Motivation in learning english speaking of the second year tourism major students at tourism and foreign language department, sao do college of industry

Chapter 1: Introduction
1.1 Rationale for the study
We are living in the global world in which English language has rapidly become an
international language. To meet this requirement, English has been taught almost everywhere
in Vietnam, especially in schools, colleges, universities, English is a compulsory subject.
However, how to speak English well is a problem for many learners of English,
especially for the students of colleges and universities. Despite the fact that most of the
students have been learning English since they were at secondary or high school, they are
deficient in English speaking.
As a teacher of Tourism & Foreign language Department, Sao Do College of
Industry SCI, HaiDuong, from our observation and our own teaching experience, we see that
during the speaking lesson classroom interaction is restricted. Only some students get
involved in the activities conducted by the teacher while others keep silence or do other
things. Thus, one of the challenges to the teacher is to find out the answer to the question
“Why don’t many students of English get involved actively in speaking lesson?”
To find the answer to this question it is necessary to investigate what motivates and
de-motivates students in English learning in general and in speaking in particular. Many
teachers and researchers now believe that motivation is one of the most important factors
that determine the rate and success of L2 attainment: it provides the primary impetus to
initiate learning the L2 and later the driving force to sustain the long and often tedious
learning process. Without sufficient motivation, even individuals with the most remarkable
abilities cannot accomplish long-term goals, and there are no appropriate curricula and good
teaching to ensure student achievement.
For the mentioned reasons, we would like to conduct a study on “Motivation in
Learning English Speaking of the Second Year Tourism-Major Students at Tourism
and Foreign Language Department, Sao Do College of Industry”. The study is to
investigate what motivates and de-motivates students in English speaking learning. We do
hope that this study will help the teacher of speaking in some ways to find appropriate
methods to motivate their students.
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1.2 Aims of the study

The study aims at investigating the motivation in English speaking learning among
the second year tourism-major students at Tourism and Foreign Language Faculty, Sao Do
Industrial College. The four main purposes of the study are summarized below:
1. To examine kinds of motivation possessed by the second year tourism major
students at Tourism and Foreign Department, Sao Do College of Industry.
2. To examine methods and techniques used by teachers of speaking to motivate their
learners in speaking activities.
3. To investigate factors de-motivating students in English speaking learning?
4. To suggest motivational strategies and techniques, which can be applied to
stimulate learners in teaching speaking skill.
1.3 Scope and significance of the study:
There are many factors affecting the success or failure of learning a foreign language,
in which motivation is one of the key factors. The focus of this study is on motivation as a
separate factor in English speaking learning. The results of the study will be applied to
improve the speaking skills of second tourism major students of Tourism & Foreign
Language Department, SCI. It can not be said that the results are general to all students in
Vietnam.
1.4 Design of the study
The study is designed with 3 chapters.
Chapter one presents the rationale for study, aims of the study, research questions as
well as the scope of the study.
Chapter two displays the background of motivation and speaking teaching. In the
chapter, the main approaches to motivation and de-motivation in foreign language teaching
are discussed. The main theories of foreign language speaking teaching are also presented in
the chapter.
Chapter three presents the methodology performed in the study. The chapter also
deals with documentation, data analysis. The analysis and discussion on the data is based on
the survey questionnaire, interview and classroom observation.
Chapter four summarizes the findings, implication, recommendations and future
directions for future research are also provided in the last chapter.

