Showing Page:
1/5
English has become the most important foreign language in the world. At present,
English is the language for international communication; science; commerce; advertising;
diplomacy and transmitting advanced technology. It has also become a "lingua franca" among
speakers of languages that are not mutually intelligible (Willis, 1996, a and Coury & Carlos,
2001). Furthermore, in the age of “globalism" we live nowadays, the interdependence of nations
and countries creates a need for a global language and no language qualifies for this better than
English (Abousenna, 1995: P .xv).
Speaking is one of the four language skills (reading, writing, listening and speaking). It is
the means through which learners can communicate with others to achieve certain goals or to
express their opinions, intentions, hopes and viewpoints. In addition, people who know a
language are referred to as ‘speakers’ of that language. Furthermore, in almost any setting,
speaking is the most 14 frequently used language skill. As Rivers (1981) argues, speaking is used
twice as much as reading and writing in our communication.
Speaking has usually been compared to writing, both being considered "productive
skills", as opposed to the "receptive skills" of reading and listening. Speaking also is closely
related to listening as two interrelated ways of accomplishing communication. Every speaker is
simultaneously a listener and every listener is at least potentially a speaker (Oprandy, 1994: 153
& EL Menoufy, 1997: 9).
Developing speaking skills is of vital importance in EFL/ESL programs. Nunan (1999)
and Burkart & Sheppard (2004) argue that success in learning a language is measured in terms of
the ability to carry out a conversation in the (target) language. Therefore, speaking is probably a
priority for most learners of English (Florez, 1999). Speaking instruction is important because it
Showing Page:
2/5
helps students acquire EFL speaking skills thus converse spontaneously and naturally with native
speakers. Furthermore, if the right speaking activities are taught in the classroom, speaking can
raise general learners' motivation and make the English language classroom a fun and dynamic
place to be (Nunan, 1999 & Celce-Murcia, 2001).
In addition, speaking can support other language skills. Recent research has considered
oral interaction as an important factor in the shaping of the learner's developing language (Gass
& Varionis, 1994). For instance, it was proved that learning speaking can help the development
of reading competence (Hilferty, 2005), the development of writing (Trachsel & Severino, 2004)
as well as the development of listening skills (Regina, 1997).
Taking into account the importance of developing EFL speaking skills, it is vital to
determine the speaking skills SL/ FL learners have to acquire in order to converse with native
language speakers.
Speaking requires that learners understand when, why, and in what ways to produce
language ("sociolinguistic competence") (Burns & Joyce, 1997; Cohen, 1996 and Harmer, 2001:
269-270). A good speaker hence synthesizes this array of skills and knowledge to succeed in a
given speech act.
Speaking skills emphasizes that speaking is a high complex mental activity which differs
from other activities because it requires much greater effort of the central nervous system
(Bygate, 1998: 23). It includes sub processes and involves distinct areas of planning. First the
speaker has to retrieve words and phrases from memory and assembles them into syntactically
and propositionally appropriate sequence (Harmer, 2001: 269-270).
Showing Page:
3/5
Speaking also happens in the context of limited processing capacities due to limitations
of working memory, and thus a 16consequent need for routinization or automation in each area
of production arises. This means that the speaker should process the information he listens to the
moment he gets it. Besides, speaking involves a sort of monitoring during and following speech
production and the managing of communication under a range of external pressures (Bygate,
1998: 23 & Basturkmen, 2002: 28).
Taking into consideration the current view of speaking as a complex skill and a multi-
facets cognitive process, it is important then to consider more closely the features of effective
instruction that can facilitate the acquisition of these skills and processes by SL/ FL learners.
However, despite the importance of developing speaking skills among ESL/ EFL
learners, instruction of these speaking skills has received the least attention, and many English
teachers still spend the majority of class time in reading and writing practice almost ignoring
speaking skills (Scarcella &Oxford, 1994: 165; ElMenoufy, 1997: 12 and Miller, 2001: 25).
According to previous research, this may be due to the disparity between the spontaneous
nature of the spoken language, and the structuring necessary to rearrange it into an acceptable,
and correct form to be learned that causes problems for both teachers and students (Badrawi,
1997).
Showing Page:
4/5
In our needs analysis entitled the perception of Grade 10 students of P-UoP of their
English speaking skill”, talks about how learners build their confidence and competence when it
comes to speak English.
We chose Grade 10 of P-UoP as our respondent because studies have consistently
demonstrated that those who have an advanced knowledge of the English language are much
more likely to advance their careers. In addition to this, these studies have also demonstrated that
a strong command of the English language will lead to higher paying jobs, more social mobility,
and a great deal of social success. No matter what career you choose, whether it is Engineering
or History, having a powerful command of the English language will greatly increase your odds
of success. Generally, your vocabulary will need to be equal to those who are in the same career
field.
English is the most widely spoken language in the world and it stands out as the most
popular and influential on earth. It is being spoken almost all over world and has gained a
prominent place in the minds and hearts of people especially even the rural students want to learn
the second language by any chance. And also, every sector is using English, such as engineering,
economics, education, health, and social life. So it is very important for Grade 10 to learn
English, so they can communicate and get a lot of knowledge from there. As a global language,
English is used to communicate with other people from the other countries, either friend or
business client. And also, many books and information are written in English now. If we do not
learn English, then it means we are keeping ourselves away from half of the world’s knowledge.
