{"id":3986,"date":"2013-05-01T11:00:51","date_gmt":"2013-05-01T11:00:51","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=3986"},"modified":"2013-05-01T11:00:51","modified_gmt":"2013-05-01T11:00:51","slug":"teaching-spoken-english-at-tertiary-level-a-communicative-approach-by-d-vasundhara","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=3986","title":{"rendered":"&#8216;Teaching Spoken English at Tertiary Level:  A Communicative Approach&#8217; by D. Vasundhara"},"content":{"rendered":"<p><span style=\"color: #000000;\"><b>Author note<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">This research work is carried on by me in the hope of answering many queries which posed a challenge in my service as a teacher. My students, specially in the rural areas where I served, always expressed their wish to speak in English and asked for solutions. The prescribed texts and curriculum could not answer their questions nor offer me any solutions. Hence, this research is designed in the hope of getting some guidance to the teaching and learning processes. As anticipated, it gave a big boost both to the teachers and learners.<!--more--><\/span><\/p>\n<p><span style=\"color: #000000;\"><b>Contribution Statement<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">I state that this research paper submitted by me is based on the empirical investigation conduced by me. I declare that this paper written by me is not submitted elsewhere.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>Abstract<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">This paper aims to prove the <b>relevance<\/b> of <b>communicative approach<\/b> to teach <b>Spoken English <\/b>at tertiary level. It reviews the continuity and change in English language teaching and evaluates the place of Spoken English in the present English curriculum at the <b>undergraduate level<\/b>. It investigates the need of Spoken English in the curriculum, discusses the principles of communicative language teaching. It focuses the type of exercises designed, and the mode of evaluation to be followed to teach Spoken English. Consequently,\u00a0 a <b>speech based course<\/b> in Spoken English for the undergraduates is deduced. The paper reports the details of the pilot study conducted to show the effectiveness of the materials prepared, the approach and methodology used in the project. It explains the tools used, the sample involved in the experiment, the objectives aimed at, and the hypotheses assumed. Finally, the hypotheses are substantiated by interpreting the data.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>1.0 Introduction<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The present state of English studies in the institutions of higher education is not quite satisfactory as there has been a steady decline in the standards. The syllabuses are not keeping with the needs of the learners; the methods of teaching followed are not yielding much in terms of learning. Though General English Course is compulsory at the undergraduate level, the course is judged from the point of view of its content and does not focus upon the language skills. Unless the language skills are cultivated, the learners cannot use English as an effective tool of communication. This obviously demands oral skills. But, little thought has been given regarding its teaching and learning and very rarely is accepted as a component of undergraduate syllabus. As a result, learners with poor English speaking skills have long been a part of the education scene in the country. Even it is to be taught, it has traditionally meant the teaching of pronunciation of English.<\/span><\/p>\n<p><span style=\"color: #000000;\">Nevertheless, recently, various other factors like discourse, the role and relationship between the interactants, the knowledge of interaction management techniques etc., which in turn enhance the intelligibility and acceptability of a communicative utterance have been thought of.<\/span><\/p>\n<p><span style=\"color: #000000;\">This changed orientation has brought new perspectives of communicative interactions in the classroom and other learning processes like needs analysis, appropriate methods of teaching and learning, suitable evaluation methods. These modifications are to be brought forth if educational standards are to raise and speech has to be accomplished as a pleasant and lively experience in communication.<\/span><\/p>\n<p><span style=\"color: #000000;\">Hence, the present research has aimed at<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">finding out the needs in Spoken English of the undergraduates<\/span><\/li>\n<li><span style=\"color: #000000;\">designing and trying out the syllabus and course material for the development of oral skills using communicative syllabus design, teaching material and evaluation procedures<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\"><b>1.1 Communicative Approach\u00a0 <\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">Communicative approach to language teaching starts from a theory of language as communication. The goal of language teaching is to develop a communicative competence according to Hymes, a socio-linguist. Learners are \u00a0prepared and encouraged to exploit their communicative competence to participate in actual communication situations. It is on this level that such a language distinguishes itself from more traditional approaches where the emphasis is heavily on teaching structural competence. Many linguists like Wilkins, Widdowson, Candlin, Christopher Brumfit, Keith Johnson worked on this theory to develop a communicative or functional approach to language teaching. Since Hymes introduced the term communicative competence, it enjoyed increasing popularity among the teachers, researchers, and the others who are interested in the language. He recasts the notion of competence as communicative competence which reflects not only the speaker-listener&#8217;s grammatical competence but also psycho-linguistic competence, socio-linguistic competence, knowledge and ability for use. He asserts that, &#8220;there are rules of use without which the rules of grammar would be useless&#8221; Hymes (1972). He further says that it is not enough if the learner knows the rules of grammar but he should know when to use them and how and what to speak. \u00a0\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">A more recent analysis of communicative competence is made by Canale and Swain (1980) in which four dimensions of communicative competence are identified: grammatical competence (grammatical and lexical capacity), socio-linguistic competence (social context in\u00a0 which communication takes place), discourse competence (interpretation of meaning in the entire message) and strategic competence (communicators coping strategies like initiate, terminate, maintain, repair and redirect) . Canale and Swain, further, gave five guiding characteristics of\u00a0 communicative approach. A communicative approach must<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">integrate grammatical competence, socio-linguistic competence, discourse competence and strategic competence<\/span><\/li>\n<li><span style=\"color: #000000;\">be based on learners&#8217; communication needs<\/span><\/li>\n<li><span style=\"color: #000000;\">create meaningful communicative interactions to learners<\/span><\/li>\n<li><span style=\"color: #000000;\">make optimum use of the communication skills of learners&#8217; native language that are common to second language<\/span><\/li>\n<li><span style=\"color: #000000;\">provide practice for the learners to meet their communication needs<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\">Thus communication involves much more than a simple knowledge of forms; it depends crucially on the ability to use forms in appropriate ways. In speech this means deciding what information is to be conveyed, finding a syntactically, lexically and phonologically appropriate form and uttering it spontaneously and fluently. Explicating this idea Keith Morrow (1981) suggests the five following principles for communication in the classroom.<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">know what you are doing<\/span><\/li>\n<li><span style=\"color: #000000;\">the whole is more than the sum of the parts<\/span><\/li>\n<li><span style=\"color: #000000;\">the processes are as important as the forms<\/span><\/li>\n<li><span style=\"color: #000000;\">to learn it, do it<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\">Concomitantly, the researcher too has considered these five principles in designing materials for teaching Spoken English so that an appropriate framework and syllabus would be evolved to suit the contemporary Indian classroom.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>1.2 Relevance of communicative approach to Spoken English<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">As reviewed, the main implication and specific objectives of teaching, then, would be to determine the classroom teaching on communicative needs of the learner. The aim of communicative language teaching is to produce in learners the ability to create and to construct utterances (spoken and written) which have the desired social value or purpose i.e., an individual in the process of communication, conceives a message and is able to construct and utter the linguistic form which conveys that message. In speech, this means deciding what information is to be conveyed, finding a syntactically, lexically and phonologically appropriate form and uttering it spontaneously and fluently. This process is to be carried under the pressure imposed by the need to communicate in real time and by the need to focus on the content or purpose of the communication rather than its form. The ability to perform is a matter of selecting accurately from the repertoire of language possessed by at that stage. Communicative language teaching is taken to be any form of language teaching which incorporates a reasonable proportion of activities that meet this general condition.