43Вопрос

Speaking has many different aspects. It is useful to look at them under these headings:

1 Accuracy

Accuracy involves the correct use of vocabulary, grammar and pronunciation. In controlled and guided activities the focus is usually on accuracy and the teacher makes it clear from feedback that accuracy is important. Ongoing correction is often appropriate during accuracy activities. In freer activities the teacher is hoping for the correct use of language but is also keen to encourage the students' attempts to use the language they have in order to communicate. (See below.)

Chapter 5 Developing skills and strategies

In feedback the teacher will probably comment on correct use of language but also on how successfully the students communicated. (See also Chapter 6: Presenting and practising language.) Even in free activities students can be encouraged to be as accurate as possible so long as their anxiety to 'get it right' doesn't interfere too much with their fluency and ability to communicate. In any particular activity the teacher can make it clear to students in which areas accuracy is expected, and to what extent. (See also Chapter 7 Section 2: Correction techniques.)

2 Fluency

Fluency can be thought of as 'the ability to keep going when speaking spontaneously'. When speaking fluently students should be able to get the message across with whatever resources and abilities they've got, regardless of grammatical and other mistakes.

Normally, students should not be corrected during fluency activities. However, in feedback afterwards you can comment favourably on any strategies the students used to increase their fluency. For example:

• the use of natural-sounding 'incomplete' sentences: When did you go? On Tuesday (not I went on Tuesday);

• the use of common expressions like I see what you mean, Never mind, What's the matter?

• the use of 'fillers' and hesitation devices: Well, Let me think, Let's see;

• the use of communication strategies, such as asking for clarification: I don't understand. Do you mean ...?

• the ability to paraphrase - 'put it another way' or explain/describe what they want to say if they haven't got the right language. This can involve using gesture or even mime;

• the use of useful expressions such as That reminds me ... /By the way ... /Talking of... etc when introducing a topic; Still... /Anyway... /Strange, really... etc when finishing with a topic; and Well, I must go/Nice talking to you, etc when finishing a conversation:

Some of these aspects are more difficult to focus on than others. Students obviously transfer many of the speaking skills they have in their own language when they are speaking English. However, don't forget that some conventions of conversation are not universal and it can be very useful to focus on particular aspects in class. For example, Japanese people consider it impolite to interrupt -especially someone older or of a higher status. With more advanced students who have to take part in discussions and meetings with native speakers of English, it can be helpful to teach Japanese students how to interrupt in English in a way which is considered acceptable by native speakers.