UNINTERLINGUA 2015

U N I N T E R L I N G U A 77 to use the interlocutor reactions and input could be necessary (Celce- Murcia, 2005, p. 175). In a certain way, there is a need for the students to know some English by the time the teachers want to make the stu- dents speak the language; the need to have a certain level of communicative competen- ce. Shumin (2001) establishes the elements of that competence which is an integrated element of other four sub-competences: grammatical, discourse, sociolinguistic, and strategic competences. The grammati- cal competence, needed anyways, has to do with the “Knowledge and ability to use and understand the language system”. The discourse competence is all related to inter- connect sentences, so that there is cohe- sion and coherence when expressing ideas. On the other hand, the sociolinguistic com- petence is when there is the ability to use language with appropriateness according to norms, socially and culturally acceptable. Finally, the strategic competence gives the ability to handle language; in order to com- pensate and thus communicate when there is a lack of linguistic, social, and discourse rules knowledge. (Ibid, p. 207-208). Also is important to take in count that are developmental stages the students are facing. It seems evident that every L2 Engli- sh learner, it doesn’t matter what the first language is, go through some stages when learning. It is not relevant whether the stu- dents have a nationality or the other, but they will acquire the English system of negatives in the same order. Richner, K. (2010) cites that, the question formation is one of the first language system internalized. Then, the possessive determiners (his/her) follow that; the relative clauses continue, then the refe- rences to the past and the list goes more and more. Three main types of speech in the phonological phrase should be taken in count when teaching a foreign language. The three types of speech are the following: continuous fluent speech, non- continuous fluent speech, and non- continuous hesitant speech. The first type is when a speaking turn of several phonological phrases is produced without pauses. The second one is when a speaking turn of several phonological phra- ses has pauses between the phrases, but they coincide with clause margins. And the third one is when there are hesitation pau- ses which fall within phonological phrases (Laver, 1994, as cited in Field, 2003, p.37). Similarly from the psycholinguistics area, when a little boy or girl is learning their first language, they go through what is called a holophrastic stage. It is when small children start using single words as sentences or ideas (Scovel, 2009 p.14). The author consi- ders that “holophrastic speech is the bridge which transports the child from a primitive land of cries, words, and names across into the brave new world of phrases, clauses, and sentences” (Ibid). Even in that stage of two-words, children do not connect words randomly; they show an amazing amount of Developing speaking skills in ELT