<\/span><\/p>\n<p><span style=\"color: #000000;\">Wilkins (1976) notes the following features of communicability in language learning:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">priority of conversational interaction over other modes<\/span><\/li>\n<li><span style=\"color: #000000;\">a syllabus expressed in terms of notions and functions rather than structures<\/span><\/li>\n<li><span style=\"color: #000000;\">learning based on individual group needs rather than generalized<\/span><\/li>\n<li><span style=\"color: #000000;\">authentic materials<\/span><\/li>\n<li><span style=\"color: #000000;\">emphasis on process rather than product<\/span><\/li>\n<li><span style=\"color: #000000;\">genuine communication rather than pedagogically motivated and structured activities<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\">Thus, learning in communicative process grows out of the interaction between learners, teachers, texts and activities. While facilitating communication, the classroom activities involve participants in meta communication. Meta communication implies the learner&#8217;s activity in analyzing, monitoring and evaluating those knowledge systems that are implicit within the various text-types and confront him\/her during learning. Such meta communication occurs within the communicative performance of the classroom as a sociolinguistic activity in its own right. Through this ongoing communication and meta communication, learners not only become participants in the procedures and activities, but may also become critically sensitized to the potential and richness of the unified system of knowledge, affects and abilities upon which their communication depends. Further this process is likely to exploit the productive relationship between using the language and learning the language. Hence, is the relevance of communicative approach to teach Spoken English.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>2.0 Course Design<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The researcher, for all these reasons reviewed, proposes to develop a methodology and curriculum which is more dynamic and interactive &#8211; a course which encourages real language use in classrooms\u00a0 and helps to build communication skills by providing incremental learning experiences through tasks and activities. The curriculum proposed is very flexible to meet the challenging demands of the learner. It also reflects a more serious commitment towards integration with listening as an integral part of oral fluency activities. Accordingly, a syllabus and course material is prepared and tried out to prove its effectiveness. The programme proceeds in two stages. Stage One concerns itself with all the preliminary activities to develop a syllabus and course material and Stage Two concerns with verifying their suitability and effectiveness.<\/span><\/p>\n<p><span style=\"color: #000000;\">To arrive at the needs and relevant data, the researcher, proceeded with certain objectives that led her to formulate hypotheses. Based on these assumptions, the tools were prepared and data were collected. These data furnished the communicative needs of the learners with regard to Spoken English. To specify appropriate skills in order to realize these needs, the researcher operated the Communicative Needs Processing Model by Munby (1978).<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>2.1. Processing of needs <\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The Communication Needs Processing Model proposed by Munby (1978:73) is used with necessary modifications to assess the needs in Spoken English of the undergraduates. This model helped the researcher to process communicative events which in turn lead to the realization of needs in terms of activities and micro skills. Based on these skills the researcher has developed a course in Spoken English. The general principles of curriculum organization like simple to complex, known to unknown, selection and gradation of items are followed. The procedures that are to be followed by the teacher and the method of evaluation are specified. The details of each stage and the steps followed are described in the flow chart as shown in figure 1.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">In a curriculum, the say of the teachers is as important as the role of the learners. Hence, the researcher, to support the needs analysis obtained from the learners, has served a different questionnaire to the teachers. Further, it is true that the parents play a positive role in deciding what course their children would pursue. The researcher, hence, to substantiate the needs of the learners and to have thorough analysis of the needs for this course has served a third questionnaire to the parents\/the well informed citizens.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>2.1.1 Objectives and tools of investigation <\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The researcher has enumerated the following objectives to find out from the learners, teachers, parents\/well informed citizens their opinion on:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">the communicative ability of the undergraduates in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">the needs of undergraduates in spoken English for different purposes<\/span><\/li>\n<li><span style=\"color: #000000;\">the various methods and strategies followed to teach Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">the provision of suitable course material in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">the conversation subtlety and management skills in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">the importance of phonetics, intonation patterns and usage in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">the usefulness of Spoken English in personality development<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\">To substantiate these objectives, the investigator has served three different questionnaires and administered at three levels &#8211; learners, teachers and parents\/well informed citizens of the society.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>2.1.2 Analysis and interpretation of the data <\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The following are the data analyzed after administering the questionnaires at three levels. The analysis has made clear that there is a close understanding about the needs of Spoken English among learners, teachers and parents. They expressed that learners have to understand, discuss, and present their learning experiences in real life situations. Most of the respondents opined that<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Spoken English is an important skill<\/span><\/li>\n<li><span style=\"color: #000000;\">Spoken English is needed for higher studies, profession and personal purposes<\/span><\/li>\n<li><span style=\"color: #000000;\">learners are poor in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">Spoken English should be a part of English study at the undergraduate level<\/span><\/li>\n<li><span style=\"color: #000000;\">oral skills\u00a0 integrated in a speech based course results in perfection in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">discourse principles in teaching Spoken English should precede usage and mechanical articulation<\/span><\/li>\n<li><span style=\"color: #000000;\">pronunciation and formal grammar too are important to speak in English<\/span><\/li>\n<li><span style=\"color: #000000;\">frequency of Spoken English exercises should be increased<\/span><\/li>\n<li><span style=\"color: #000000;\">specially planned and comprehensive teaching\/learning procedures should be followed<\/span><\/li>\n<li><span style=\"color: #000000;\">there is no enough feedback to emphasize oral skills in learning\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">\u00a0there are no specific norms for correction of Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">importance should be given to those items of Spoken English which would be immediately useful in a job\u00a0\u00a0\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">proficiency in Spoken English improves confidence and competence of a learner\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\">\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0The data corresponds with the study of\u00a0 Zhengdong Gan (2012) who traces the<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 difficulties of ESL learners in learning oral skills.\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>3.0 Design of the Experiment<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">Taking the above presented data into consideration, the course in Spoken English was planned for 50 periods. A single group method with a batch of 12 learners was used to assess the effectiveness of the course material, methodology of teaching and evaluation procedures.\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>3.1 Objectives of the experiment<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0The investigation aims at finding out the effect of:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">the communicative syllabus<b> <\/b>designed to develop Spoken English among the undergraduates<\/span><\/li>\n<li><span style=\"color: #000000;\">maximum exposure to informal English supplemented by analytic, selective, and judicious practical work &#8212; analyzing its effective communicative skills<\/span><\/li>\n<li><span style=\"color: #000000;\">the instruction in the skills of eliciting and responding in a transactional task<\/span><\/li>\n<li><span style=\"color: #000000;\">the greater awareness among the learners of the features, rules and processes<b> <\/b>in Spoken English and how they may be used<\/span><\/li>\n<li><span style=\"color: #000000;\">the communicative language teaching strategies on free oral expression which builds up explicitness in a message<b> <\/b>and not<b> <\/b>a test speak<b><\/b><\/span><\/li>\n<li><span style=\"color: #000000;\">evaluate ( not grading) &#8211; comment &#8211; interact a different task &#8211; discussion<b> <\/b>as a mode of correction in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">short turns which are less demanding and communicative; later, long turns which are more demanding in expressing oneself <b><\/b><\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\"><b>3.2 Statement of Hypotheses<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The following hypotheses are formulated in order to achieve the objectives stated and prove the effectiveness of course material, methodology of teaching and evaluation procedures that are used.<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">The use of communicative language teaching strategies will achieve better\u00a0\u00a0\u00a0 performance in the use of spoken skills.