Beruflich Dokumente
Kultur Dokumente
Chapter I
Introduction
Speaking is generally considered the most important skill among other skills it is
needed in common communication and business communication. Speaking is fundamental
to human communication: just think of all the different conversation you have in one day
and compare that with how much written communication you do in one day. Which do you
do more of? In our daily lives most of us use speaking more than writing.
Many English teachers still spend the majority of class time on reading and writing
practice almost ignoring speaking and listening skills. Do you think this is a good balance?
If the goal of your language course is truly to enable your students to communicate
in English, then speaking skill should be and practiced in the language classroom.
Why should we teach speaking skill in the classroom?
Many students equate being able to speak a language as knowing the language and
therefore view learning the language as learning how to speak the language, if students do
not learn how to speak or do not get any opportunity to speak in the language classroom,
they may soon get motivated and lose interest in learning .
On the other hand, if the right activities are taught in the right way. Speaking in
class can be a lot of fun, raising general learner motivation and making the English
language classroom a fun and dynamic place to be.
Although Speaking in class can be a lot of fun, it also has many problems and
challenge in speaking and learning skills in our classroom.
The problems of teaching and learning in particular, which are most relevant in the
context of developing oral skill of foreign language proficiency.
The complex nature of spoken discourse must be taken into account and reflected at
each stage of the learning process. Thus the article examines the difficulties connected with
choosing the appropriate framework and approach and discuss the typical patterns of
interaction in the foreign language classroom.
Background
English the most important language in the world .It is an international business
language which is spoken almost over the world and there are four main skills in English:
1. Reading skill
2. Listening skill
3. Writing skill
4. Speaking skill
I think that speaking is very necessary to communicate in business and also in
societies through globalization.
While teaching and learning skill, teachers and students always believe that
speaking is a priority that is way there is a statement in teaching methodology saying that if
you know many words and you can combine them to speak is very essential, another
reason is that even though you do not know any other skills you know only how to speak is
not enough.
Statement of Problem
This research will show the three main opponents of improving speaking skill,
and also show about special problems challenges in teaching and learning skill and more
importantly activities in speaking classroom and the major report will answer to these
following questions.
1. What are the main problems in teaching and learning skills?
2. How we can be used to improve speaking skill?
3. What are the main steps of activities to activate in speaking classroom?
Significance of Study
This report gives many benefits to all people. The first benefit will give to the
students, who love and need these documents in order to improve their abilities of
speaking. It can also be used as reference documents for doing research in library.
And also for English teachers, who need this document in case they want to teach
their students or for their research lesson to improve their speaking skill.
Individuals can also use this report to practice learning how to speak well for
general communication.
And at least all the researcher will know about some problems challenges in
teaching and learning speaking skill in language classroom.
Chapter II
Review of Related Literature
Learning a foreign language in conversation difficult maybe made
comprehensible strong the mutual efforts of the participants to appropriate adjustments to
the interaction.
To practice speaking in classroom we should practice role play in pair or in
group with the reference to listening and speaking skill, students should be given different
phrase practice and development such as general interactional and social language and the
questions are the special key to activate speaking, there are easy ways when their teacher
wants their students to practice speaking.
They make question and answer to them about what they want to practice.
(Thorn bury.2007)- Designing a speaking syllabus depends on several
factors, the most obvious being the age and level of learners, the learning context and the
aim of teaching.
(Megadalena Aleksandraka)40
A modern -layered syllabus should specify the target aspects of the speaking
skill to be taught, as well as the grammar and vocabulary, and phonology.
Importantly as far as the stage of mental processing involved in speaking are
concerned, there is not much difference between native and target languages.
Both combine the process of conceptualizing, formulating, articulating,
self -monitoring and negotiating.
Chapter III
Research Methodology
This report is done by our group members have committed to this work and we
shared our responsibilities. One of us went to collect data at Cambodian University for
Specialties (CUS) and search by the internet and find some more documents at library and
another interviewed with English teachers at Hun Sen high school Meegan an English
teacher there and we are in charge of photocopying and reading in order to find relevant
parts for our report.
