fear of making grammatical errors stop you.
Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Lestari (2012) wrote, “success is measured in terms of the ability to carry out a conversation in the (target) language.” Therefore, if students do not learn how to speak or do not get any opportunity to speak in the language classroom they may soon get de- motivated and lose interest in learning. On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom a fun and dynamic place to be.
REFERENCES: Lestari, R. (2012). Principles for Teaching Speaking. Retrieved from: https://rinaaghna.wordpress.com/2012/11/28/teaching-material-development-speaking- 2/
Nordquist, R. (2018). Fluency in Language.ThoughtCo. Retrieved from: Fluency in
Speech and Writing: Definition and Examples (thoughtco.com)