<\/span><\/li>\n<li><span style=\"color: #000000;\">The breaking out of the learners from written mode will foster spontaneous expression in Spoken English.<\/span><\/li>\n<li><span style=\"color: #000000;\">The instruction based on cooperative learning and information gap tasks with dyads and small group of learners will ensure appropriate interaction and understanding in oral skills.<\/span><\/li>\n<li><span style=\"color: #000000;\">Learning strategies of reviewing and processing will improve learners&#8217; expression in course of time.<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\"><b>3.3 Tools of investigation and mode of implementation<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The following tools are used to accomplish the proposed research.<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">attitude evaluation task<\/span><\/li>\n<li><span style=\"color: #000000;\">an informal conversation<\/span><\/li>\n<li><span style=\"color: #000000;\">a pre and post testcourse material<\/span>\n<ul>\n<li>written mode (multiple choice type)<\/li>\n<li>spoken mode (information transfer and information gap activities)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"color: #000000;\"><b>3.3.1 Attitude evaluation task<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The attitude evaluation task is framed to know the attitude of the learners towards Spoken English. These closed questions are modified on the basis of the activities\/techniques derived from the learning strategies for oral communication (Xiao-Hua Huang and Margret Van Naerssen,1987). These learning strategies imply formal practice, functional practice, and monitoring. It was served twice to the learners (the try out sample) before and after the experiment. The questions are designed to know their<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">difficulty level in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">number of chances for interaction and exposure in classroom<\/span><\/li>\n<li><span style=\"color: #000000;\">listening practice and comprehension<\/span><\/li>\n<li><span style=\"color: #000000;\">interest in group activities<\/span><\/li>\n<li><span style=\"color: #000000;\">awareness in problem solving activities<\/span><\/li>\n<li><span style=\"color: #000000;\">delight and pleasure in carrying out role play and interactions<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\">These questions ensure that the techniques are, in fact, the ones that the learners choose to use and not the ones that the teachers impose. It contains scaled questions in which the learners are asked about the frequency with which they employ a particular strategy.<\/span><\/p>\n<p><span style=\"color: #000000;\">A variation, if any, in the comparisons of the responses obtained by this attitude evaluation task (both before and after the experiment) is expected to account for the explanation of the change in their attitude towards Spoken English.\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>3.3.2 Informal conversation<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The main aim of conducting an informal conversation is to test the realistic learning of the learners in a normal tension free environment. The learners are expected to exhibit the appropriateness of their performance in a meaningful way while conversing with each other. The average of both the scores (one given by the researcher and the other by the second examiner, an experienced teacher) are marked as the final scores.<\/span><\/p>\n<p><span style=\"color: #000000;\">The learners were divided into three groups of four learners each. The time allowed for conversation was 15 minutes. The five items which were marked for the test were: sounds, stress and intonation, vocabulary, conversational syntax (openings, closings, pausing, hesitation, question tags, incomplete expressions) and negotiation skills (what to say, how to say, when to say and agreeing on who is going to speak next and what he or she is going to talk about &#8211; Martin Bygate, 1987)\u00a0 This additional test component is designed by the researcher based on the RSS (Reciprocal Speech Situation) suggested by Andrew Wilkinson (1965). The assessment was done both before and after the experiment and the changes, if any, are interpreted in the findings and discussion.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>3.3.3 The pre and post tests<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">A\u00a0 single group method is preferred by the researcher and single test is designed for both pre and post tests. The following objectives are taken into consideration:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">assessment of the entry and terminal behaviour in relation to the specific skills<\/span><\/li>\n<li><span style=\"color: #000000;\">verification of the effectiveness and appropriateness of the methods and materials with the help of the scores obtained<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\">The test is of two parts, <b>part A<\/b> tests the theoretical knowledge in written mode and <b>part B<\/b> tests the fluency of the learners in spoken interactions. The time given for part A and part B \u00a0tests was 30 minutes. A tape recorder was used to tape the conversations of the learners and later evaluated. Some pictures and cues were given while the learners proceeded to the different activities of the test. The test activities are designed based on the activities of RTE ( Rhetorical Task Examination) suggested by Anne Lazarton and Heidi Rigenbash (1990).<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>3.3.4 The course material<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The researcher, in consonance with the needs analysis, arrived at a syllabus and designed a course material. The course material is designed\u00a0 only for the first year degree course due to constraint of time and resources. The researcher tried to draw communicative principles where in the learner has to internalize and use various notional\/semantic categories which offer systematic basis for learning. The following features were prioritized\u00a0 while designing the material:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">principles of course design like grading, sequencing and integrating<\/span><\/li>\n<li><span style=\"color: #000000;\">provision of comprehensible input for more generalized rehearsal of skills and activation of learners&#8217; repertoire<\/span><\/li>\n<li><span style=\"color: #000000;\">raising of learners awareness about language, communication and learning<\/span><\/li>\n<li><span style=\"color: #000000;\">practice in sub-skills<\/span><\/li>\n<li><span style=\"color: #000000;\">experiences of communication in similar areas which are likely to be encountered beyond learning situation<\/span><\/li>\n<li><span style=\"color: #000000;\">testing and self -assessment<\/span><\/li>\n<li><span style=\"color: #000000;\">motivation, fun and reduction of barriers to learning<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\">To suit these principles, the researcher has fused diverse instructional material, learning activities, interaction patterns in the course material. These materials are carefully designed in the framework of communicative activity called communicative events. The learning is directed in four phases: preparation, practice, production and review, where the review sessions are feedback to the learning practices. Each unit has a range of 10 to 15 appropriate tasks which involve the learners in use of competence through communicative acts. They are designed on the principles of communicative principles like information transfer, information gap and communicative drills. They require an exchange of information among all participants, each of whom passes some piece of information not known to, but needed by, all other participants to solve the problem. These\u00a0 tasks also reflect the principle of learning by doing as the learners make their own choices at\u00a0 the conceptual as well as the linguistic levels. They tasks are designed differently, so that they learn different things, at different times, in different ways. A maximum use of everyday authentic material such as pictures, photographs, maps, charts, sign boards etc. is made which creates the right kind of pressure to call into active use of learners&#8217; latent knowledge of the language. Challenges\u00a0 that reflect in some game like features, competition between pairs, memory in order to retell, a hidden solution, questioning, group discussions, team debates, interviews, oral presentation and impromptu etc. too are added to these activities in order to involve them in group interaction, role plays and simulation. Thus, these conversations extend from casual chat to formal discussion on informal occasions, where there is no pressure from outside for the learners to be self-conscious about how they are speaking. These activities help the learners say what they want to say and give a satisfying feeling of achievement.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>3.4 The Sample<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The sample selected for the experiment consisted of 12 learners (seven girls and five boys selected at random) \u00a0representing five different colleges in twin cities. As they were selected from different colleges, they represented a cross section of the student population at large.