More importantly, we have our skillful adviser to advise us in compiling to make
this book.
Chapter IV
Presentation and Interpretation of Data
The Problems and Challenges in Teaching and learning Speaking skills
The article deals with the problems of teaching and learning speaking skills, in particular
those which are most relevant in the context of developing oral skills of foreign language
proficiency.
The complex nature of spoken discourse must be taken into account and reflect at each
stage of the learning process.
Thus the article examines the difficulties connect with choosing the appropriate framework
and approach and discuss the typical patterns of interaction in the foreign language
classroom.
It also examines form of control and evolution and suggests some speaking activities with
seem most suitable for language learners in the light of the above the original
consideration.
Why should we teach speaking skill in the classroom?
Motivation
Motivation: view learning the language as learning how to speak the language, if the right
activities are taught in the right way, speaking in class can be a lot of fun, raising general
learner motivation and making the speaking classroom a fun and dynamic place to be.
1. General problems in teaching speaking skill
The position of speaking in hierarchy of language skill has evolver the centuries rather
ignored in the grammar translation method, it became skill in the direct method, and
audiolingalism brought even more focus on speaking, although the linguistic principle, it
was based on view oral discourse as imitative routine behavior in typical and predictable
situations.
The grammatical syllabus of the cognitive method incorporated activities in all language
skill, attaching equal importance to each of them.
Finally, communicative language teaching added a more realistic dimension to teaching
oral discourse by introduction numerous forms of interaction to the classroom and
practicing the language in natural or probable situation which demanded defining of the
discourse genre and the roles of participants.
Problems in Teaching and Learning Speaking Skill
Degree
Although the contribution of CLT to developing forms of speaking practice in the language
classroom can hardly be overestimate, (Magadalena Aleksandrzak)
Communication Situation
There is a growing tendency among researcher and practitioners to criticize it for its
insufficient recognition of the complexity of speaking as a psycholinguistic process and of
placing too strong an emphasis on information gap criterions as leading to artificial or
impractical task.
Nowadays in spite of the inevitable criticism of available methods, techniques or resources,
speaking is generally perceived as the most fundamental skill to acquire.
Since the onset of the communicative era it has been treated as the ultimate goal of
language training and its proper development has become the focus of attention of both
teacher and learners often finish a language course with the conviction that they are not
sufficiently prepared for speaking beyond the classroom.
This difficulty result basically from the character and inadequate frequency of speaking
opportunities in the classroom in comparison to the abundance of natural varieties and
genres of oral communication.
In fact, selecting the most appropriate types of spoken discourse for classroom practice in a
particular language course is a very hard decision which, unfortunately, hardly ever reflects
the natural occurrence and distribution of communicative situations.
Additionally teaching and learning speaking skills course should create optimal conditions
for developing learners sociocultural knowledge, which is The Culturally embedded rules
of social behaviors(Thornbury 2007)
And their linguistic knowledge, which include discourse and speech acknowledge and
knowledge of the grammar, vocabulary and phonology of the target language.
These knowledge areas must then be appropriate activated in order to be made available
for use in regular speaking practice in the classroom and beyond.
Importantly, as far as the stages of mental processing involved in speaking are concerned.
There is not much difference between native and target languages. Both combine the
process of conceptualizing and negotiating.
Yet the skill of speaking is not automatically transferable from speakers first language into
the second. (Thornbury2007)
Even extensive knowledge of the target languages grammar and vocabulary often
presented by the students of foreign language departments does not guarantee success in
oral communication when this knowledge is not properly intergraded or accessed.
Problems in Teaching and Learning Speaking Skill
Degree
Choosing an Approach
Designing a speaking syllabus depends on several factors, the most obvious being the age
and level of learners, the learning context and the aim of teaching.
First, it must be defined how much emphasis can be given to speaking with in a particular
course and whether speaking is to be taught separately or integrated with the teaching of
other skill and areas of the language.
Secondly, it is essential to choose an approach which defines the teaching procedure. The
selection between a task based approaches a genre based one or the combination of both
type in the most crucial step in designing the course as it influences all the elements of the
learning process in process.