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Chapter 2: Literature review
This chapter is concerned with the conceptions of motivation, motivation in foreign
language learning, and the theoretical backgrounds of speaking skills.
2.1 Theoretical background of motivation
2.1.1 Conceptions of motivation
Many researches have been undertaken and there is much in the research literature
regarding the definition of motivation. All the motivation theories in general want to explain
the fundamental question of why humans behave as they do, and therefore we cannot assume
any simple and straightforward answer.
Motivation is described as the impetus to create and sustain intentions and goal
seeking acts (Ames & Ames, 1989).
Burden, (1997:119) assumed that “from a cognitive perspective, motivation is
concerned with such issues as why people decide to act in certain ways and what factors
influence the choice they make. It also involves decisions as to the amount of effect people
are prepared to expand in attempting to achieve their goals. The role of the teacher thus
becomes one of helping and enabling learners to make suitable decisions”
Dornei (2001:613) defined motivation as “a general ways of referring to the
antecedents (i.e. the causes and the origins”. He also stated that “motivation explains why
people decide to do something, how hard they are going to pursue it and how long they are
willing to sustain the activities” (2001:7). The author mentioned two dimensions of human
behavior: direction and magnitude (intensity) which motivation concerns.
Motivation, “the process whereby goal-directed activity is instigated and sustained”
(Pintrich& Schunk, 2002).
From the above, it can be deduced that motivation is a psychological trait which
leads people to achieve a goal. Motivation is what drives you to “behave” in a certain way or
to take a particular action. Simply, it can be understood that motivation is your “WHY”.
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2.1.2 Motivation in foreign language learning
In recent years, motivation has become a familiar term in second language learning.

Motivation in foreign language learning has been defined in different ways.
According to Dornyei, 1988, motivation refers to the efforts learners make to learn a
foreign language. Motivation is one of the keys that influence the rate and success of
language learning.
Park (2002:2) believes that motivation is shaped as “...sets of belief about language
learning, the target culture, their culture, the teacher, the learning task, ect.”
Holt (2001:1), referring to Cookes and Schmidt (1991), defines motivation as “...the
learner’s orientation with regard to the goal of learning a second language”.
Motivation in this context can be understood as one relating to attitude and vice
versa with both having an influence on learning and acquisition. Gardner (1985) as as cited
in Dornyei, (2001), assumed that motivation involved desire to learn a language, intensity of
effort to achieve this, and attitudes toward learning the language.
According to the framework by Dornyei (1994), motivation consists of 3 main levels
which are language level, learner level and learning situation level.
Language level refers to integrative motivational subsystem and instrumental
motivational subsystem.
Learner level depends on need for achievement, self-confidence which is language
use anxiety, perceived L2 competence, casual attributions and self-efficacy
Learning situation level refers to course specific motivational components, teacher
specific motivational components and group specific motivational components
Below is Dornyei’s (1994) framework of L2 motivation.
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Table 1: Dornyei’s (1994) framework of L2 motivation (Adapted from Dornyei, 2001)
Language level Integrative motivational subsystem
Instrumental motivational subsystem
Learner level Need for achievement
Self-confidence
+ Language use anxiety
+ Perceived L2 competence
+ Casual attributions

+ Self-efficacy
Learning situation level
Course specific motivational
components Interest (in the course)
Relevant (of the course to one’s needs)
Expectancy (of success)
Satisfaction (one has in the outcome)
Teacher specific motivational
components Affiliative motive
Authority type
Direct socialization of student motivation
- Modeling
- Task presentation
- Feedback
Group specific motivational
components
Goal-orientedness
Norm and reward system
Group cohesion
Classroom goal structure
Another comprehensive attempt to summarize the motivational components that are
relevant to L2 instruction has been made by Marion and Bob Burden (1997) as a part of a
larger overview of psychology for language teachers. The motivational components
summarized consist of internal factors and external factors. The components of these factors
are displayed in the framework below.
Table 2: William and Burden’s (1997) framework of L2 motivation
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(Adapted from Dornyei, 2001)
Internal factors External factors
Intrinsic interest of activity

- arousal of curiosity
- optimal degree of challenge
Significant others:
- parents
- teachers
- peers
Perceived value of activity
- Personal relevance
- anticipated value of outcome
- intrinsic value attributed to the activity
The nature of interaction with significant
others
- mediated learning experiences
- the nature and amount of feedback
- rewards
- the nature and amount of appropriate
praise
- punishments, sanctions
Sense of agency
- locus of causality
- locus of control RE process and
outcomes
- ability to set appropriate goals
The learning environment
- comfort
- resources
- time of the day, week, year
- size of class, school
- class and school ethos
Mastery