<\/span><\/p>\n<p><span style=\"color: #000000;\">All the 12 learners were in the first year degree course at the academic level. These learners were preferred because:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">they were at a terminal point in their education and would need English for different purposes<\/span><\/li>\n<li><span style=\"color: #000000;\">they would have had enough exposure in the target language, both at +10 and +2 stage of the curriculum<\/span><\/li>\n<li><span style=\"color: #000000;\">the group was ready to go through the course regularly for the entire period of the experiment<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\"><b>3.5 \u00a0Directing the Experiment and the Course Designed to Teach Spoken English<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The researcher has applied communicative approach and its principles to the course design to bring about a change in the learning situation. She proceeds with the following criteria that a course in Spoken English should:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">integrate the four language skills<\/span><\/li>\n<li><span style=\"color: #000000;\">exploit the conventions of use both in accuracy and fluency activities<\/span><\/li>\n<li><span style=\"color: #000000;\">boost a cooperative group work along with teacher fronted activities<\/span><\/li>\n<li><span style=\"color: #000000;\">consider the relative productivity, simplicity and contrastive difficulty of needs of the learners to make the course more appropriate and communicative<\/span><\/li>\n<li><span style=\"color: #000000;\">assist the learners\u00a0 by helping them overcome stage fright and communicative stress<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000;\">To achieve these principles of teaching-learning processes in Spoken English, the researcher has designed certain procedures. <b>The Instructional Model <\/b>followed is shown in figure 2.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0\u00a0 The Instruction Model which is designed by the researcher is modified on the methods \u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0\u00a0 suggested by C.J. Brumfit and K. Johnson (1979) and willis and willis (1985). Certain\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0\u00a0\u00a0 aspects are also similar to the model proposed by Katheleen M. Bailey (2012)\u00a0 which\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0\u00a0\u00a0 depicts different elements involved in teaching speaking to adult ESOL learners.<\/span><\/p>\n<p><span style=\"color: #000000;\">The first stage, <b>preparation, <\/b>gives an intensive exposure to the learners where the language items are presented matching with meaning and structure. The first session of every unit concentrates on giving simple and clear models because the researcher believes that it would be difficult for the second language learners to venture a task unless they are provided with a good model of what is expected of them.<\/span><\/p>\n<p><span style=\"color: #000000;\">The second session, <b>practice<\/b>, leads\u00a0 the learners to work on a task in groups. Here, they interact with the help of the cues\/pictures which are given. There is a contribution of each learner in completing the task. They are given easy warm-up exercises which increase the level of difficulty progressively. Dyadic interactions and group activities which are the pivotal features of the method emphasize the learners&#8217; function as both listeners and speakers at separate points of time. This makes the learners more attentive, inventive and emphatic while interacting in tasks.<\/span><\/p>\n<p><span style=\"color: #000000;\">The role of the researcher, here, is flexible. She too interacts with the learners, explains the tasks, makes them interact. She joins with them only to keep the activity going. She, occasionally, gives \u00a0prompts which provides them with opportunities for developing awareness of the learning strategies.<\/span><\/p>\n<p><span style=\"color: #000000;\">The third session, <b>production<\/b>,\u00a0 directs the performance of the learners. The activities are planned to get the learners use the language freely and to express their own ideas. They are given more opportunities to talk and engage themselves in pursuit of problem solving tasks which demand from them skills like: giving reasons, offering suggestions and alternatives, arguing issues, choosing solutions, explaining things and processes, defining concepts.<\/span><\/p>\n<p><span style=\"color: #000000;\">The last session<b>, review<\/b>, is a quick marking of the learners&#8217; individual work and gives some feedback on their level of success. The provision of review gives the researcher an excellent opportunity to find out how good the learners really are as they would talk freely by then. This session is followed by assignments which are carefully selected to revise and reinforce the skills that are practiced. Some of the activities are sometimes of spoken mode and sometimes of written mode. Some are based on individual effort and some on group effort. Thus, the whole Instruction Model aimed at achieving the general ends: to instruct, to explore, to stimulate and to persuade. At the end of the course, a post-test is administered to the learners.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>4.0 Findings and discussion<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The communicative syllabus designed to develop spoken skills includes a set of topics\/units for study, related materials for use in teaching\/learning, and approaches for evaluation. The researcher uses a lucid mode of evaluation \u2013 comment-interact a different task and discussion as a mode of correction in all spoken interactions.\u00a0 The effectiveness of the course is proved in terms of difference in scores between the pre and the post-test; consequently, the command in spoken skills is assumed to be a direct function of using communicative language teaching materials and strategies.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>4.1 Effective of communicative syllabus on the development of spoken skills of the undergraduates<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">A Single Group Method is chosen for the experiment. The researcher, administered the same test for both pre and post-tests.\u00a0 The score obtained for both the tests are tabulated and analyzed applying different statistical procedures. the details of the statistical analysis and interpretation of the data of mean and standard deviation are presented in table 1.<\/span><\/p>\n<p><span style=\"color: #000000;\">The following is the discussion that is reviewed after the scrutiny and analysis of the statistical measures which indicate the effectiveness of the communicative language teaching materials and strategies.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>The Pre-Test<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The mean of the pre-test scores is quite low, i.e. 26.16. Usually a student is considered passed when he secures 36 marks.\u00a0 But, the scores ranging from 18-35 (with a difference of 18 scores) assert the group to be heterogeneous.\u00a0 A standard deviation of 5.76 for a small group of 12 learners is high; but it is justified in terms of the small mean and the heterogeneous nature of the group.\u00a0 To confirm the trustworthiness of the mean obtained in the pre-test, significance\u00a0 of the mean at 0.95 and 0.99 levels of confidence is computed.\u00a0 The range of the means, i.e., 22.9 to 29.41 for 0.95 level of confidence and 21.87 to 30.44 for 0.99 level of confidence show that the mean is significant at both the levels.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>The Post-test<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The mean of the post-test scores is quite high, i.e., 70.41.\u00a0 It accounts to a growth of 44.25 scores on the average. The scores ranging from 63 to 78 (with a difference of 16 scores) assert the group to be heterogeneous. A standard deviation of 5.64 for a small group type is high enough.\u00a0 But, in the context of a heterogeneous group with scores ranging from 63 to 78, it is justified.\u00a0 To estimate the trust worthiness of the mean obtained, the significance of the mean is calculated at 0.95 and 0.99 levels of confidence.\u00a0 The range of means i.e., 67.23 to 73.58 for 0.95 level of confidence and 66.23 to 74.58 for 0.99 level of confidence show that the mean is significant at both the levels.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>Growth in achievement<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">Details of the statistical analysis and interpretation of the mean improvement and correlation are shown in table 2.<\/span><\/p>\n<p><span style=\"color: #000000;\">As seen from the table a very high growth from the point of view of statistical gains is perceived between the pre-test and pot-test.\u00a0 The difference of the mean calculated as 44.25 accounts for a steep rise in achievement of the group. This confirms a significant gain in the acquisition of communicative skills \u00a0in Spoken English.<\/span><\/p>\n<p><span style=\"color: #000000;\">This group of learners who exhibited a highest functional ability during 50 session of instruction is perhaps something unique.\u00a0 This, however, can be attributed to the yardstick of rating scale of some of the items of the test. Secondly, as the group had already a latent knowledge in the language, they could easily exhibit their proficiency in the performance of the oral skills in question.\u00a0 Besides, the group was totally conditioned at the time of post-test.<\/span><\/p>\n<p><span style=\"color: #000000;\">The correlation rated for the scores of pre-test and pot-test is quite high, i.e., 0.93.\u00a0 This testifies that there was an identical growth virtually in all the learners of the group, though a few of them may have accomplished excellence over the others.\u00a0 The correlation is significant 0.95 level with the confidence intervals marked off by the limits of 0.76 to 0.98 and at 0.99 level with the confidence intervals marked off by 0.66 to 0.98.<\/span><\/p>\n<p><span style=\"color: #000000;\">The value of \u2018t\u2019 is presented in table 3.<\/span><\/p>\n<p><span style=\"color: #000000;\">An observation of table 3 reveals that there is vast difference between the performances of mean of pre and post-tests.\u00a0 The calculated value of \u2018t\u2019 (by difference method) is significant beyond 0.01 level of probability (for 11df the table value of \u2018t\u2019 at 0.01 level for one tailed test is 2.72).\u00a0 Therefore, the hypothesis that \u201cthe use of communicative language teaching strategies will achieve better performance in the use of spoken skills\u201d is accepted.\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">The results of the test are in congruence with that of Anne Lazaraton and Heidi Reggenbach (1990).\u00a0 Further, the tasks used by the investigator are parallel to that of RTE (Rhetorical Task Examination) tasks and patterns that are introduced, analyzed and practiced by them.