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11 - Speaking

from Part III - Skill Development

Published online by Cambridge University Press:  25 June 2019

By
Dustin Crowther  and
Susan M. Gass
Edited by
John W. Schwieter  and
Alessandro Benati
John W. Schwieter
Affiliation:
Wilfrid Laurier University
Alessandro Benati
Affiliation:
American University of Sharjah, United Arab Emirates
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Summary

In describing the difficulties of establishing a definition for the construct second language (L2) “speaking”, Fulcher (2014) notes that “speaking is the verbal use of language to communicate with others” (p. 23). Such a broad definition is of course limited, as what enables successful spoken communication is variable. For example, Fulcher lists the following considerations: pronunciation and intonation; accuracy and fluency; strategies for speaking; structuring speech; speaking in context; and interactional competence. Such variability is evident when considering how high-stakes language assessments (e.g., the American Council on the Teaching of Foreign Languages (ACTFL), instruments based on the Common European Framework of Reference, International English Language Testing System (IELTS), Test of English as a Foreign Language (TOEFL)) define speaking within their frameworks. For example, whereas the IELTS speaking rubric includes categories for Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation, the TOEFL speaking rubrics emphasize General Description, Delivery, Language Use, and Topic Development.

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The Cambridge Handbook of Language Learning , pp. 258 - 282
Publisher: Cambridge University Press
Print publication year: 2019

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