- feelings of competence
- awareness of developing skills and
mastery in a chosen area
- self efficacy
The broader context
- wider family networks
- the local education system
- conflicting interests
- cultural norms
- societal expectations and attitudes
Self-concept
- realistic awareness of personal strengths
and weaknesses in skills required
- personal definitions and judgments of
success and failure
- self-worth concern
-learned helplessness
Attitudes
- to language learning in general
- to the target language
- to the target community and culture
Other affective states
- confidence
- anxiety, fear
Developmental age and stage
Gender
In conclusion, motivation is one variable, which, combined with other factors,
influences a learner’s success.
2.1.3 Types of motivation in foreign language learning
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Motivation can be classified in different ways. In some studies, motivation is
categorized into two types: intrinsic and extrinsic motivation
Tracing the word “intrinsic” down to its roots, it means “innate” or “within”, thus
intrinsic motivation originates in the individual itself. Concerning learning it can be said that
the drive or stimulation to learn comes from within the students, hence, the teacher or
instructor does not have to ‘manipulate’ the student in any way in order to make him learn. It
is an inner desire of the student to fulfill a positive learning outcome. Intrinsic motivation
itself is goal related, therefore, it is independent of any kind of external value.
Extrinsic motivation can be regarded as the opposite of intrinsic motivation. The goal
connected with intrinsic motivation is a positive learning effect that lasts a long time, but the
goal of an extrinsic motivated student is completely different. “When individuals are
extrinsically motivated, they hold some desired outcome as a goal (e.g., getting a good grade
or avoiding punishment), they recognize that a certain way of behaving is an expedient
means to that goal, and they make plans to modify their behavior in such a manner that they
are likely to experience the desired outcome”.
However, motivation in foreign language learning is more broadly categorized into
two types: integrative and instrumental motivation
In a pioneering study, Gardner and Lambert (1972: 132) highlighted “integrative
motivation” which stresses “a sincere and personal interest in the people and culture
represented by the other group” and “instrumental motivation” which stresses “the practical
value and advantages of learning a new language”. Gardner’s later socio-educational model
(1982) adds three aspects of student motivation: effort (time and drive), desire (extent of
language proficiency wished for) and effect (emotional reactions to language study).
Integrative motivation is the desire on the part of the student to feel an affinity with the
people, the society and the culture of the language that is learned, and is usually referred to
in the context of living in the target language community (Falk 1978, and Finnegan, 1999).
Instrumental motivation, on the other hand, concerns the practical and concrete
rewards that student’s desire (Hudson, 2000). This relates to achievement purposes for
instance passing an exam or getting a degree. A student’s opinion of a given language is
significantly shaped by its perceived usefulness and relevance to future career goals

(Chambers, 1999).
2.1.4. Main de-motivating factors affecting motivation in learning foreign language
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2.1.4.1 Conceptions of de-motivation
Dornyei (2005: 143) defined de-motivation as “specific external forces that reduce or
diminish the motivational basis of a behavioral intention or an ongoing action”.
Deci and Ryan (1985) used a similar term “a-motivation”, which means “the relative
absence of motivation that is not caused by a lack of initial interest but rather by the
individual’s experiencing feelings of incompetence and helplessness when faced with the
activity.”
Dornyei pointed out that de-motivation does not mean that all the positive influences
that originally made up the motivational basis of a behavior have been got rid of. It only
means that a strong negative factor restrains the present motivation with some other positive
motives still remain ready to be activated.
2.1.4.2 De-motivating factors affecting motivation in learning foreign language.
According to Dornyei, factors de-motivating students’ learning are as follows.
1. The teacher (personality, commitment, competence, teaching method);
2. Inadequate school facilities (group is too big or not the right level, frequent change of
teachers);
3. Reduced self-confidence (experience of failure or lack of success);
4. Negative attitude towards the L2;
5. Compulsory nature of L2 study;
6. Interference of another foreign language being studied;
7. Negative attitude towards L2 community;
8. Attitudes of group members;
9. Course-book
Basing on Dornyei’s study, factors affecting students’ motivation can be classified
into learner’s factors, teacher’s factors, environment factors, and teaching and learning
conditions.
2.1.4.2.1. Learner’s factors