\u00a0 These tasks ascertain both the functional ability and the linguistic competence (Canale and Swain, 1980) displayed in the performance. These results are again substantiated with the results of \u00a0Dedi Efrizal (2012) who records learners&#8217; improvement in speaking by using communicative approach. Thus, the growth in the achievement i.e., the ability of a learner to use communicative skills in Spoken English is supported and accomplished.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>4.2 Effect of communicative language teaching strategies in fostering spontaneous \u00a0expression in oral skills\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">The attitude of all the 12 learners in learning Spoken English is obtained through the &#8216;Attitude Evaluation Task&#8217; which was administered both before and after the experiment.<\/span><\/p>\n<p><span style=\"color: #000000;\">The data is computed and the following observations are recorded. The data of the pre test records that<\/span><\/p>\n<ol start=\"1\">\n<li><span style=\"color: #000000;\">the learners are poor in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">they think that speaking is a difficult task<\/span><\/li>\n<li><span style=\"color: #000000;\">practice in Spoken English is very rare<\/span><\/li>\n<li><span style=\"color: #000000;\">they speak English only with the teachers<\/span><\/li>\n<li><span style=\"color: #000000;\">practice of listening to English is inadequate<\/span><\/li>\n<li><span style=\"color: #000000;\">they do not think in English<\/span><\/li>\n<li><span style=\"color: #000000;\">re-telling of spoken texts is infrequent<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners&#8217; attention towards others&#8217; expression is quite low<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners are unaware of meaning in interactions<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners are unaware of the importance of practice in learning spoken skills<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners do not know the significance of pair work and group activities<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners have hardly any acquaintance with the techniques of learning oral skills<\/span><\/li>\n<\/ol>\n<p><span style=\"color: #000000;\">The evidence given by the learners speaks that there is no exposure to oral skills; no awareness of processes within Spoken English that effect communicative skills, and also no teaching strategy that builds \u2018explicitness\u2019 in expression and not a \u2018test speak\u2019.\u00a0 The learners, therefore, apprehend to speak in English, and hence, are uptight in oral expression.\u00a0 This probably results in speaking as if writing.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0\u00a0\u00a0\u00a0 The same &#8216;Attitude Evaluation Task&#8217; was administered after the course.<\/span><\/p>\n<p><span style=\"color: #000000;\">A comparison of the data, before and after the investigation, reveals that<\/span><\/p>\n<ol start=\"1\">\n<li><span style=\"color: #000000;\">there is a change in the learners&#8217; abilities to speak<\/span><\/li>\n<li><span style=\"color: #000000;\">none of the learners think that speaking English is difficult<\/span><\/li>\n<li><span style=\"color: #000000;\">there is an increased liking to speak in English<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners \u00a0started speaking\u00a0 in English with their parents and friends, some even with officials<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners now tune in radio and tape<\/span><\/li>\n<li><span style=\"color: #000000;\">a few learners made an effort to think in English<\/span><\/li>\n<li><span style=\"color: #000000;\">all the learners started re-telling spoken texts<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners&#8217; attention towards others&#8217; expression is increased<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners now believe that meaning is important than structure in Spoken English<\/span><\/li>\n<li><span style=\"color: #000000;\">the learners also believe that practice improves their oral skills<\/span><\/li>\n<li><span style=\"color: #000000;\">pair work\/group activities help in acquiring interaction skills<\/span><\/li>\n<li><span style=\"color: #000000;\">\u00a0the learners accepted that they can speak well with the help of pictures, cue cards, and language games<\/span><\/li>\n<\/ol>\n<p><span style=\"color: #000000;\">Obviously, the change noticed in the attitude of the learners emphasizes that a fine distinction between spoken form and written form, a stress on oral skills \u00a0in the instances of use, the interactive experiences (which are different from written mode) in language use will all go long way in stimulating oral fluency. These oral skills\u00a0 are also emphasized by Hayriye Kayi (2006) in his research.<\/span><\/p>\n<p><span style=\"color: #000000;\">Hence, the hypothesis of the investigator that \u201cthe breaking out of the learners from written mode will foster spontaneous expression in Spoken English&#8221; is validated.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b><br clear=\"all\" \/> <\/b><\/span><\/p>\n<p><span style=\"color: #000000;\"><b>4.3 Effect of information gap tasks in facilitating interaction skill<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">One of the main aims of communicative language teaching is to provide opportunities for learners to participate in interaction where the primary goal is to exchange meaning.\u00a0 This can be achieved by constructing various problem-solving tasks that require learners to consciously analyze for authentic communication.<\/span><\/p>\n<p><span style=\"color: #000000;\">The investigator, therefore, to promote the acquisition of oral skills has designed two-way tasks that facilitate more negotiation of meaning, promote thinking of the learners, before they speak, help them to arrive at a decision with more interaction, pressurize them to agree on a solution with reciprocity.<\/span><\/p>\n<p><span style=\"color: #000000;\">The gain in the mean of the post-test plus the change in the attitude of the learners as presented in the items: 9, 10, 11, 12, of the \u2018Attitude Evaluation Task\u2019 reveal that group and dyad interaction patterns produce more modification than the teacher-fronted situation. This evidence which suggests an information exchange to generate conversational modification is significant in the light of the current theory that conversational modification occurring during interaction is instrumental in second language acquisition.<\/span><\/p>\n<p><span style=\"color: #000000;\">The results of this study can be compared with a survey on pair\/group work conducted by Doughty and Pica (1986) which indicate that learners produce more in pair\/group work and negotiate meaning more than the teacher-fronted lessons, provided that the task requires information exchange. Besides, the inferences of the investigation are also in corroboration with the results of Rod Ellis (1991) who proposed that formal instruction and communicative language teaching could be integrated through the use of grammar tasks designed to promote communication about grammar.<\/span><\/p>\n<p><span style=\"color: #000000;\">Thus, it is evident that pair\/group work eminently provides learners with opportunities to produce the target language and modify interaction.\u00a0 So, the hypothesis that \u201cthe instruction based co-operative learning and information gap tasks with dyads and small group of learners will ensure appropriate interaction and understanding in oral skills\u201d is supported.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>4.4 Effect of communicative language teaching strategies of reviewing and processing in stimulating spoken interactions \u2013 receptive and productive fronts.<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">As a concomitant to the application of communicative language teaching strategies, change in spoken interactions of the sample of the learners is studied.\u00a0 An informal conversation of the learners which is analyzed both before and after the experiment serves as the basis for the data and inferences.\u00a0 The receptive front includes a reasonable interpretation of the speaker\u2019s intended meaning in a conversation, i.e., being \u2018in tune\u2019 with the behaviour, language patterns and presuppositions of whoever he is talking to and with the social situation in which the conversation is taking place.\u00a0 The productive front includes a reasonable expression to respond in an appropriate way using language along with other forms.\u00a0 These interactive abilities include the motor-perceptive skills (sounds, stress and intonation patterns and interactions, skills (negotiation of meaning and management of interaction, i.e., who to say, how to say it and when to say it).<\/span><\/p>\n<p><span style=\"color: #000000;\">For the purpose of investigation both motor perceptive skills and interaction skills which are more manipulative and explorative in promoting learners use of Spoken English are studied.\u00a0 The average number of changes accomplished through reviewing and processing in each of the skills by each of the learner, both before and after the experiment, is analyzed in table 4.<\/span><\/p>\n<p><span style=\"color: #000000;\">A close look at table 4 shows that the learning strategies of reviewing and processing before the experiment were mainly concerned with motor-perceptive skills in promoting Spoken English.\u00a0 But, after the experiment the learning strategies of reviewing and processing include both motor-perceptive and interaction skills as there is a noticeable gain in the performance of each skill. Further, the learners also exhibited proper reciprocity and appropriacy while speaking. Thus, these findings reveal a qualitative and quantitative change in the interaction skills.<\/span><\/p>\n<p><span style=\"color: #000000;\">The results are strengthened with the findings of Anne Lazaraton (1992) as far as conversational features are concerned.\u00a0 She implies conversational analysis technique as a best methodology to interview process and declares that these informal conversational sequences reflect real-life problems and real-life situations for the participants.\u00a0 With a similar gain in conversational skills, the hypothesis that \u201clearning strategies of reviewing and processing will improve learners&#8217; oral expression in course of time\u201d is confirmed.