Techniques for Developing Speaking Skills

and Fluency

Gore Vitthal*

In the changing global scenario, English has become the storehouse of

knowledge and the medium of establishing communication across the
world. Acquiring English language skills is the prerequisite for every
individual who intends to be a part of the changing global scenario. As a
result, the process of teaching and learning English has focused on the
development of four language skills—LSRW (Listening, Speaking, Reading
and Writing). The aim of this paper is to explain some of the techniques
for developing speaking skills and improving language fluency. The
techniques can be used in the higher education pedagogy and in the
training institutions where the focus is laid on employability skills and
placements.

E
merging trends in industry and higher education have opened new
avenues to the Indian professionals to groom themselves to
suit the job scenario. But these trends have also raised their concerns about the
quality of the workforce available. The IT boom and the process of globalization have
opened up numerous doors to the success and career development of the young
generation. With the establishment of multinational companies in India, the focus is
on the oral communication skills besides the correct use of English language at the
workplace. As English has become a medium of global communication, proficiency in
English language has become the prerequisite for securing a job in the multinational
companies. But there are many still lagging behind because of lack of proficiency in
English.
Recognizing the importance of English language to the success of every individual
is the need of the hour. During the last 15 years, the economic juggernaut cast away
the shackles of rigid state control allowing the service sector to take off in a big way.
The corporate world and the multinational companies brought with them a ground
swell of demand for English language proficiency. In the public sector, economic
and education policy makers have come out with the idea that provision of good
English language is one of the cheapest tool of equitable economic growth. The

* Research Scholar (Osmania University), and Assistant Professor of English, Nizam Institute of Engineering
and Technology, Deshmukhi, Hyderabad, India. E-mail: shree2vitthal@gmail.com

Techniques
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Speaking Skills and Fluency 7
linguist, David Graddol (2000) predicts that by 2015, a certain level of English
competence will become a common minimum requirement in employment across the
globe.
“People are our greatest asset” is the mantra of the corporate sector. The human
resource management has become a foremost department where focus is laid on the
competence of an individual. But only a few corporate companies have started putting
human resource management system in place that supports this philosophy.
As Chiamsiri et al. (2005) put forward their views that there are a number of challenges
in the Indian service industry which require the attention of HR managers to find the
right candidate and build conducive environment which will be beneficial to the
employees as well as to the organization.
As a matter of fact, the responsibility of making employable candidates ready for
the industry is that of educational system. During the last 20 years, much focus was
laid on developing English language competence. In the changing scenario, English has
become the storehouse of knowledge and the medium of establishing communication
across the world. In this context, acquiring English language skills is the prerequisite
for every individual who intends to be the part of the changing global scenario. As a
result, the process of teaching and learning English has focused on the development
of four language skills—LSRW (Listening, Speaking, Reading and Writing). The aim of
this paper is to explain some of the techniques for developing speaking skills and
improving language fluency. The techniques can be used in the higher education
pedagogy and in the training institutions where the focus is laid on employability skills
and placements.
Different techniques can be adopted for developing speaking skills. Teachers can
work as facilitators while students become the active participants. Acquiring skills
means to adopt the required skill sets and use the same with certain standard. The
facilitator’s job is very important in the process of instruction. The facilitator can create
an encouraging atmosphere in the language classroom so that each student will
contribute to the process.
A facilitator should aim at providing suitable situation for the effective learning and
should encourage students to speak in the correct language with proficiency. Valdes
and Fiqueroa (1994) define language proficiency as “…what it means to know a language
goes beyond simplistic views of good pronunciation, ‘correct’ grammar, and even mastery
of rules of politeness, knowing a language and knowing how to use a language involves
a mastery and control of a large number of interdependent components and elements
that interact with one another and that are affected by the nature of the situation in
which communication takes place” (p. 34). Before we deal with the techniques, it is
necessary to mention that the students possess minimum level of understanding and
ability to speak English language. More specifically the students are expected to have
the knowledge of grammar, structure, an expected range of vocabulary and the capacity
to use English effectively in different situations.