a. Intelligence:
Intelligence is the term referring to performance on certain kinds of tests
( Lightbown & Spada), 1999:52). Through these tests, teachers are able to classify successful
or unsuccessful students in the class performance. While some studies have reported that
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there is a link between intelligence measured by IQ tests and second language learning, some
students, in fact, whose academic performance is weak, are successful in L2 learning.
b. Aptitude:
Aptitude refers to the special ability involved in second language learning (Douglas
et al 1995). The relationship between aptitude and second language learning success is a very
important one and various studies, such as Gardner (1980) and Skehan (1989) have reported
that aptitude is a major factor determining the level of success of second language learning
(Douglous et al 1995). Students can have a “good aptitude for learning”. This can infer
various things, such as:
• The understanding of the function of words in sentences.
• The ability to understand and use grammatical rules.
• Memory of key words, what they mean and how to use them.
An important point regarding aptitude and second language learning is that
successful learners may not be strong in all the components of aptitude and can still succeed
at learning a second language. For example, some individuals may have strong memories but
only average abilities in the other components of aptitude (Spada 1999).
c. Personality
Learners’ emotional states have a powerful influence on their behavior and
performance in the classroom and other learning situations. There are various theories that
claim that personality factors are important predictors of success in second language
learning. Personality traits such as extroversion, introversion, risk-taking, independence and
empathy have been the basis of discussions and disputes relating to this topic (Ellis 1986).
d. Learning strategies
As in all school topics, learning strategies are a factor of second language learning.
One definition of learning strategies is: “Steps or actions taken by learners to improve the

development of their language skills” (Gass et al 1993: 265). Different learning strategies
work best for different people when learning a second language. For example, one student
may learn vocabulary through writing and practicing the vocabulary using cue cards,
whereas another student may only read the vocabulary and learn that way.
e. Leaners’ belief
Most learners have strong belief about how languages are learnt, how their
instruction should be divided. “These beliefs are usually based on previous learning
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experiences and the assumption (right or wrong) that a particular type of instruction is the
best way for them to learn. ( Lightbrown, 1999:59)
f. Age of acquisition
Age is another characteristic of learners which affects learners’ success in second
language learning. It is believed that children are better than adults at acquiring a second
language. It is also often claimed that there is a critical period for second language
acquisition ends around puberty or even earlier.
g. Confidence, Anxiety
Learner's motivation can vary tremendously according to their confidence and
anxiety they have toward the language they are learning and the environment they are in.
Not only is anxiety related to motivation, but it is also related to proficiency and
more so to communication proficiency, as suggested by Clement, Dornyei and Noels (1994).
2.1.4.2.2 Factors related to learning environment
Learning environment involves physical conditions and classroom atmosphere. The
former refers to the classroom size, chairs, desk, tables, lights, boards and even bulletin
boards. Harmer, J. (1992), replicated by Nguyen Mai Nhung (2003), confirms that such
conditions had great influence on students’ learning as well as their attitudes toward the
subject matter. These conditions, therefore, affected students’ motivation either positively or
negatively. The other factor related to learning environment is a pleasant and supportive
atmosphere in the classroom as Lightbown, P.M. & Spada, N. (1999) claim that the
supportive and non-threatening atmosphere makes a contribution to learners’ motivation.
2.1.4.2. 3 Teachers’ factors

Based on Dornyei (2001), teachers' factors and appropriate teacher behaviors are
mentioned as follows:
- Enthusiasm
- Commitment to and expectations for the students' academic progress
- Good relationship with the students
- Acceptance
- Ability to listen and pay attention to students
a. Enthusiasm
An American psychologist, Mihaly Csikszentmihalyi conducted a survey into the
question "Who have been your most influential teachers?” He then addressed in a thought-
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provoking (1997) that it was the enthusiastic ones. It is teachers' love; dedication and passion
together will commitment toward the subject matter that instills in students a willingness to
pursue knowledge.
Also, teachers should clearly identify their reasons for loving and being interested in
the subject matter or L2, and then share these reasons with their students (Good & Brophy,
1994).
b. Commitment to the students' progress
Teachers should show commitment towards their students' learning and progress, at
the same time they should care for what their students have learnt and succeeded (Dornyei,
2001).
In order to express commitment towards the students, teachers should:
+ offer concrete assistance
+ offer to meet students individually to explain things
+ respond immediately when help is requested
+ correct tests and papers promptly
+ send learners copies of relevant interesting articles
+ arrange extra-curricular instructional programs
+ encourage extra- assignments and offer to assist with these
+ Show concern when things are not going on