<\/span><\/p>\n<p><span style=\"color: #000000;\"><b>4.5 A conclusion on the Investigation<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">Finally, when the analysis and inferences of the findings are viewed, it is interesting to indicate that a well-designed communicative syllabus incorporating the needs of the learners can, in a tension-free interactive classroom, effect conversational and oral skills of the learners through meaningful interactions. Hence, the course may be implemented on a large scale.<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\"><b>Appendix<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\"><b>Rating Scale of the \u00a0Oral \u00a0Situation Tests<\/b><b><\/b><\/span><\/p>\n<table width=\"642\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\" width=\"36\">\n<p align=\"center\"><span style=\"color: #000000;\">Sl. No.<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"84\">\n<p align=\"center\"><span style=\"color: #000000;\">Communicative event<\/span><\/p>\n<\/td>\n<td colspan=\"2\" valign=\"top\" width=\"126\">\n<p align=\"center\"><span style=\"color: #000000;\">Skills tested<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"342\">\n<p align=\"center\"><span style=\"color: #000000;\">Rating scale<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">Marks allotted<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">1<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">1.1<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Expressing information explicitly<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Function is fulfilled explicitly<\/span><\/li>\n<li><span style=\"color: #000000;\">Function is not fulfilled explicitly, but necessary information is conveyed<\/span><\/li>\n<li><span style=\"color: #000000;\">Function is not fulfilled<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\"> 0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">1.2<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Transcoding pictures into action<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Message reflects the situation clearly<\/span><\/li>\n<li><span style=\"color: #000000;\">Message is conveyed, but no coherence<\/span><\/li>\n<li><span style=\"color: #000000;\">Message is not conveyed<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><br \/>\n<span style=\"color: #000000;\"> 1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">1.3<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Skill in narrating sustaining interest<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Interest is sustained and narration is in sequence<\/span><\/li>\n<li><span style=\"color: #000000;\">Interest is not sustained, but narration is in sequence<\/span><\/li>\n<li><span style=\"color: #000000;\">Interest is not sustained and narration is not in sequence<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">1.4<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Fluency in expression<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Speech is natural and continuous<\/span><\/li>\n<li><span style=\"color: #000000;\">Some stumbling or unnatural pauses<\/span><\/li>\n<li><span style=\"color: #000000;\">Speech is halting, message is incomplete<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">1.5<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Articulating sounds<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">No errors<\/span><\/li>\n<li><span style=\"color: #000000;\">One or two errors<\/span><\/li>\n<li><span style=\"color: #000000;\">Three or more errors<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">1.6<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Selecting suitable articles<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">No errors<\/span><\/li>\n<li><span style=\"color: #000000;\">One or two errors<\/span><\/li>\n<li><span style=\"color: #000000;\">Three or more errors<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">1.7<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Using right tense forms<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">No errors<\/span><\/li>\n<li><span style=\"color: #000000;\">One or two errors<\/span><\/li>\n<li><span style=\"color: #000000;\">Three or four errors<\/span><\/li>\n<li><span style=\"color: #000000;\">Five or more errors<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">II<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">2.1<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Expressing information explicitly<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Function is fulfilled<\/span><\/li>\n<li><span style=\"color: #000000;\">Function is not fulfilled, but necessary information is conveyed<\/span><\/li>\n<li><span style=\"color: #000000;\">Function is not fulfilled<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">2.2<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Transcoding diagrammatic display into speech<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Details are communicated in full<\/span><\/li>\n<li><span style=\"color: #000000;\">Details are nor communicated but meaning is conveyed<\/span><\/li>\n<li><span style=\"color: #000000;\">Details are not communicated<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">2.3<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Organizing the relevant details<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Logical order is maintained<\/span><\/li>\n<li><span style=\"color: #000000;\">Logical order is not maintained, but main points are explained<\/span><\/li>\n<li><span style=\"color: #000000;\">Logical order is not maintained<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p><span style=\"color: #000000;\"> 0<\/span><\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">2.4<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Expressing the change of state involved in process<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Appropriate conceptual meaning is expressed<\/span><\/li>\n<li><span style=\"color: #000000;\">Appropriate conceptual meaning is not expressed, \u00a0but necessary inferences are drawn<\/span><\/li>\n<li><span style=\"color: #000000;\">Appropriate conceptual meaning is not conveyed<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">2.5<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Selecting suitable connectives<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">No errors<\/span><\/li>\n<li><span style=\"color: #000000;\">One or two errors<\/span><\/li>\n<li><span style=\"color: #000000;\">Three or more errors<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">III<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">Carrying <\/span><br \/>\n<span style=\"color: #000000;\"> out a conversation<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">3.1<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Using formulaic greetings and expressing gratitude<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">All language forms and functions are appropriate<\/span><\/li>\n<li><span style=\"color: #000000;\">Some errors in language forms and functions<\/span><\/li>\n<li><span style=\"color: #000000;\">Mixing of inappropriate and appropriate language forms<\/span><\/li>\n<li><span style=\"color: #000000;\">Inappropriate language forms and functions<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><br \/>\n<span style=\"color: #000000;\"> 2<\/span><br \/>\n<span style=\"color: #000000;\"> 1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">3.2<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Maintaining the discourse<\/span><br \/>\n<span style=\"color: #000000;\"> (respond, turn take, continue etc.)<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">All appropriate micro functions of a discourse are used<\/span><\/li>\n<li><span style=\"color: #000000;\">Some errors in using micro functions of a discourse, but verbal\/vocal cues are used<\/span><\/li>\n<li><span style=\"color: #000000;\">All appropriate micro functions of discourse are not used, but continuity in conversation is maintained<\/span><\/li>\n<li><span style=\"color: #000000;\">Appropriate micro functions are not used<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">3.3<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Expressing information explicitly<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Function fulfilled<\/span><\/li>\n<li><span style=\"color: #000000;\">Function is not fulfilled, but necessary information is conveyed<\/span><\/li>\n<li><span style=\"color: #000000;\">Function is not fulfilled<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">3.4<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Maintaining conversation<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">All forms of conversational syntax are appropriate<\/span><\/li>\n<li><span style=\"color: #000000;\">Several structural problems make conversation difficult to interpret<\/span><\/li>\n<li><span style=\"color: #000000;\">Responses are almost completely structurally inaccurate<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p><span style=\"color: #000000;\"> 1<\/span><\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">3.5<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Asking for information<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Appropriate use of question words and proper inquiry<\/span><\/li>\n<li><span style=\"color: #000000;\">Appropriate use of question words, but no proper inquiry<\/span><\/li>\n<li><span style=\"color: #000000;\">Inappropriate use of question words and improper inquiry<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">3.6<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Giving relevant responses<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">All responses are appropriate<\/span><\/li>\n<li><span style=\"color: #000000;\">All responses are not appropriate, but meaning is conveyed<\/span><\/li>\n<li><span style=\"color: #000000;\">All responses are not appropriate, difficult to interpret meaning<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">IV<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">Holding a discussion<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">4.1<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Initiating in discourse (elicit inform, direct, etc.)