TEACHING SPEAKING By Farida (B.Abdallah) Jlidi FIRST PUBLISHED IN 2009 ON: http://issuu.com/search?q=teaching%20speaking&si=50&ps=10&sb=visual&rp=*&origin=webfrontend
I- INTRODUCTION
The Tunisian Education Act defines the mission of education as a top national priority in which the learner is central to the educational activity. This is based on the guidelines and criteria which have been developed on the basis of international meetings organized by the UNESCO in 1988 and 1991. Among the main skills to stress, I ( am, in this article, interested in and ) cite the following: 1. Self-assertiveness: ability to communicate in a clear and assertive
way with others 2. Competence in communication: ability to communicate in a foreign language to facilitate international contacts and to facilitate the understanding of other cultures The learner needs tools of communication. English, as a foreign language, is for him a means of direct access to the universal thought. The use of this language in oral communication (voluntary or involuntary) allows him to grow. Moreover, when the learner uses English and its use is evaluated, he is prepared to ( and can) follow his development, which helps him interact with others. The more the learner is exposed to the language, the less it is difficult for him to hear and understand. The more the learner practices the language, the easier he finds it to speak and the better he includes useful expressions in the interaction with others. In recent years, new programmes have been published in our country, taking into account the social, economic, cultural and universal change. These programmes are giving more importance to Speaking, or more precisely, Speaking has had the value it deserves. 1