8 The IUP Journal of Soft Skills, Vol. IV, Nos. 1 & 2, 2010
 As it is observed in the English and Foreign Languages University (EFLU) study
material for Post Graduate Certificate in the Teaching of English (PGCTE) that
communicative language teaching suggests two approaches to the development of oral
communication skills:
1. Learning Language in the classroom as a skill; and
2. Developing Spoken skills through exposure and use.
No skill can be acquired unless we exercise it and the oral skill is not an exception
for this. Learners have to make some attempts to hone the skills, irrespective of the
mistakes they commit in the course of communication. The mistakes committed can
be rectified and corrected at any stage later but they should first be encouraged to open
up and actively participate in the classroom activities for developing their oral
communication skills.
Teachers adopt different techniques in language classroom. Based on general
observations of teaching and learning process they can be grouped into certain modes.
A few modes often used in the language classroom can be tapped as techniques for
developing the oral communication skills:
• Solo Mode: Self-introductions, one-minute sessions, giving running
commentary, reading newspaper loudly, making/giving presentations, etc.
• Interactive Mode: Giving directions, asking questions, role-plays, simulation,
situational dialogues, etc.
• Group Mode: Debate, group discussions, etc.

Self, Introduction
It is very difficult to have a productive conversation with people when you don’t know
what the other people involved in conversation are responsible for or what they are
trying to achieve. Hence you will have to introduce yourself and listen to many others
doing, many people appear reluctant and nervous about such situations.
Self-introduction is a language activity which can be conducted in the classroom
to hone the necessary skills of the students. Projecting self with all the possible capacity
and potential that one possesses, has become the need of the hour. To begin with, we
can ask students to introduce themselves by telling their name, academic excellence,
their hobbies, interests, etc. It will give them a personal touch and at the same time
improve their involvement and performance in the activity.
When a group of people meet, it is necessary to have an acquaintance with one
another; the most effective way in this situation is introducing one another at once.
Once we are convinced about the need of self-introduction, it becomes much easier.
It becomes a procedure rather than a strange situation where we are unsure of what
to say. In the introductory sessions, learners can focus on their academic excellence
they have achieved. They can also state about the strength and specialization and some
other important skills they possess.

Techniques for Developing Speaking Skills and Fluency 9

 This activity gives a lot of confidence to the participants and at the same time a
constant exposure of such situation will help improving this area. The most difficult
situation arises when the candidates are in a fix for the lack of skill during job interviews.
Usually the process needs self-introduction of each candidate at least once. With a little
preparation and practice, the candidate can master the art of self-introduction with ease
and highlight credentials for the job.

Notes on self-introduction during interviews:

• Try and make your introduction positive and enthusiastic.
• Try and appear friendly and approachable.
• Speak clearly and loudly. Mumbling and whispering should be avoided.
• If your work or hobbies could be perceived as controversial you may need to
put a different spin on your introduction. Generally, interests in controversial
politics, e.g., religion, communism and fascism, terrorism, fundamentalism, guns,
and bombs should be avoided.

One-Minute Sessions
One-minute sessions can be organized and conducted to encourage students to actively
participate in the language activity so that they get some exposure to their own ideas,
thoughts and observations. A few minor topics can be suggested; as a result we will
get a positive response from the other end. Participation in this activity for a number
of times gives the learners enough exposure to improve their language skills; they learn
to be precise and apt.

One-minute sessions can be impromptu or prepared or both. In case of the prepared

topics, we may get a proper response and better performance of the participants. In
this language activity, participants get exposure for developing speaking skills and they
also perk up their stage courage.

Asking Questions
Asking questions is a natural feature of communication, but one of the most important
tools which teachers have at their disposal. Questioning is crucial to the way teachers
manage the class, engage students with content, encourage participation and increase
understanding. Typically, teachers ask a number of questions everyday. However, the
quality and value of questions varies. While questioning can be an effective tool, there
is both an art and science in asking questions.

Every question demands a response (except in the case of requests and

suggestions), so that questions inevitably generate communication. However the
quantity of questions asked needs to be considered in relation to general time
constraints and the need to keep teacher talking time to a minimum while maximizing
learners’ contribution.

10 The IUP Journal of Soft Skills, Vol. IV, Nos. 1 & 2, 2010
 There are pitfalls such as over eliciting when the learners have little collective
knowledge, and bombarding students with questions of little relevance or importance.
The questions ‘Do you understand?’, ‘Is that clear?’ and ‘OK?’ are unlikely to provoke
a helpful response. It is also wise to avoid questions which may cause embarrassment
or which may offend through sarcasm (Are you awake?).
Thompson (1997) notices that a little training is given in asking questions, and it
is rarely mentioned in general ELT texts, teachers are left to develop the technique by
themselves, and are often unaware of how effective their questions are. The teacher’s
questions are therefore a useful focus for peer observation and feedback on a lesson—
awareness raising exercises for teachers themselves.

