Teaching English Language Skills Essay

Introduction English language teaching is explored with immeasurable techniques and methods so far in EFL classroom. Every language instructor agrees that the most difficult and frustrating thing is making learners apply their knowledge in real life setting. In the classroom the learners are usually active and ready to practice the material, however, speaking the language outside the classroom is completely different and often students are lost in real communication as soon as they step outside the door. Huge amount of memorized words suddenly goes out of mind and becomes useless. It is of great importance to teach the language knowledge, but however it is not less important to consider the way this knowledge is taught.

According to my

And it is difficult to separate it from other speech characteristic of speaking skill. Definitions of fluency often include references to flow or smoothness, rate of speech, absence of excessive pausing, absence of disturbing hesitation markers, length of utterances and connectedness. However, all of mentioned above is subjective since judged by the listener there are temporal aspects that are commonly used to define speech fluency: speech rate, pauses (including their location,

But the most common aim in language learning is communicative purposes. In contemporary language teaching there are various methods and techniques existing that aim to develop communicative competence of the learner. When developing speaking skill of the learner accuracy is usually more dominant and fluency aspect of speaking is usually considered to be developed itself by huge amount of drilling and focusing on accuracy. According to the IELTS test data for 2012, Kazakhstani IELTS academic speaking show that Kazakhstan has the mean score of 5,9, which is one of the lowest indexes among 40 countries round the world [4]. From this brief data it is logical to suggest that there is more room for Kazakhstani English learners and instructors to work on their fluency in speaking.

This paper will try to review hitherto literature on speaking fluency development and show that fluency development, leads to accuracy improvement as well.

Since the researcher is a university Foundation program teacher at Suleyman Demirel University, Kazakhstan, it was noticed that most of students of B1 level face the problem of speaking fluently even though their linguistic competence is really high. Students usually give really high grades at accuracy focused activities, whereas speaking tasks are often evaluated 1 or even two levels lower. Thus the issue the fluency aspect development of oral production was undertaken