Abstract
Developing oral communication skills has been the crucial need of ELT today. Oral communication skills can be developed through performing individual presentations and pair interactions in open tasks. Learning and understanding relevant skills and tasks related to specific genre are in more practice to develop discursive ability. This paper is concerned on understanding and using appropriate strategies to develop oral tasks to competently communicate in any situation.
Keywords: discourse, interaction skills, oral communication, open tasks, oral performances, process approach
Introduction
Language is the tool of communication and speaking is the foremost skill that initiates interaction. Students need to develop their interactive ability to present their thoughts and discuss on any topic. In the present scenario, designing interactive tasks for improving speaking skills has been the prime concern of ELT experts.
Personal Communication Based Oral Tasks
The students need to be engaged in oral presentation tasks to stimulate their area of interest and to put a detailed study to engage in communicative discourse. Individual presentation tasks include small talk, just a minute, and extempore.
Dyadic Communication Based Oral Tasks
Interpersonal communication activities like conversation, chatting, interview, role-play and video conference are some of the most demanding tasks in which the students need to enrich their literary morale to communicate with one another. Students should be constantly involved in task repetitions to discuss and exchange their opinions (Nakamura, 2008).
Group Communication Based Oral Tasks
When the students are convincingly confident to interact and discuss on any topic of their area of interest in a group, their literary and linguistic zeal and communicative potentiality can be seriously witnessed. Group discussion, panel discussion and debate are the activities where team work and team spirit will be thoroughly highlighted.
Conclusion
The students should be constantly motivated and encouraged to develop cognitive skills to construct their ideational knowledge to framing language content. They should be able to exhibit their ideas and thinking skills with relevant content and information by right planning, consistently preparing, and coherently organizing with appropriate language items.
Works Cited
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- Porter, P. (1986). “How learners talk to each other.” In B. Day (Ed.), Talking to learn: Conversation in second language acquisition. Rowley, MA: Newbury House.
- Nakamura, I. (2008). “Understanding how teacher and student talk with each other.” Language Teaching Research, 12(2), 265-283.
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