Speaking as a skill around the globe
Why does speaking matter so much in a global world? Explore the knowledge behind speaking, English as a lingua franca and how learners improve.
In this lesson
Speaking is a productive language skill that depends on two kinds of knowledge: linguistic knowledge, such as grammar, vocabulary and pronunciation, and extra-linguistic knowledge, such as the cultural norms of a society. As globalisation brings people from different backgrounds closer together, the ability to speak a second language, especially English, has become a valuable skill for study, work and social life.
What is speaking as a skill?
In more detailed terms, speaking can be defined as a linguistic activity (Aljumah, 2011, p. 1). According to Thornbury (2005, p. 1), speaking in our first language becomes so natural and automatic that we rarely stop to think about the processes or knowledge involved, until we start learning another language. This is one reason why speaking can feel so much harder in a second language than in the mother tongue, a difference we explore in our essay on mother tongue vs second language.
What knowledge does speaking require?
Thornbury (2005, pp. 11-24, 31-37) divides the knowledge behind the ability to speak into two categories:
- Linguistic knowledge: awareness of different genres and types of discourse, pragmatics, grammar, vocabulary and phonology (the sound system).
- Extra-linguistic knowledge: for example, sociocultural knowledge, which means awareness of the cultural norms and values of the society in which the language is spoken.
A fluent speaker draws on both kinds of knowledge at the same time. Knowing the right words is not enough: a speaker also needs to know what is polite, appropriate and expected in a particular situation.
Why is speaking important around the globe?
Economic globalisation, scientific inventions and technological advances are bringing people from different linguistic and cultural backgrounds ever closer. Around the world, speaking ability is increasingly recognised, sometimes only implicitly, as a highly sought-after skill. Isaacs (2016, p. 113) describes it as a source of cultural capital in many educational and workplace settings today.
For people learning English as a second or foreign language, effective oral communication is often seen as essential. It helps learners to integrate successfully, remove barriers to academic performance, do their jobs well and access vital social services. On a wider scale, it can reduce social isolation and language barriers in linguistically diverse societies.
The Council of Europe’s CEFR level descriptions reflect this importance: at every level from A1 to C2, they describe what a learner can do when speaking, not only when reading or writing.
How is English used as a lingua franca?
Oral communication does not only happen between learners and native speakers. It is also increasingly common between learners from different language communities who use the target language as a lingua franca, a shared language, to carry out business or to promote cultural exchange (Koo, 2009, p. 77, as cited in Isaacs, 2016, p. 113). English, in particular, is a widely spoken language with international currency (Jenkins, 2000, p. 2).
In real-world, face-to-face communication, speakers must respond to the other person appropriately and effectively under time pressure, while also using nonverbal strategies such as gestures and eye contact. This ability is of great human importance, whether the conversation is in the mother tongue or in a second language (L2).
The importance of speaking as a productive skill is widely echoed in the research literature. Luoma (2004, p. 1), for example, notes that speaking is an important part of the language teaching curriculum and, for that reason, an important object of assessment as well.
Why do second language speakers struggle, and what helps?
As mentioned above, speaking as an action and as a skill requires background knowledge (Thornbury, 2005). Second language speakers sometimes struggle to find this knowledge at the pace of a real conversation (Dalton-Puffer, 2006).
Nation and Newton (2009, pp. 115-116) share this view. They explain that some researchers believe second language learners cannot easily reach their linguistic knowledge, so learners need to be “pushed” to retrieve it and use it. Nation and Newton describe this as pushed output and consider it a useful way of teaching speaking, because it makes learners use the language productively. In the classroom, pushed output means creating situations in which learners must use the language in areas, or domains, that are less familiar to them. You can read more about classroom speaking in our essay on speaking in an ESL context.
Tip
You can push your own output outside the classroom. Try explaining a topic you know less well, retelling a news story aloud or recording a one-minute talk, then listen and notice the words you were missing.
If you are a beginner, start with everyday phrases such as those in our lesson on basic greetings and expressions in English.
Summary
- Speaking is a productive skill that feels automatic in the first language but demanding in a second language.
- It depends on linguistic knowledge (grammar, vocabulary, phonology) and extra-linguistic knowledge (cultural norms).
- Globalisation has made speaking ability a highly valued skill in education and at work.
- English is widely used as a lingua franca between speakers of different languages.
- Pushed output, or making learners use language in less familiar areas, is a useful way to develop speaking.
Frequently asked questions
Why is speaking called a productive skill?
Speaking and writing are called productive skills because the learner produces language. Listening and reading are receptive skills, because the learner receives and understands language.
What is a lingua franca?
A lingua franca is a shared language that people with different first languages use to communicate. English often plays this role in international business, travel and cultural exchange.
What is pushed output in language teaching?
Pushed output means giving learners tasks that make them produce language beyond what is comfortable for them. This helps them to retrieve and use the language they already know.
Why is speaking harder in a second language?
In a second language, the knowledge needed for speaking is less automatic, so it is harder to find the right words and structures at the speed of a real conversation.