Nevertheless, a modern multi-layered syllabus should specify the target aspects of the
speaking skill to be taught, as well as the grammar and vocabulary, phonology components
(Thornbury 2007)
A genre based approach focus on the notion of the communicative situation which centers
around a particular spoken genre or genres.
Needless to say, the variety of types of communicative situation is virtually unlimited.
As a consequence, the teachers face the necessity of deciding which situations should be
included in the language course he or she coordinates.
This section, however well-thought-out it maybe, it always connected. (Megdalena
Aleksandrak)
With eliminating or ignoring a number of relatively significant situations and concentrating
on those which seem most relevant to particular learning context.
The next step is defining the most important parameters of the selected situations, such as
the topic, goals, and discourse genre, social and cultural norms.
The actual teaching procedure starts from establishing the social purpose and cultural
context of a given genre, later a typical example is presented and analyzed.
Finally learners create their own samples of appropriate communicative events.
(Thornbury2007-121)
10
In contrast a task-based approach stems from the general idea that a language is best
learned through using it, rather than learned and then used.
Consequently, it is believe that accuracy results from fluency, in other words the need of
communicate effectively leads to the refinement of learning and language.
A task based syllabus, then takes the form of sequence of integrated tasks which involved
speaking and which reflect the situations that learners are likely to meet in real
circumstances. Both approaches have their advantages and drawbacks.
The task-based approach has been citizen for giving priority to process of using language
that learners actually produce.
However, that more learners may benefit more from a genre based framework since it
emphasis the importance of social context, purpose, register and interlocutor expectations,
which is the components of communicative situation which are covered or analyzed in
classrooms of speaking language.
It must be stressed that all oral discourse stems from a communicative intention, that are
the speakers have a defined aim which he or she wants to achieve in a particular
communicative situation.
This situation may require creative thinking and producing a highly personal
individualized utterance or replying on automatic reaction in accordance with established
social and cultural norms.
Yet in order to implement a communicative goal, a speaker must enable the interlocutor to
understand, interpret and evaluate the information being passed.
Seen from such a perspective, speaking seems a very complex activity which combines the
process of intending, planning, constructing and monitoring.
Additionally, these operations have to be executed in fractions of seconds according to the
demands of communicative fluency. (Dakowska 2005-233)
In the light of the above assumptions it may be claimed that ongoing language performance
is an extremely significant element in the process of developing speaking skills.
In other words, it seems obvious that in order to learn to speak or develop this ability,
learners have to speak.
As Skenhan(1998) claims, a comprehension base approach is not sufficient on its own,
(Problem and challenges in teaching and learning speaking skill).
And replying on listening tasks as the only source of language input does not guarantee
success in language learning.
Problems in Teaching and Learning Speaking Skill
Degree
11
12
An interview with Meegan an English teacher at Hun Sen Skun high school
What are the problems in teaching learning speaking classroom?
By her experiences she said that:
There are many problems in teaching and learning speaking skills, but I notice about
pattern of inter action teachers and students, and students with students.
Some students wont talk or say anything some feel really shy about talking in front of the
teachers and other students
Then one way to go about breaking this natural and cultural is to create and establish our
classroom culture and where speaking out loud in English or second language in teaching
and learning speaking classroom.
Step by Step
From day one teach our students classroom speaking language and keep on teaching it and
encourage our students to ask for things and request something by speaking in English or
other second language .We start from easy conversation by step one to another or step by
step. For Example: (Classroom conversation)
13
14
15
16
17
18
Role-plays Activities
Other activities that the learners may benefit from include:
-Story telling
-Jokes
-and Anecdotes which are comment ingredients of casual conversations
-Drama, role play and simulation activities.
They greatly expand the scope of registers and social roles that learners may en counter in
the classroom, (For example, but introducing simulated interactions with total strangers or
face-threatening speech acts).
The perception and reception of such tasks, however, may be different in different students
and they depend to some extent on the personality of the individual learners.
Example: Activities in Role play.