<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">All language forms and functions are appropriate<\/span><\/li>\n<li><span style=\"color: #000000;\">Inappropriate language forms, but appropriate functions<\/span><\/li>\n<li><span style=\"color: #000000;\">Inappropriate language forms and inappropriate language functions<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><br \/>\n<span style=\"color: #000000;\"> 2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">4.2<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Organizing, developing, emphasizing information<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Communicative function is fulfilled<\/span><\/li>\n<li><span style=\"color: #000000;\">Communicative function is not fulfilled, but message is conveyed<\/span><\/li>\n<li><span style=\"color: #000000;\">Communicative function is not fulfilled, message is difficult to understand<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><br \/>\n<span style=\"color: #000000;\"> 2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">4.3<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Expressing conceptual meaning<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Accurate lexical usage<\/span><\/li>\n<li><span style=\"color: #000000;\">Inaccurate lexical usage, but paraphrases and circumlocutions used make response interpretable<\/span><\/li>\n<li><span style=\"color: #000000;\">Almost completely lexically inaccurate and uninterpretible<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><br \/>\n<span style=\"color: #000000;\"> 2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">4.4<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Maintaining coherence and relevance in arguments<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">No errors in coherence and discourse function is fulfilled<\/span><\/li>\n<li><span style=\"color: #000000;\">Errors in coherence, but discourse function is fulfilled<\/span><\/li>\n<li><span style=\"color: #000000;\">Errors in coherence and discourse function is not fulfilled<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">4.5<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Classifying and clarifying ideas<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Ideas reflect the situation clearly<\/span><\/li>\n<li><span style=\"color: #000000;\">Lexical or syntactical errors require interpretation, but necessary information is conveyed<\/span><\/li>\n<li><span style=\"color: #000000;\">No clear connection between ideas and situation<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">4.6<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Terminating the discourse, marking boundaries summing up etc.<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">Appropriate use of all verbal and vocal cues<\/span><\/li>\n<li><span style=\"color: #000000;\">Errors in verbal and vocal cues but meaning is conveyed<\/span><\/li>\n<li><span style=\"color: #000000;\">Errors in verbal and vocal cues and meaning is not conveyed<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">3<\/span><br \/>\n<span style=\"color: #000000;\"> 2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"84\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">4.7<\/span><\/td>\n<td valign=\"top\" width=\"90\"><span style=\"color: #000000;\">Articulating stress patterns<\/span><\/td>\n<td valign=\"top\" width=\"342\">\n<ul>\n<li><span style=\"color: #000000;\">No errors<\/span><\/li>\n<li><span style=\"color: #000000;\">One or two errors<\/span><\/li>\n<li><span style=\"color: #000000;\">Three\u00a0 or more errors<\/span><\/li>\n<\/ul>\n<\/td>\n<td valign=\"top\" width=\"54\">\n<p align=\"center\"><span style=\"color: #000000;\">2<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">1<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">0<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p style=\"text-align: left;\" align=\"center\"><span style=\"color: #000000;\"><b><br \/>\nAcknowledgements<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\">I would like to thank Prof. R. Venkataeshwar Rao (retd.) Department of Education, IASE, OsmaniaUniversity for his guidance and invaluable advice in accomplishing my research.<\/span><\/p>\n<p><span style=\"color: #000000;\">My gratitude to Prof. V. Sudhaker, EFLU, Hyderabad for his useful and worthy suggestions in my work.\u00a0 people for their cooperation in<\/span><\/p>\n<p><span style=\"color: #000000;\">My heartfelt gratitude to my students for inspiring me to find a solution to their problems in Spoken English and for cooperating with me in conducting the experiment<\/span><\/p>\n<p><span style=\"color: #000000;\">Finally, I thank my parents for showing their concern about the progress of my research and supporting me all through the work.<\/span><\/p>\n<p style=\"text-align: left;\" align=\"center\"><span style=\"color: #000000;\"><b>References<\/b><\/span><\/p>\n<ol>\n<li><span style=\"color: #000000;\">Hymes, D.H. &#8220;On Communicative Competence.&#8221; <i>Sociolinguistics<\/i>: <i>Selected Readings<\/i>. Eds. Pride J.B and.Holmes J. Harmondsworth: Penguin, 1972. 269-293. Print.<i> <\/i><\/span><\/li>\n<li><span style=\"color: #000000;\">Canale, M., and Swain, M. &#8220;Theoretical bases of communicative approaches to second language teaching and testing.&#8221;\u00a0 <em>Applied Linguistics,<\/em><em> Vol.<\/em>1:1 (1980): 1-47. Print.<\/span><\/li>\n<li><span style=\"color: #000000;\">Marrow, Keith. &#8220;Communicative Language Testing Revolution or Evolution? Issues in Language Testing.&#8221;\u00a0 <i>ELT Journal. <\/i>o. 111 (1981): 9-35. Print.<\/span><\/li>\n<li><span style=\"color: #000000;\">Xiao- Hun Huang and Margaret Van Naerssen. &#8220;Learning Strategies for Oral Communication.&#8221; <i>Applied Linguistics<\/i> Vol.8:3 (1987): 287-307. Print.<\/span><\/li>\n<li><span style=\"color: #000000;\">Bygate, Martin. <i>Speaking<\/i>.<i> <\/i>Oxford: OxfordUniversity Press, 1987. Print.<\/span><\/li>\n<li><span style=\"color: #000000;\">Wilkinson, Andrew. <i>Spoken English<\/i>. Birmingham: University of Birmingham, 1965. Print.<\/span><\/li>\n<li><span style=\"color: #000000;\">Anne Lazaraton and Riggenbach Heidi. &#8220;Oral Skills Testing: A rhetorical Task Approach<i>.<\/i>&#8221; <i>Issues in Applied Linguistics<\/i> Vol.1:2 (1990): 196-217. Print<\/span><\/li>\n<li><span style=\"color: #000000;\">Wilkins, D.A. <i>Notional Syllabus<\/i>:<i> A taxonomy and its relevance to foreign language curriculum development<\/i>. London: OxfordUniversity Press, 1976. Print.<\/span><\/li>\n<li><span style=\"color: #000000;\">Munby, John. <i>Communicative Syllabus Design<\/i>. Cambridge: CambridgeUniversity, 1978. Print.\u00a0\u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Brumfit, C.J., and Johnson, K. <i>The Communicative Approach to Language Teaching<\/i>. Oxford: OxfordUniversity Press,1979. Print.<\/span><\/li>\n<li><span style=\"color: #000000;\">Doughty Catherine and Teresa Pica. &#8220;Information Gap Tasks: Do They facilitate Second Language Acquisition?&#8221; TESOL Quarterly. Vol. 20:2 (1986): 305-323. Print.<\/span><\/li>\n<li><span style=\"color: #000000;\">Ellis Rod. &#8220;Talking Shop, Second Language Acquisition Research: How does it help teachers?&#8221; <i>ELT Journal<\/i>. Vol. 47 (1993): 3-11. Print.<\/span><\/li>\n<li><span style=\"color: #000000;\">Dedi Efrizal. &#8220;Improving Students&#8217; Speaking through Communicative Language \u00a0Method.&#8221;<\/span><i style=\"color: #000000;\"> International Journal of Humanities and Social Sciences<\/i><span style=\"color: #000000;\">. Vol. 2:20\u00a0<\/span><span style=\"color: #000000;\">\u00a0(October 2012):\u00a0\u00a0\u00a0 127-134. \u00a0<\/span><cite style=\"color: #000000;\">www.ijhssnet.com<\/cite><span style=\"color: #000000;\">. 6 April. 2013. \u00a0 \u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Hayriye Kayi. &#8220;Teaching Speaking: Activities to Promote Speaking in a Second\u00a0<\/span><span style=\"color: #000000;\">Language.&#8221; <\/span><i style=\"color: #000000;\">The Internet TESL Journal<\/i><span style=\"color: #000000;\">. Vol. XII:11 (11 Nov.2006):<\/span><cite style=\"color: #000000;\">iteslj.org\/Techniques\/Kayi-TeachingSpeaking.html<\/cite><span style=\"color: #000000;\">. 1 April. 2013. \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/span><\/li>\n<li><span style=\"color: #000000;\">Zhengdong Gan. &#8216;Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong.&#8221;\u00a0<\/span><i style=\"color: #000000;\">Australian Journal of Teacher Education<\/i><span style=\"color: #000000;\">. Vol. 37 (1 Jan. 2012):<\/span><cite style=\"color: #000000;\">\u00a0ro.ecu.edu.au\/cgi\/viewcontent<\/cite><span style=\"color: #000000;\">. 6 April. 2013.<\/span><\/li>\n<li><span style=\"color: #000000;\">Katheleen M. Bailey. &#8220;Issues in Teaching Speaking Skills to Adult ESOL Leareners.&#8221; <\/span><i style=\"color: #000000;\">Language in India<\/i><span style=\"color: #000000;\">. Vol. 12:2 (2 Feb. 2012):\u00a0<\/span><b style=\"color: #000000;\">http:\/\/www.languageinindia.com. <\/b><span style=\"color: #000000;\">29 Mar. 2013.<\/span><\/li>\n<\/ol>\n<p align=\"center\"><span style=\"color: #000000;\"><b>Tables<\/b><\/span><\/p>\n<p><span style=\"color: #000000;\"><b>Table 1 showing mean and S.D. of both the pre and post-tests<\/b><\/span><\/p>\n<table width=\"650\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\" width=\"36\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td colspan=\"5\" valign=\"top\" width=\"307\">\n<p align=\"center\"><span style=\"color: #000000;\">Measures of the pre-test<\/span><\/p>\n<\/td>\n<td colspan=\"5\" valign=\"top\" width=\"307\">\n<p align=\"center\"><span style=\"color: #000000;\">Measures of the post-test<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\">\n<p align=\"center\"><span style=\"color: #000000;\">N<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"60\">\n<p align=\"center\"><span style=\"color: #000000;\">Mean<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"60\">\n<p align=\"center\"><span style=\"color: #000000;\">Range<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"48\">\n<p align=\"center\"><span style=\"color: #000000;\">S.D.<\/span><\/p>\n<\/td>\n<td colspan=\"2\" valign=\"top\" width=\"139\">\n<p align=\"center\"><span style=\"color: #000000;\">Confidence intervals of <\/span><br \/>\n<span style=\"color: #000000;\"> Pre-test mean<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"53\">\n<p align=\"center\"><span style=\"color: #000000;\">Mean<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"60\">\n<p align=\"center\"><span style=\"color: #000000;\">Range<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"48\">\n<p align=\"center\"><span style=\"color: #000000;\">S.D.