Effective Questioning
With respect to the teacher’s talking time, it is not the quantity but the quality and value
of questions that is important. Steve Darn and Funda Cetin suggest teachers a few things
while questioning students in the class:
• Decide on the purpose of questions.
• Minimize the use of “yes/no” questions except when checking meaning and
understanding or encouraging weaker students.
• Ask a balance of referential and display questions.
• Use open-ended (divergent) questions to encourage opinions, elaboration and
discussion.
• Ask questions about important rather than trivial content.
• Grade language in questions and try not to over paraphrase.
• Personalize questions where possible.
• Avoid questions that contain the answer.
• Make sure that students clearly understand questions.
• Spread questions randomly around the class.
• Balance questions to the whole class with individual student nomination.
• Give enough time for students to answer.
• Anticipate students’ responses.
• Give appropriate responses to questions particularly where correction is
required and in order to extend the dialogue.

Giving Directions
Giving directions is one of the techniques that can be adopted in the language
classroom to develop the language ability of the learners. In this activity, the learners

Techniques for Developing Speaking Skills and Fluency 11

come to know how to reply to the person asking for certain direction. The learner
has to assume himself as if he needs to go to a particular place or towards the direction.
With that assumption, the direction should be given to the person so that she will
reach the destination. This activity demands a variety of vocabulary related to the
geographical details, names, etc. Almost everyone of us comes across this kind of
situation when we have to give direction. So this language activity proves to be as
a tool to improve the learners’ oral skills.

Giving Running Commentary

It is a real test of the speaker when somebody tries to give the running commentary
of a live event. It needs an excellent command over the language and a wide range
of suitable and appropriate vocabulary. It also demands sound knowledge with the
specific terminology of the event of which the speaker tries to give a running
commentary.
This language development activity can be given to the students in the class provided
with an audio-video system having a recorded sports event. The learners will watch
the event and try to give a running commentary. If possible, record the voice of the
speaker and later on check the accuracy of the commentator.

Reading Newspaper Loudly

Reading a newspaper looks as only an activity to hone reading skills. But if it is done
loudly, it will be more helpful to the learners to improve their oral skills also. Reading
a newspaper improves ones knowledge of the current affairs and the acquaintance
with the world. Reading loudly gives an opportunity to the student to pronounce
different words in English, at the same time it tests learner’s reading skills as well.
This activity has to be done in the class and the teacher should see that everyone
gets a chance to do it.

Role-Play and Simulation

Role-playing or simulation is an extremely valuable method for language learners.
It encourages thinking and creativity of the learners and give them an opportunity to
develop and practice new language and behavioral skills in a relatively non-threatening
setting, and can create motivation and involvement necessary for learning.
Role-play is one of the effective English language teaching techniques. It is often
discussed along with ‘simulation’. Though both seem the same, there is a difference
between the two techniques. As put by Ladousse (1987) simulation is a broader concept,
which is complex, lengthy, and relatively inflexible; while role-play is quite simple,
brief and flexible. According to Scarcella and Oxford (1992) simulations simulate real
life situations but role-play is an activity where the participants represent and experience
some character type known in everyday life. Simulation is a situation in which the
students play a natural role, i.e., a role that they sometimes have in real life (e.g., buying
groceries or booking a hotel). In a role-play, the students play a part they do not play

12 The IUP Journal of Soft Skills, Vol. IV, Nos. 1 & 2, 2010
in real life (e.g., Prime Minister, managing director of an MNC or a famous singer).
Ladousse (1987) supports this idea; he writes that simulations always include an
element of role play. Thus, in a role-play, participants assign roles which they act
out within scenario. In a simulation, emphasis is on the interaction between one
role with the other roles, rather than on acting out individual roles. However, the
terms ‘simulation’, ‘game’, ‘role-play’, ‘simulation game’, ‘role-play simulation’, and
‘role-playing game’ are often used interchangeably in role-play and simulation techniques.