+ allow students to call at home when they have a problem
+ be available for overtime....
Furthermore, if teachers treat their students "as if they already are eager learners,
they are likely to become eager learners" (Brophy, 1998: 170).
c.Teachers' expectations
In an experiment in educational psychology, an intelligence test to primary school
children, Rosenthal and Jacobson (1968) came to a conclusion that if teachers had high
expectations about how well students could study, their students would probably be able to
reach high level of achievement.
Students tend to perform at a level which is consistent with the teacher's
expectations. Particularly, when the teacher sets high expectations, they are likely to perform
better at the subject matter and even feel more competent (Good & Brophy, 1987).
d. Good relationship with the students
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- Acceptance: three linchpins of the humanistic psychology; namely; acceptance,
empathy and congruence, are of great influence in the development of student-centered
teaching.
- Ability to listen and pay attention to students: listening to a person is the single
most powerful transaction that occurs between ourselves and another person (Wlodkowski,
1986: 28).
Following are several gestures which can convey personal attention by Burden
(1995) and Paffini (1996):
+ Greet students and remember their names
+ Smile at them
+ Notice interesting features of their appearance
+ Ask them about their lives outside school
+ Show interest in their hobbies
+ Move around in class
+ Send notes to absent students....
2.1.4.2. 4. Teaching and learning conditions

a. Physical conditions
Physical conditions in the classroom refer to the classroom size, chairs, desks, tables,
boards and even bulletin boards. Jeremy Harmer (1992) confirmed that such physical
condition had great impact on students' learning as well as their attitude towards the subject
matter. These affect students' motivation either positively or negatively.
L2 teachers should be reminded that the classroom is not only a psychological but &
physical environment. The decoration: posters, flowers, funny objects influence strongly the
atmosphere. More importantly, teachers should create the ownership of the class among
students. He stated "Personalizing the classroom can be seen as students exercising
increasing control over their environment" (Dornyei, 2001: 42).
b. A pleasant and supportive atmosphere in the classroom
Language learning is considered one of the most face-threatening school subjects.
Language anxiety has been found to be a powerful factor that hinders L2 learning
achievement (Maclntyre, Young, 1999). Thus, it is the teacher's task to create a pleasant and
supportive classroom atmosphere.
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A number of various components contribute to make up the ideal classroom climate
such as the teacher's rapport with the students, the students' relationship with each other and
the norm of tolerance; which helps students feel safe and comfortable taking risks. It is very
important to make students that mistakes are a natural part of learning, and to ensure that
they will not be criticized if they make mistakes.
Moreover, humor is a very potent factor to improve the classroom atmosphere. The
use of humor helps students feel at ease without tension in the air. Scheidecker and Freeman
(1991: 138) had a summary on the essence of the ideal classroom climate: "When one
watches students enter such a classroom, one classroom, one gets an overwhelming sense
that the students shed emotional baggage at the doorway. This is an emotional safe zone."
2.1.5. Characteristics of motivated learners
Ellis (1985: 122) replicated findings from studies by Rubin (1975) and Naiman et al.
(1978), and drew on a number of characteristics and the qualities of the good language
learners. According to them, a good language learner would:

