INTRODUCTION

Learning to speak a foreign language requires more than knowing its grammatical and semantic rules. Learners must also acquire the knowledge of how native speakers use the language in the context of structured interpersonal exchange, in which many factors interact. Therefore, it is difficult for EFL learners, especially adults, to speak the target language fluently and appropriately. In order to provide effective guidance in developing competent speakers of English, it is necessary to examine the factors affecting adult learners' oral communication, components underlying speaking proficiency, and specific skills or strategies used in communication. This paper explores these aspects so that teachers can more effectively help adult learners develop their abilities to communicate in the target language.

Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions. Diversity in interaction involves not only verbal communication, but also paralinguistic elements of speech such as pitch, stress, and intonation. In addition, nonlinguistic elements such as gestures and body language/posture, facial expression, and so on may accompany speech or convey messages directly without any accompanying speech. In addition, “there is tremendous variation cross-culturally and cross-linguistically in the specific interpretations of gestures and body language” (Brown, 1994, p. 241). Furthermore, different cultural assumptions about the purposes of particular interactions and expected outcomes of encounters also affect communication.