ABSTRACT
This chapter discusses the practice of assessing speaking in tertiary education in Bahrain with reference to some pedagogical structures and to a number of cognitive variables related to Second Language Acquisition (SLA) and language learning. It also discusses the possible provisional means of teaching and assessing the speaking proficiency of L2 learners with the intent to empower them and equip them with the skills they need to succeed in the job market and in their careers. The significance of oral performance proficiency and speaking as a productive skill have been highly stressed by curriculum specialists, educationists, and researchers. The correlation between SLA and anxiety has long been a subject of research. An influential cause of speaking anxiety is categorically related the traditional pedagogical practices, which are lecture-based and teacher-centred with limited or no L2 interaction or in-class speaking opportunities for students.
