IntroductionListening and speaking skills are of great importance to students. The skills enable students to be comfortable when speaking and when taking part in both social and academic activities in society. Listening and speaking classes provide learners with ample time to focus on the given instructions in listening and speaking tasks. Speaking classes emphasises that the first thing elementary learners must have in the speaking field is and understanding of essential communication skills in the national language, in order to be more fluent and comfortable when in casual conversational set ups.
The listening and speaking skills offered in the speaking classes are seen as communicative tasks and therefore the major emphasis of these classes is successful communication by the learners. The other emphasis is on particular sound aspects of the used language, but this is of less importance (Wolvin, 1995). Moreover precision in pronunciation of words is treated as a feature of communication processes although there are differences in individual students’ accents. The major areas that are considered in speaking and listening development are increasing fluency, gaining knowledge on how to take part in whole class and small group discussions, and ability to give small talks on both personal and complex educational topics.
Practice in the speaking activities requires application of conversation organization skills, employment of dynamic listening skills and use of compensation plans for mispronunciation of words. Listening tasks focus on the development of auditory conception strategies with a major emphasis on constructing vocabulary, learning to foretell a topic, recognize the pattern of words and phrases, and pay attention to the universal significance of conversations. There are also classroom lectures. Definitions of listening and oral communicationDefining the field of skills, attitudes or knowledge to be evaluated is at the centre of every assessment.
The majority of people only barely describe verbal communication, focusing on listening and speaking skills independently. Customarily, when people define speaking abilities they do it in a public speaking context. The Ministry of Education has been focusing on communication tasks that reveal a diversity of settings such as small group, one to one, mass media and many to one. The other strategy is focusing on use of communication to attain precise objectives such as to persuade, to inform and to resolve problems.
The final tendency is focusing on essential competencies which are needed for day to day life, for instance, seeking information, giving directions or offering vital information during an emergency. This last trend is applied in verbal communication association plans for secondary and elementary students (Donald, 1984). The broad majority views insist that verbal communication is an interactive procedure whereby persons alternately hold the task of listener and orator; communication consists of both nonverbal and verbal components.
Listening, like comprehension, reading is generally described as a receptive task composed of both interpretive analytical procedure and physical process. However, this description is usually extended to comprise vital listening skills such as comprehending the significance of a voice pitch, gestures, facial expressions and several nonverbal cues. The extended description of listening also stresses the relationship between speaking and listening.