- be able to respond to the group dynamics of the learning situation so as to develop
negative anxiety and inhibition.
- seek out all opportunities to use the target language.
- make maximum use of the opportunities afforded to him and to others.
- supplement the learning that derives from direct contact with speakers of the L2
with
- Learning derived from the use of study techniques.
- be an adolescent or an adult.
- possess sufficient analytic skills to perceive, categorize, and store the linguistic
features of the L2.
- possess a strong reason for learning the L2.
- be prepared to experiment by taking risks.
- be capable of adapting to different learning conditions.
Naiman et al. (1978) also mentioned certain typical characteristics associated with
motivation, which are displayed by successful learners, namely;
- Positive task orientation
- Ego-involment
- Need for achievement
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- High aspirations
- Goal orientation
- Perseverance
- Tolerance of ambiguity
In short, motivation which is affected by a number of factors on both the part of the
teacher and the part of the learner, has been considered to play an important role in L2
teaching and learning. It is, moreover, of significance in teaching and learning L2 speaking.
The following part will deal with several features of L2 speaking activities. The below parts
also suggests some ways to motivate learners in learning English speaking skills.
2.2 Theoretical backgrounds of teaching speaking skills
2.2.1 What does speaking involve?

Learning to speak a foreign language requires more than knowing language features,
its grammatical and semantic rules". Learners must also acquire knowledge of how native
speakers use the language in socially constructed interactions, which involves many factors.
Hymes (1971) assumes that L2 learners need to know not only the knowledge but
also the culturally acceptable ways of interacting with others in different situations and
relationships. His theory of communicative competence (1971) consists of the interaction of
grammatical, psycholinguistic, sociolinguistic and probabilistic language components. Built
on Hymes’ theory, Canale and Swain (1980) propose that communicative competence
includes grammatical sociocultural competence - later developed in discourse competence
socio-cultural competence (Canale, 1983) and strategic competence. Based on this
framework, we will portray tine abilities underlying speaking proficiency.
Lexis and grammar, the use of a number of common lexical, especially to perform
certain language functions such as agreeing, disagreeing, expressing surprise, approval, etc.
Connected speech: i.e. common phenomenon in spoken interactions in which so are
modified (assimilation), omitted (elision), added (linking r) or weak (through contractions
and stress patterning). Effective speakers thus need to be not only producing individual
phonemes (as I would have gone) but also to connected speech (I'd've gone).
Expressive devices: native speakers of English change pitch and stress of paretic
parts of utterances, or vary volume and speed to convey meanings beyond words, especially
in face-to-face communication. Students need to recognize deploy some of such features and
if they are to be Effie -communicators.
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Compensating language: effective speaking benefits from the language of
negotiation that we use to seek clarification and to show the structure of what we are saying.
Language processing: effective speakers need to be able to process language in their
own heads and put it into coherent order so that it comes out in forms that are not only
comprehensible but also convey the meaning that are intended. One of the main reasons for
including speaking activities in language lessons is to help students develop habits of rapid
language processing in English.
Interacting with others: most speaking involves interaction with one or more

participants. This means that effective speaking involves a good deal of listening and
understanding of how the other participants are feeling and a knowledge of how
linguistically to take turns or allow others to do so.
Real item information processing: the ability to process the information others tell us
the moment we get it. The longer it takes, the less efficient we are.
Sociolinguistic knowledge: knowledge of language alone does not adequately
prepare learners for effective and appropriate use of the target language. Learners must have
competence which involves knowing what is expected socially and culturally by users of the
target language. Understanding the sociolinguistic side of language helps learners know what
comments are appropriate, know how to ask questions during interaction, and know how to
respond nonverbally according to the purpose of the talk.
2.2.2 Communicative language teaching (CLT) approach
Communicative language teaching (CLT) is an approach to the teaching of second
and foreign languages that emphasizes interaction as both the means and the ultimate goal of
learning a language. It is also referred to as “Communicative approach to the teaching of
foreign languages” or simply the “Communicative Approach”. As an extension of the
notional-functional syllabus, CLT also places great emphasis on helping students use the
target language in a variety of contexts and places great emphasis on learning language
functions. Unlike the ALM, its primary focus is on helping learners create meaning rather
than helping them develop perfectly grammatical structures or acquire native-like
pronunciation. This means that successfully learning a foreign language is assessed in terms
of how well learners have developed their communicative competence, which can loosely be
defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a
language with adequate proficiency to communicate.
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CLT is usually characterized as a broad approach to teaching, rather than as a
teaching method with a clearly defined set of classroom practices. As such, it is most often
defined as a list of general principles or features. One of the most recognized of
These lists are David Nunan’s (1991) five features of CLT:
1. An emphasis on learning to communicate through interaction in the target