For the one who love travel, English is the most important requirement. You cannot get the
information of a new place if you are not communicated with others. And usually in a lot of
countries, explanation of the information for foreigners is using English.
Showing Page:
5/5

Unformatted Attachment Preview

English has become the most important foreign language in the world. At present, English is the language for international communication; science; commerce; advertising; diplomacy and transmitting advanced technology. It has also become a "lingua franca" among speakers of languages that are not mutually intelligible (Willis, 1996, a and Coury & Carlos, 2001). Furthermore, in the age of “globalism" we live nowadays, the interdependence of nations and countries creates a need for a global language and no language qualifies for this better than English (Abousenna, 1995: P .xv). Speaking is one of the four language skills (reading, writing, listening and speaking). It is the means through which learners can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. In addition, people who know a language are referred to as ‘speakers’ of that language. Furthermore, in almost any setting, speaking is the most 14 frequently used language skill. As Rivers (1981) argues, speaking is used twice as much as reading and writing in our communication. Speaking has usually been compared to writing, both being considered "productive skills", as opposed to the "receptive skills" of reading and listening. Speaking also is closely related to listening as two interrelated ways of accomplishing communication. Every speaker is simultaneously a listener and every listener is at least potentially a speaker (Oprandy, 1994: 153 & EL Menoufy, 1997: 9). Developing speaking skills is of vital importance in EFL/ESL programs. Nunan (1999) and Burkart & Sheppard (2004) argue that success in learning a language is measured in terms of the ability to carry out a conversation in the (target) language. Therefore, speaking is probably a priority for most learners of English (Florez, 1999). Speaking instruction is important because it helps students acquire EFL speaking skills thus converse spontaneously and naturally with native speakers. Furthermore, if the right speaking activities are taught in the classroom, speaking can raise general learners' motivation and make the English language classroom a fun and dynamic place to be (Nunan, 1999 & Celce-Murcia, 2001). In addition, speaking can support other language skills. Recent research has considered oral interaction as an important factor in the shaping of the learner's developing language (Gass & Varionis, 1994). For instance, it was proved that learning speaking can help the development of reading competence (Hilferty, 2005), the development of writing (Trachsel & Severino, 2004) as well as the development of listening skills (Regina, 1997). Taking into account the importance of developing EFL speaking skills, it is vital to determine the speaking skills SL/ FL learners have to acquire in order to converse with native language speakers. Speaking requires that learners understand when, why, and in what ways to produce language ("sociolinguistic competence") (Burns & Joyce, 1997; Cohen, 1996 and Harmer, 2001: 269-270). A good speaker hence synthesizes this array of skills and knowledge to succeed in a given speech act. Speaking skills emphasizes that speaking is a high complex mental activity which differs from other activities because it requires much greater effort of the central nervous system (Bygate, 1998: 23). It includes sub processes and involves distinct areas of planning. First the speaker has to retrieve words and phrases from memory and assembles them into syntactically and propositionally appropriate sequence (Harmer, 2001: 269-270). Speaking also happens in the context of limited processing capacities due to limitations of working memory, and thus a 16consequent need for routinization or automation in each area of production arises. This means that the speaker should process the information he listens to the moment he gets it. Besides, speaking involves a sort of monitoring during and following speech production and the managing of communication under a range of external pressures (Bygate, 1998: 23 & Basturkmen, 2002: 28). Taking into consideration the current view of speaking as a complex skill and a multifacets cognitive process, it is important then to consider more closely the features of effective instruction that can facilitate the acquisition of these skills and processes by SL/ FL learners. However, despite the importance of developing speaking skills among ESL/ EFL learners, instruction of these speaking skills has received the least attention, and many English teachers still spend the majority of class time in reading and writing practice almost ignoring speaking skills (Scarcella &Oxford, 1994: 165; ElMenoufy, 1997: 12 and Miller, 2001: 25). According to previous research, this may be due to the disparity between the spontaneous nature of the spoken language, and the structuring necessary to rearrange it into an acceptable, and correct form to be learned that causes problems for both teachers and students (Badrawi, 1997). In our needs analysis entitled “the perception of Grade 10 students of P-UoP of their English speaking skill”, talks about how learners build their confidence and competence when it comes to speak English. We chose Grade 10 of P-UoP as our respondent because studies have consistently demonstrated that those who have an advanced knowledge of the English language are much more likely to advance their careers. In addition to this, these studies have also demonstrated that a strong command of the English language will lead to higher paying jobs, more social mobility, and a great deal of social success. No matter what career you choose, whether it is Engineering or History, having a powerful command of the English language will greatly increase your odds of success. Generally, your vocabulary will need to be equal to those who are in the same career field. English is the most widely spoken language in the world and it stands out as the most popular and influential on earth. It is being spoken almost all over world and has gained a prominent place in the minds and hearts of people especially even the rural students want to learn the second language by any chance. And also, every sector is using English, such as engineering, economics, education, health, and social life. So it is very important for Grade 10 to learn English, so they can communicate and get a lot of knowledge from there. As a global language, English is used to communicate with other people from the other countries, either friend or business client. And also, many books and information are written in English now. If we do not learn English, then it means we are keeping ourselves away from half of the world’s knowledge. For the one who love travel, English is the most important requirement. You cannot get the information of a new place if you are not communicated with others. And usually in a lot of countries, explanation of the information for foreigners is using English. Name: Description: ...
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4