Conclusion

Awareness, practice and (self) evaluation regarding achievement strategies and features of spontaneous oral speech can initiate a virtuous circle: As learners shed their inhibitions they become more willing to take risks and experiment with the language. When they experience success at meaningful oral communication their confidence increases, and so does their motivation to go on learning.

I would like to finish by clarifying that the activities described in this article should not be treated as one-off activities. Awareness and incorporation of the strategies and features discussed is expected to be a gradual process. Therefore, such activities should form an integral part of the learning programme.

references

Aitchison, J. 1987. Words in the Mind. Basil Blackwell.

Bygate, M. 1987. Speaking. Oxford University Press.

Clark, H. H. & E. V. Clark. 1977. Psychology and Language. Harcourt Brace Jovanovich.

Ellis, R. 1986. Understanding Second Language Acquisition. Oxford University Press.

Faerch, K. & G. Kaspar (eds) 1983. Strategies in Interlanguage Communication. Longman.

Gabrielatos, C. 1992. Action research project on oral communication strategies, written in partial fulfilment of the Cambridge/RSA Diploma.

Nolasco, R. & L. Arthur. 1987. Conversation. Oxford University Press.

Rinvolucri, M. 1985. Grammar Games. Cambridge University Press.

Tarone, E. & G. Yule. 1989. Focus on the Language Learner. Oxford University Press.

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