language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language but also
on the learning process itself.
4. An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities
Outside the classroom.
These five features are claimed by practitioners of CLT to show that they are very
interested in the needs and desires of their learners as well as the connection between the
language as it is taught in their class and as it used outside the classroom. Under this broad
umbrella definition, any teaching practice that helps students develop their communicative
competence in an authentic context is deemed an acceptable and beneficial form of
instruction. Thus, in the classroom CLT often takes the form of pair and group work
requiring negotiation and cooperation between learners, fluency-based activities that
encourage learners to develop their confidence, role-plays in which students practice and
develop language functions, as well as judicious use of grammar and pronunciation focused
activities.
2.2.3 Aspects of speaking skills in CLT class.
2.2.3.1 Teaching interactional skills
In the light of CLT approach, the goal of language study is to communicate
competently in that language. Richard, Platt and Weber (1985), (replicated in Nuna., 1999)
characterize four dimensions of communicative competences as follows:
- Knowledge of the Grammar and Vocabulary of the language
- Knowledge of the rules of speaking (e.g. knowing how to begin and end
conversations, knowing what topics can be talked about in different types of speech events,
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knowing which address forms should be used with different persons one speak to and in
different situations;
- Knowing how to use and respond to different types of speech acts such as requests,

apologies, thanks, and invitations;
- Knowing how to use language appropriately.
Nunan, D., 1999, p.226
Accordingly, in the speaking class, teachers need provide their students with
interactional skill, for example, how to open and close conversations, how to make turns and
interrupt, and how to respond appropriately, ect.
2.2.3.2 Integrating pronunciation teaching
For many teachers and students, pronunciation is one of the most difficult areas
because of mother tongue interfere and feelings of awkwardness, inhibition, embarrassment,
fear or losing face. Hedge, T. (2000) claims that it is teachers’ responsibility to decide when
to focus on pronunciation, and on which aspects. It is now agreed that in CLT class,
pronunciation can be integrated into speaking lessons, either through activities which prepare
for speaking tasks or through follow-up activities. Individual sounds, words stress, sentence
stress, and various types of linking can be drawn out of many classroom activities. Likewise,
intonation can be picked out from dialogues in textbook materials to show students its
importance in indicating attitudes and emotion in conversation.
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2.2.3.3 Accuracy and fluency
According to Hedge, T. (2000:261), “as communicative approaches have developed,
teachers have been concerned to ensure that students not only practice speaking in a
controlled way in order to produce features of pronunciation, vocabulary, and structure
accurately, but also practice using these features more freely in purposeful communication”.
Teachers will therefore need to design both accuracy-based and fluency based activities.
* Accuracy: When we say someone speaks English with accuracy, we mean they
speak English without or with few errors in grammar, vocabulary and pronunciation.
Grammar: The student uses correct word order, tenses, agreement, etc. The student
does not leave out articles, prepositions, or difficult tenses.
Vocabulary: the student has a range of vocabulary that corresponds to the syllabus
year list and uses words you have taught the student uses a wide range of vocabulary.
Pronunciation: When the student speaks most people will understand. The message

that the student is trying to get across is clear because of good pronunciation.
* Fluency: Fluently speaking means being able to communicate one's ideas without
having to stop and think too much about what one is saying.
Lack of undue hesitation: the student speaks smoothly, at a natural speed. She doesn't
hesitate long and it is easy to follow what she is saying.
Length: the student can put ideas together to form a message or an argument; she can
make not only the simplest of sentence patterns but also complex ones to complete the task.
Independence: when the student is lost for a word or cannot express an idea in
English, she finds a way around the problem, re-expressing what she wants to say in | a
different or simpler way. The student can keep talking and asks questions, etc. to keep the
conversation going. She is independent of the teacher. The student does not give up trying
when she cannot find the right word. The student does not let the conversation break down
or is not dependent on others to keep talking.
18