<\/span><\/p>\n<\/td>\n<td colspan=\"2\" valign=\"top\" width=\"146\">\n<p align=\"center\"><span style=\"color: #000000;\">Confidence intervals of Pre-test mean<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\">\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"60\">\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"60\">\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"48\">\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"67\">\n<p align=\"center\"><span style=\"color: #000000;\">0.95 level<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"72\">\n<p align=\"center\"><span style=\"color: #000000;\">0.99 level<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"53\">\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"60\">\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"48\">\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"73\">\n<p align=\"center\"><span style=\"color: #000000;\">0.95 level<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"73\">\n<p align=\"center\"><span style=\"color: #000000;\">0.99 level<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"36\">\n<p align=\"center\"><span style=\"color: #000000;\">12<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"60\">\n<p align=\"center\"><span style=\"color: #000000;\">26.16<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"60\">\n<p align=\"center\"><span style=\"color: #000000;\">18<\/span><br \/>\n<span style=\"color: #000000;\"> (18-35)<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"48\">\n<p align=\"center\"><span style=\"color: #000000;\">5.76<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"67\">\n<p align=\"center\"><span style=\"color: #000000;\">22.9<\/span><br \/>\n<span style=\"color: #000000;\"> to<\/span><br \/>\n<span style=\"color: #000000;\"> 29.41<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"72\">\n<p align=\"center\"><span style=\"color: #000000;\">21.87<\/span><br \/>\n<span style=\"color: #000000;\"> to<\/span><br \/>\n<span style=\"color: #000000;\"> 30.44<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"53\">\n<p align=\"center\"><span style=\"color: #000000;\">70.14<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"60\">\n<p align=\"center\"><span style=\"color: #000000;\">16<\/span><br \/>\n<span style=\"color: #000000;\"> (63-78)<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"48\">\n<p align=\"center\"><span style=\"color: #000000;\">5.64<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"73\">\n<p align=\"center\"><span style=\"color: #000000;\">67.23<\/span><br \/>\n<span style=\"color: #000000;\"> to<\/span><br \/>\n<span style=\"color: #000000;\"> 73.58<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"73\">\n<p align=\"center\"><span style=\"color: #000000;\">66.23<\/span><br \/>\n<span style=\"color: #000000;\"> to<\/span><br \/>\n<span style=\"color: #000000;\"> 74.58<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><b style=\"color: #000000;\">Table 2 showing mean improvement and correlation<\/b><\/p>\n<table width=\"638\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td rowspan=\"2\" valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">Mean improvement<\/span><\/p>\n<\/td>\n<td rowspan=\"2\" valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">Correlation<\/span><\/p>\n<\/td>\n<td colspan=\"2\" valign=\"top\" width=\"319\">\n<p align=\"center\"><span style=\"color: #000000;\">Confidence intervals<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">0.95 levels<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">0.99 levels<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">44.25<\/span><br \/>\n<span style=\"color: #000000;\"> (70.41 \u2013 26.16)<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">0.93<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">0.76<\/span><br \/>\n<span style=\"color: #000000;\"> to<\/span><br \/>\n<span style=\"color: #000000;\"> 0.98<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">0.66<\/span><br \/>\n<span style=\"color: #000000;\"> to<\/span><br \/>\n<span style=\"color: #000000;\"> 0.98<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><b style=\"color: #000000;\">Table 3 showing the \u00a0&#8216;t&#8217; value<\/b><\/p>\n<table width=\"638\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\" width=\"160\"><span style=\"color: #000000;\">\u00a0<\/span><\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">Mean<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">S.D.<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">\u2018t\u2019 value<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"160\"><span style=\"color: #000000;\">Pre-test<\/span><\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">26.16<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">5.76<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">55.72<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"160\"><span style=\"color: #000000;\">Posttest<\/span><\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">70.41<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">5.64<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><b style=\"color: #000000;\">Table 4 showing the reviewing and processing in spoken interactions of the learners, before and after the experiment<\/b><\/p>\n<table width=\"638\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td rowspan=\"2\" valign=\"top\" width=\"42\"><span style=\"color: #000000;\">Sl. No.<\/span><\/td>\n<td rowspan=\"2\" valign=\"top\" width=\"277\"><span style=\"color: #000000;\">The skill reviewed and processed<\/span><\/td>\n<td colspan=\"2\" valign=\"top\" width=\"319\">\n<p align=\"center\"><span style=\"color: #000000;\">Average changes, per learner<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">before the experiment<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">after the experiment<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"42\"><span style=\"color: #000000;\">1)<\/span><\/td>\n<td valign=\"top\" width=\"277\"><span style=\"color: #000000;\">Sounds and stress<\/span><\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">1.25<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">1.75<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"42\"><span style=\"color: #000000;\">2)<\/span><\/td>\n<td valign=\"top\" width=\"277\"><span style=\"color: #000000;\">Intonation patterns<\/span><\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">0.92<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">1.83<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"42\"><span style=\"color: #000000;\">3)<\/span><\/td>\n<td valign=\"top\" width=\"277\"><span style=\"color: #000000;\">Vocabulary<\/span><\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">1.08<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">1.67<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"42\"><span style=\"color: #000000;\">4)<\/span><\/td>\n<td valign=\"top\" width=\"277\"><span style=\"color: #000000;\">Conversational syntax<\/span><\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">0.0<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">1.92<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"42\"><span style=\"color: #000000;\">5)<\/span><\/td>\n<td valign=\"top\" width=\"277\"><span style=\"color: #000000;\">Negotiation skills<\/span><\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">0.96<\/span><\/p>\n<\/td>\n<td valign=\"top\" width=\"160\">\n<p align=\"center\"><span style=\"color: #000000;\">2.08<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p align=\"center\"><span style=\"color: #000000;\"><b><br \/>\nFigures<\/b><\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\"><img fetchpriority=\"high\" decoding=\"async\" alt=\"\" src=\"https:\/\/lh4.googleusercontent.com\/znnbkF1LEBWSN7Zg8O5wTW8GigMDHlybrgZIj2usePnZl_tsgevCL9IaRM6blt-I5C2GB_ARuC0\" width=\"916\" height=\"412\" \/>\u00a0<\/span><\/p>\n<p align=\"center\"><b>Figure 1 showing the different stages of the Communicative Course Design<\/b><\/p>\n<p align=\"center\"><img decoding=\"async\" alt=\"\" src=\"https:\/\/lh4.googleusercontent.com\/QOsBp5K57xjIIsEqIOuho2-ADtTPJqqk4SLQXc4BK479fwmGWBmdVT5anly4GoHh_TweT4pEOIc\" width=\"604\" height=\"278\" \/><\/p>\n<p align=\"center\"><span style=\"color: #000000;\"><b>Figure 2 showing the Instructional Model<\/b><\/span><\/p>\n<p><span style=\"color: #003366;\"><strong>About the author<\/strong><\/span><\/p>\n<p><span style=\"color: #003366;\">D. Vasundhara works as the\u00a0Principal, Govt.DegreeCollege, Shadnagar. She has been for past 36 years. She has conducted\u00a0Orientation Programmes for High School Teachers, Junior Lecturers and Degree Lecturers.She worked\u00a0as Prof of English for 4 years at EIT, Asmara, Eritrea (N.E. Africa). She has\u00a0Co-authored Methodology of Teaching English (2003) &amp; Methods of Teaching English (2010) Telugu Akaademi, Hyderabad.\u00a0She has designed a website for undergraduates, www.writeenglish.net.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Author note This research work is carried on by me in the hope of answering many queries which posed a challenge in my service as a teacher. My students, specially in the rural areas where I served, always expressed their wish to speak in English and asked for solutions. The prescribed texts and curriculum could [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","omw_enable_modal_window":"enable","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"on","ocean_gallery_id":[],"footnotes":""},"categories":[466],"tags":[681],"class_list":["post-3986","post","type-post","status-publish","format-standard","hentry","category-elt-research-papers","tag-d-vasundhara","entry"],"_links":{"self":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/3986","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=3986"}],"version-history":[{"count":0,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/3986\/revisions"}],"wp:attachment":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3986"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=3986"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=3986"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}