Abstract

English Language competency and Communication Skill are

vital in the workplace. Fluency and ability to converse with
others are mostly regarded more important than ability to
read, write or comprehend oral language: Many language
learners regard speaking ability as the measure of knowing a
language. The problems are how do develop the speaking
competence and how to encourage the language learners
actively use the target language.
- Mechanics: pronunciation, grammar, vocabulary. Use the
right works in the right order with correct pronunciation
- Functions: Transaction & Interaction. Knowing when clarity
of message is essential
- Social & cultural rules and nouns (speaking to whom, in
what circumstances, about what and for what reason)
Language learning strategies are broadly conceptualized as cognitive,
metacognitive, and socioaffective strategies (O'Malley & Chamot, 1990;
Oxford, 1990), but that students rarely utilize socioaffective strategies.
Because of the limitation of speaking competence:
1. Students are not inclined to express opinions in class;
2. Some appear conservative and uncomfortable,
3. Seldom ask questions that they do not understand (Brice & Roseberry-
Mackibbin, 1999; Lim, 2003)
4. Students tend to value quietness, and be less opinioned" (Lim, 2003,
p.1)
5. Rarely ask questions even though they do not understand the content.
- The teaching and learning styles in the United States
are student-centered, dynamic and lively way to
learning and teaching, discussions and
communications naturally occur in the classroom
(Lacina, 2001).
- Asian students have a propensity to talk to each
other in their native language and murmur when
encountering questions (Lim, 2003).
- Asian students have difficulties engaging in the
classroom activities and discussions without the
speaking competence and motivation
- The teacher needs to diagnose learners' level of strategy use. Questionnaire can
be utilized to determine learners' use of language learning strategies because
questionnaires are "cost-effective and easy to administer" (McDonough, 2001, p.2)
- The teacher can offer learners knowledge to know the characteristics,
effectiveness, and applications of socioaffective strategies. In this stage, it is
essential for the teacher to present strategy with a specific explanation and help
learners know how to use each strategy in a given situation. The teacher can teach
learners to try to relax when they are afraid of speaking English.
- The teacher assigns students into several small groups consisting of at least one
better speaker. Learners in each group can exchange opinions of different cultures,
share their learning experiences, as well as complete a certain task.
-Giving Asian students chances to evaluate the usefulness of socioaffective
strategies is critical in this phase. The teacher can apply group or individual
interviews, questionnaire, and open-ended questions.
-Optimal goal of language learning strategies is to guide students to become better,
autonomous, and confident learners (Chamot, 1999). encourage students to depend
more on themselves instead of the teacher.
Students bear much anxiety and pressure while studying
abroad (Parr et al., 1992). Students with better language
proficiency can adjust to the foreign environment more
easily. Is obvious that socioaffective strategies can be
considered as an effective approach to accelerate learners'
speaking competence as well as their learning motivation.
References
Lubna Algadrie got her Doctorate of Education
from IKIP Malang, her Dipl TEFL and Master
of Linguistics from the University of Sydney.
She did ESP Course in Saint Mark and John
College, UK and made a study visit of English
Teaching Management in Avignon University
France. She has been Registered as
SEAMEO researcher since 2000 recipient of a
Distinguished Australian Alumni Award in
2009. She launched her auto biography in A
Long Journey of a Single Parent Teacher and
elected as member of Australian Reference
Group (ARG) and Australian Researcher
Group in 2010 .