Situational Dialogues
English like any other language has both spoken and written forms. The spoken form
consists of two main aspects:
1. Conversation – dealing with content;
2. Pronunciation – dealing with phonetics and the sound system.
To master native like speaking skills, one has to develop these two aspects.
Situational dialogues help learners build their speaking skills in English by providing
an opportunity to develop structurally correct yet functional English. It provides
conversational cues from a stock of useful expressions such as cliches of conversation,
frequently used expressions, greetings, rejoinders, etc. The learners should be able to
produce these learnt isolated expressions in new situations and in new combinations
during real life conversation. The language of dialogues can be natural, appropriate, and
sufficiently redundant so that it gives plenty of scope for practice of conversational
English both in formal and informal situations.
The facilitator can give different types of situations to the students and make them
active in the language class room. There are many situations that we encounter in
day-to-day life. We need to establish a communication for:
Request, expressing hesitation or intrusion, expressing purpose, asking and
expressing opinions, expressing surprise, amazement, astonishment, wonder,
tendering apology or regretting, seeking permission, expressing gratitude,
agreement and disagreement, etc.

Debate
Debate or debating is a formal method of interaction and representation of arguments.
Rules governing debate allow groups and individuals to discuss and decide issues
and differences. The aspect of argument in debate is distinct from logical argument,
which encompasses aspects of human persuasion, and appeals to emotional
responses.
Informal debate is a common occurrence, but the quality and depth of a debate
improves knowledge and skill of its participants as debaters. Deliberative bodies
such as parliaments, legislative assemblies, and meetings of all sorts engage in
debates. The outcome of a debate may be decided by audience vote, by judges, or
by a combination of the two. Formal debates between candidates for elected office,

Techniques for Developing Speaking Skills and Fluency 13

such as the leader’s debates and the US presidential election debates are common
in democracies.

Group Discussion Skills

Apart from various other skills Group Discussion (GD) is the most prominent expertise
that requires heed. It is also a test of the teacher or facilitator who has to encourage
the group to optimize the active participation of each member of the group. GD has
become a necessary tool to judge the personality and the capacity of thinking of an
individual. Nowadays, almost all the multinational companies conduct GD that serves
to test the ability of positive and critical thinking of the candidate and simultaneously
they test the proficiency in English. Just like other skills, an employer can evaluate the
knowledge, confidence and leadership skills of the candidates through GD.
The group discussion skills can also be mastered by obliging certain rules and
regulations. The ultimate aim of all the contestants is to express their notions in a
systematic way and help others to contribute their share. A useful strategy for developing
an effective dynamic group discussion is to identify task and maintain roles that
members can take up during the GD:
• Initiator
• Information seeker
• Information giver
• Procedure facilitator
• Opinion seeker
• Opinion giver
• Clarifier, and
• Summarizer
Each member of the group should be mentally prepared for performing the above
roles. It gives them an opportunity to get involved in the group activity and prove their
talent, leadership qualities, proficiency of English and so on.
In addition to the above a contestant should observe some guidelines to make his/
her own performance better. In order to make GD more effective, Bhatacharya (2008)
has proposed the following guidelines. If a participant could follow these guidelines,
then there is an acute chance to hit the bull’s eye:
• Team building
• Reasoning ability
• Leadership skills
• Flexibility

14 The IUP Journal of Soft Skills, Vol. IV, Nos. 1 & 2, 2010
 • Assertiveness
• Creativity, and
• Listening ability
Over and above all these efforts, a participant should get involved in the process
of brain storming. Once a participant comes to know about the topic, s/he should prepare
for and should try mind mapping, i.e., thinking about the topic by considering all the
possible aspects of it. If a participant could ask the following questions about the topic,
it will certainly give him an insight and inputs in depth. These points could be useful
to the participants during the GD.
The participants can also prepare the topic with the help of all the Wh-words which
will be definitely fruitful. It gives all possible critical aspects to the ideas and thoughts
of an individual (when, where, why, who, whom, whose, which, how, how much,
how long, how many).
Asking such questions to yourself about the topic categorically gives a proper line
of thought that can be helpful during the GD and based on all these assets a participant
can impress the observer.

