UNINTERLINGUA 2015

U N I N T E R L I N G U A 79 (p.54). Then it is clear that when two people talk to each other the utterance of the first promotes a certain response from the other, and those words from one or the other are somehow related. A good example of adja- cency pairs is the following short interaction: • Would you like something to drink? • Response 1: Oh, yes, please. •Response2:No, thanks. I alreadyhadwater. In this example the listener has only two choices; however, the choice for co- ffee could be different, and if the listener is co-operating, s/he will choose one or the other option. Also, the speaker phrases her/ his utterance in such a way as to prefer one of the two options, so that if the listener then gives the second, it may cause surprise or unhappiness. Control vs free communication Once the level of language knowle- dge of the students is detected by the tea- chers, the quantity of control or free com- munication activities has to be established. Nolasco and Arthur (1998) say that “many students have to overcome a psychological barrier before they are prepared to speak in the foreign language” (p. 23). That is a reason why some other authors promote the use of controlled activities before they integrate free communication activities. The argue that it is necessary to use them in order to focus in certain grammar point, practice grammar usage, help students to develop confidence, and develop the ability to participate in common conversations, so as, maintain them (Ibid). It is evident, many times, that students fell threaten when they have to communicate in front of an audien- ce, and integrating those control activities in a walk and talk make them feel much more secure in the one to one practice. If they do not feel in that sheltered environment; they would not participate and consequently de- nied opportunities for practice. Evidently, it is also important the in- tegration of interactive activities in the L2 classroom. The interaction is considered by Shumin (2001) as “a key factor in L2 or foreign language development [It] is the opportunity given to learners to speak in the language-promoting interaction” (p.208). The teachers are, then, the ones to awake the learners need, willingness, or reason to have that interaction; promoted mainly by the possibility of getting to know a little more of their classmates life. Moreover, through that motivation, the reluctance of the language learners to participate in the oral class work comes out; and the teacher’s primer goal should be avoiding with activities the crea- tion and maintenance of an environment of mutual respect, and overcome the shyness; for example. Then, the generation of fluency in the language classes, needs a definition of the fluency- accuracy continuum and the application of that continuum to the classes themselves. Nolasco & Arthur (1998) men- tion the relation between fluency and accu- Developing speaking skills in ELT