PLANNING AND

ASSESSING
SPEAKING
Integrated speaking into the
curriculum
Consist of :
Weighting
The relative of skills work in a
course will depend to a large
degree on the learners needs.
Practice is the best thing to
learn.

Example :
Learner studying in EFL context. In there
need to concentrate more on written
language than on spoken. Because in there
purpose is more academic.
And different for the speaking skills a
business person will require are likely to
differ markedly from these that are need by
tourist- the former needing to be competent
in a wider variety of genres and registers.

Need Analysis

the learners need will also determine

the best balance between accurancy
and fluency. Analysis learners can be
done informally. Such as :talking to
them
and more formally,
such as : through the use of
questionaires or by interviewing training
managers or other stakeholders.

Placement

test
A placement test should
be used for can initial
aassasement of the
candidates speaking
skills.
This applies equally to
learners whose needs
are only vagucly
formulated.

It should be obvious that a quick paper

and pencil test, such as a grammar
multiple choice test, is totally indquate
in terms of assessing in lerners speaking
ability.
Criteria for assessing the candidates oral
ability will be discussed below, but is
important to regard the test as a test
of speaking, not solely of grammatical
accuracy.

Balancing accurancy and

fluency
Implicit in the kinds of
decisious that need to be made
at the planning stage is the
issue of how to find the right
balance between accuracy and
fluency.
At issue is not just a question
of weighting, but of order.

A radical rethingking of the

relative importance
of accurancy and
fluency fuelled the
evolution of the
communicative
approach.

moreover, research
was showing that
learning processes,
whether of language
or of any cognitive
skill, involve cycles
of trial, error and retrial and that
precision is late
acquired.

Accordingly, proponents of
a more fluency driven
approach proposed a model
of instruction that started
out from the learners
attempts to communicate.