This text presents Speaking as an important skill in ELT field together with some challenges that arise in the classroom.
As such, it firstly underlines the importance of good speaking skills, before secondly, analyzing the potential problems in speaking effectively from a scientific point of view. It then, thirdly, gives some advice on how to develop the speaking skills missing before.
Table of Contents
1. The importance of speaking skills
1.1 Different views on speaking
1.2 Listening comprehension in speaking
1.3 Comprehension strategies
2. Speaking and its difficulties
2.1 Affective Factors
2.2 Cognitive Factors
2.3 Linguistic factors
2.4 Teaching Strategies
3. Development of speaking skills
3.1 Production and Interaction
3.2 Formulaic language chunks
3.3 Different types of speaking performances
3.4 Role of the teachers
3.5 Accuracy and Fluency
3.6 Methodology
3.7 Practical in-class activities
3.8 Technology in teaching speaking
Research Objectives and Key Topics
The primary objective of this work is to explore the critical importance of developing oral communication skills in an English-as-a-foreign-language (EFL) classroom, while identifying the potential difficulties students face and effective pedagogical strategies to overcome them.
- The significance of speaking as a primary language skill.
- Affective, cognitive, and linguistic barriers to speaking.
- The role of the teacher in facilitating interactive speaking environments.
- The importance of balancing fluency and accuracy in the classroom.
- The integration of modern technology and practical activities to boost learner performance.
Excerpt from the Book
2. Speaking and its difficulties
As Ur (1996:121) mentions, there are several factors that may make speaking development more difficult. The first is ‘inhibition’ which means that learners are afraid of mistakes, vocalising their utterances in an open forum or are simply shy using a foreign language together with friends. In other words, inhibition is defined as ‘a feeling of worry that stops people from telling or performing what they want’ (Cambridge A. L. Dictionary, 2008). They may also lack vocabulary as well as have simply nothing to say. Moreover, some may not be active because of other dominant learners who are more courageous in nature. The last but not least, is to overuse the mother tongue due to the reason of personal convenience while causing the negligence of the proper spoken practice in English.
Problems in speaking may have an affective nature. As Derakhshan, et al. (2016:178) put it, speaking is a ‘high risking activity that creates anxiety and causes learners to worry about losing face’. Different type of problems in speaking may have a certain reference to factors such as motivation, self-confidence or anxiety. Some of these problems or in other words; inhibitions, may be even caused by conditions in the classroom i.e. certain demands imposed by the teacher. One of many may be a time pressure, planning or the amount of support. Poor understanding of spoken messages and being unfamiliar with the topical knowledge may also result in anxiety and lack of motivation. Moreover, too many corrections can be a big discouragement as well. Learners should be praised for their achievements rather than scolded for mistakes. It is for the better of their motivation level (Leong and Ahmadi, 2017:37).
Summary of Chapters
1. The importance of speaking skills: This chapter establishes the foundational role of speaking in language learning and explores how different perspectives and listening comprehension strategies contribute to oral development.
2. Speaking and its difficulties: This section investigates the primary barriers to successful speaking, including affective, cognitive, and linguistic factors, while suggesting ways teachers can address these challenges.
3. Development of speaking skills: This chapter provides a detailed analysis of how to foster speaking abilities through production, interactive activities, appropriate teacher support, and the integration of technology.
Keywords
Speaking skills, ELT, oral production, listening comprehension, inhibition, affective factors, cognitive factors, linguistic factors, teaching strategies, fluency, accuracy, classroom interaction, formulaic language, technology in teaching, communicative approach.
Frequently Asked Questions
What is the core focus of this publication?
The work focuses on the vital role of speaking in language education and the challenges both students and teachers face in achieving effective oral communication.
What are the primary thematic areas addressed?
Key themes include the importance of speaking skills, common psychological and linguistic difficulties in speaking, and effective classroom strategies for developing oral fluency.
What is the main research question or objective?
The main objective is to identify why speaking is often neglected in classrooms and how educators can implement strategies to help learners overcome inhibition and improve their speaking performance.
Which scientific methods are primarily utilized in this work?
The work utilizes a literature review approach, synthesizing existing academic research and frameworks from experts in the field of English Language Teaching (ELT).
What topics are discussed in the main body of the text?
The main body covers the theoretical importance of speaking, specific categories of speaking difficulties (like anxiety and cognitive load), and practical developmental approaches like pair work and technology integration.
What characterizes the keywords used in this work?
The keywords highlight the intersection of pedagogical methodology, psychological barriers in language learning, and practical classroom techniques for skill acquisition.
How does the author define the concept of 'inhibition' in the classroom?
Inhibition is described as a feeling of worry or anxiety that prevents learners from expressing themselves, often triggered by a fear of making mistakes in front of others.
What role does technology play in teaching speaking according to the text?
Technology is portrayed as a crucial tool that replaces outdated methods, offering resources like speech recognition software, podcasts, and digital communication platforms to enhance fluency.
What is the relationship between accuracy and fluency?
The author discusses them as two essential categories of production, noting that while both are important, communicative approaches often prioritize fluency to reduce learner inhibition.
- Quote paper
- Adam Kiela (Author), 2017, Communication in the Classroom and Potential Problems, Munich, GRIN Verlag, https://www.grin.com/document/542697