Language Fluency
The term ‘fluency’ relates to language production and it is normally reserved for speech.
It is the ability to link units of speech together with facility and without strain or in
appropriate slowness, or undue hesitation. Faerch et al. (1984, p. 168) include fluency
as a component of communication competence and distinguish it from strategies of
competence in this way:
Whereas, strategies competence presupposes lack of (accessible) knowledge,
fluency covers speakers’ ability to make use of whatever linguistic and
pragmatic competence they have.
They listed three types of fluency:
1. Semantic fluency: Linking together propositions and speech acts.
2. Lexical-syntactic fluency: Linking together syntactic constitutes and words.
3. Articulator fluency: Linking together speech segments.
A learner has to communicate in English whenever, wherever possible. Fluency does
not mean speed. As stated in the types of fluency mentioned above, learners’ goal should
be to achieve all these. It is not possible, unless a learner does it with some deliberate
involvement in the process of communication. Thinking in English deliberately can also
be one of the techniques to improve the fluency of English.
Teaching and learning is generally termed a process and each process needs a
period of time to complete the cycle. Acquiring English speaking skills is also one

Techniques for Developing Speaking Skills and Fluency 15

of the processes that demands a period of time. While teaching and learning oral skills
in the language classroom, we adopt some methods and techniques. The conventional
methods of language teaching and learning are the only tools where the teachers
support learners to know about the language but do not support them to enhance
their fluency.
No classroom training, E-learning, audiovisuals, language laboratories can make an
individual proficient and fluent in any language. Ultimately, it is up to the learner to
put into action and follow the self-directed, self-study method. This will reduce his
dependability on others and on the facilities like laboratory, software, etc. As it is noted
earlier, a teacher can help learners only with accuracy but he/she cannot help to improve
their fluency. As the ideas, thoughts, feeling come out spontaneously and naturally,
we should be able to use the target language effectively and fluently.
To become a proficient speaker, the integrated efforts of an individual are required
with consistency and dedication. Learners can form a forum of a group of
like-minded people who positively think about developing language skills. Such an
effort will give exposure to English language and the deliberations of the forum
would bring them success.
There can be many routes to reach a destination and the choice of the route may
depend on various factors like the traveler, time, and so on. Teaching speaking skills
can be achieved through one or a combination of above techniques discussed. Language
education as such lacks rigor and is slow paced. It is based on the premise that language
is a process of acquisition spread over a period of time. This does not suit the present
pedagogy which is time bound. Moreover the specific needs should be well-planned
and focused to yield observable results. Language instructors should be flexible while
adopting the techniques to suit the learner according to the aspect of language that needs
to be improved. Hence, there is a need for a change in the approach to language teaching
which will focus on the immediate requirements of the workplace and activate the
passive knowledge of English for real time performance.
Acknowledgment: The author would like to thank B Yadava Raju for his guidance and support
to complete this work.

References
1. Bhatacharya Indrajit (2008), An Approach to Communication Skills, Dhanpat Rai
& Company, Delhi.
2. Chiamsiri S, Bulusu S D and Agarwal M (2005), “Information Technology Offshore
Outsourcing in India: A Human Resources Management Perspective”, Research and
Practice in Human Resource Management, Vol. 13, No. 2, pp. 105-114.
3. David Graddol (2000), The Future of English, British Council, London.
4. EFLU Study Material for PGCTE (2007), Skills in Language Learning and Use
Methods of English Block III, EFLU, Hyderabad.

16 The IUP Journal of Soft Skills, Vol. IV, Nos. 1 & 2, 2010
 5. Faerch K Haastrup and Phillipson R (1984), Teaching and Learning in the Language
Classroom, p. 168, Oxford University Press.

6. http://debate.uvm.sdu/

7. http://en.wikipedia.org/

8. http://www.introducingyourself.com/why-we-need-to-introduce-ourselves-at-
meetings date December 15, 2009.

9. http://www.teachingenglish.org.uk/think/articles/asking-questions, accessed on
December 15, 2009.

10. Ladousse Gillian Porter (1987), Role Play (Resource Books for Teachers), Oxford
University Press.

11. Scarcella R C and Oxford R L (1992), “The Tapestry of Language Learning: The
Individual in the Communicative Classroom”, Heinle & Heinle, Boston.

12. Thompson G (1997), “Teaching Teachers to Ask Questions”, ELT Journal, Vol. 51,
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13. Valdes G and Fiqueroa R (1994), Bilingualism and Testing: A Special Case of Bias,
Ablex Publishing Corporation, New Jersey.

Reference # 50J-2010-03/06-01-01

Techniques for Developing Speaking Skills and Fluency 17

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