Jeremy Harmer's Theory On Speaking

According to Martin Bygate’s Theory on speaking (1972:3), in order to achieve communicative goal through speaking, there are two aspects to be considered. The one is knowledge of the language and the other is the skill use in this language. It is not enough to possess the knowledge of the language, but a speaker of the language should be able to use in different situations.
Jeremy Harmer’s View on Speaking: Harmer (2001) distinguishes two aspects, ‘language features’ and ‘mental/social processing’ with regard to elements of speaking which are necessary for fluent and oral production. The first aspect of the language features, necessary for the oral production involves connected speech, expressive devices, lexis, and grammar. In brief the language

Through design of communicative tasks in speaking classes, fluency can be achieved, and accuracy can be promoted through these pedagogic tasks (Brumfit, 1984).
The British Council reports the following advantages of TBL Task-based learning:
Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practicing one pre-selected item.
• A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural.
• The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language

Designing Task-based teaching. The tasks will be chosen according to the learners’ learning style, their interest and catering to specific needs.It is hypothesized that graduates will improve their fluency in speaking English language with appropriate task-based activities.
1- Syllabus designer and text book writers will become aware of using tasks to help the learners to speak English.
2- If the students are taught by using appropriate supplementary materials materials which is contextual and a blend of their day to day life in village/rural area, culture, tradition, etc. and corporate (joboriented) with certain tasks and activities interesting to them surely enhance their speaking skills.
Conclusion
The teaching should focus on the effective use of task-based speaking activities with the graduate from rural areas may benefits to the textbook designers. The researcher’s designed material exclusively task-based speaking activities would work as remedy to overcome the speaking skills among the rural