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Communication between humans is an extremely complex and ever-changing phenomenon, but there are certain generalisations that we can make about the majority of communicative events and these will have particular relevance for the learning and teaching of languages.
Learning to speak a foreign language is much more complex than knowing its grammatical and semantic rules. It involves both command of certain skills and several different types of knowledge. Richards (2005: p. 204) states that learners must acquire the knowledge of how native speakers use the language in a context of structured interpersonal exchange, in which many factors interact.
The ultimate goal of language is communication and the aim of speaking a language is to promote communicative efficiency.
Of the four skills, speaking seems intuitively to be the most important. According to Ur (2006: p. 120) people who know a language are referred to as ‘speakers’ of that language, as if speaking included all the kinds of knowing; and many, if not most, foreign language learners are primarily interested in learning to speak.
