2.2.4.4. Meanings
Leech and Svartvik (1975) represent the different types of
meaning in four circles or sections. In the first section, the meaning is
referred to as a concept. Here we find the basic meaning categories like the
number, the amount, the time, the manner, the degree, etc. which identify
aspects of our experience of the world.
The second section represents logical communication where the
basic meaning categories of the first section are used to make judgments about
truth and falsehood, to give and elicit information about the world. It is the
case of categories such as statements, questions and responses, affirmation and
denial, etc.
The third section involves another aspect of communication:
the attitudes and behaviour of the speaker and the hearer. This section
involves such speech acts as commanding, suggesting, advising, threatening,
promising, etc. Here the logical meaning, presented in the second section, is
extended or even distorted to perform a different type of function. For
example; a question, which is logically designed to elicit information on a
particular point, is adapted pragmatically for the purpose of making an offer,
making a suggestion, or expressing a strong feeling.
The fourth section comprises the organisational aspect of
communication. The question here is about how to arrange thoughts and how to
bind them together in order to communicate in most appropriate way. Here it is
the textual or discourse aspect of communication because it concerns the
composition of a whole text not just the way we construct a single sentence.
2.2.5. The Language Proficiency
2.2.5.1. Accuracy
Bailey (2005) says that accuracy refers to the ability to
speak properly. That is, selecting correct words and expressions to convey the
intended meaning. Similarly, Broughton et al (1980, p.23) say that
«Accuracy is the use of words, phrases and sentences in appropriate
contexts to convey the message they actually intended to convey.» For
Richards et al (1985, p.108), «Accuracy refers to the ability to produce
grammatical correct sentences».
Here, Bailey and Broughton et al insist on the appropriateness
of the language used to the speaker's purpose. In addition Richards et al
insist on the correctness of the language. Therefore, they all want to insist
on the fact that a language learner should do his best to know correct words
and structures to use in any communicational situation. Then, knowing these, he
should also be able to use them correctly when speaking.
2.2.5.2. Fluency
For Bailey (2005) fluency is the capacity to speak fluidly,
confidently and at a consistent rate with the norms of the relevant native
speech community. Richards et al (1985, p.107) say that «Fluency is the
features which give speech the qualities of being natural and normal, including
the use of pausing, rhythm, intonation, stress, rate of speaking, and use of
interjections and interruptions». They continue saying that «Fluency
describes a level of proficiency in communication, which includes:
· The ability to speak with a good but not necessarily
perfect command of intonation, vocabulary and grammar;
· The ability to communicate ideas effectively;
· The ability to produce continuous speech without
causing comprehension difficulties or breakdown of communication». (op
cit., p. 107-108)
Johnson and Morrow (1981, p.48) add that «The development
of fluency implies that students must do many things which are not entirely
predictable, which may well sound rather odd, but which will indicate that
their natural language learning capabilities are being exercised and
encouraged».
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