BEYOND UTTERANCE: ADVANCED METHODOLOGIES FOR CULTIVATING STUDENTS' ORAL FLUENCY AND COMMUNICATIVE COMPETENCE
Keywords:
Oral proficiency, communicative competence, speaking skills, fluency, accuracy, pragmatic competence, Task-Based Language Teaching (TBLT), Sociocultural Theory, Interaction Hypothesis, pedagogical methodologies, language acquisition.Abstract
Oral communicative competence remains an indispensable yet frequently elusive objective in second language acquisition pedagogy. This article critically examines the multifaceted nature of speaking skills, moving beyond a simplistic focus on accuracy and fluency to encompass pragmatic, sociolinguistic, and strategic dimensions. It advocates for a paradigm shift from traditional teacher-centric transmission models to dynamic, learner-centred approaches, underpinned by robust theoretical frameworks such as Sociocultural Theory and the Interaction Hypothesis. The paper explores advanced pedagogical methodologies, including Task-Based Language Teaching (TBLT), Content and Language Integrated Learning (CLIL), and technology-enhanced instruction, alongside practical strategies for fostering a low-affective filter environment conducive to authentic interaction. Challenges inherent in developing oral proficiency are addressed, culminating in a comprehensive argument for integrated, context-rich, and cognitively demanding speaking curricula.