In role plays, students are assigned roles and put into situation that they may eventually
encounter outside classroom. Because role play imitates life, the range of language
functions that may be used expands considerably.
Also the role relationship among, the students as they play the parts call for them to
practice and develop their social linguistic competence. They have to use language that is
appropriate to the situation and to the characters.
Students usually find role playing enjoyable, but students who lack self-confident or have
lower proficiency levels may find them intimidating at first. To succeed with role plays:
Prepare carefully: Introduce the activity by describing the situation and making
sure that all of the students understand it.
Use role card
: Give each student a card that describes the person or role to
be play.
Brainstorms
: Before start the role play, have students brainstorm as a
class to predict what vocabulary, grammar, and idiomatic expressions they
might use.
Keep groups small: Less confident student will fed more able to participate if
they do not have to compete with many voices.
Give students time to prepare: Let them work individually to outline their ideas
and the language they will need to express them.
Do linguistic follow up: After the role play is over give feedback on grammar
or pronunciation problems you have heard.
This can wait until another class period when you plan to review pronunciation or grammar
anyway.
19
Problems of Evaluation
Testing the oral proficiency of foreign language student is a complex task which may cause
considerable problems at any stage of the process.
The difficulties concern not only the choice of the appropriate elicitation technique and
form of assessment, but they may also emerge while designing or administering the test.
Practitioners and researchers are divided in their opinions as to the validity of oral testing
and put forward arguments for and against it.
The most comment arguments in favors of testing oral fluency are as follows:
Each general language test should include all accepts and areas of the language,
therefore include speaking.
An oral proficiency at the end of the course will guarantee that teachers and
students devote more time to speaking practice during the course. Otherwise a
tendency to neglect extensive speaking practice or not to give it enough time and
effort can be observed.
There are many students who speak well but write badly, a test based on writing
may discriminate such learners and their overall assessment will not reflect their
actual and abilities. However there are also numerous convincing arguments
against oral testing.
Designing and reliable tests that make learners improvise speech in the target
language is very difficult.
Speech is very difficult to assess quickly and objectively, recordings can be made
but this form of evaluation is extremely-time-consuming and it does not guarantee
objectively.
20
Even a well-balanced selection of a set of criteria does not mean that tester will
apply them in an identical manner, consistent and objective assessment may be
extremely difficult to reach.
Interviews- learners are interviewed individually or in pairs but the formal nature
of such interviews hardly ever allows for testing informal, conversational speaking
style and affect the interviews performance. (The interview is also the assessor).
Recorded monologues or dialogues they are less stressful than live performance
and give examiners more opportunities to workout consistent and possibly more
objective assessment.
Role-play- This test format may be particularly reliable if it matches the need of
learners and aims of the language course.
However the influence of interlocutor on the affirmance of the tested is hard to predict and
control. There are two basic types of scoring employed in oral testing. Holistic scoring
reflects the overall impression the leaner made on examiners and it takes the form of a
single score, therefore it is often used in informal testing of individual process.
Analytic scoring is more-time consuming as it involves giving a separate score for different
aspects of the learners performance.
Problems in Teaching and Learning Speaking Skill
Degree
21
22
Teaching Pronunciation
The main features of English pronunciation:
1. The individual sounds of English
2. Words ending
3. Word stress
4. Strong and weak forms
5. contractions
6. Linking
7. Sentence stress and rhythm
8. Intonation
There are 26 letters, but 44 sounds in spoken English: 24 consonants, 12vowels and 8
diphthongs.
English has 3 types of vowels sounds:
Long
Short
Diphthongs
Thirteen, bird
Paper, over
date, cow
Teaching:
Word stress
English words are made up of syllable. A syllable always has one vowel or diphthong:
Ex: book
: one syllable
Open
: two syllables
Important
: three syllables
With the stress
-Open: main stress is on O weak stress is on pen
Open
-Important: main stress on the second
Important
Teaching:
Intonation
The falling tone is usually used for statement, commands, and wh-questions.
Ex: - Where are you going?
-
I am a teacher.
23
The rising tone is used for Yes/No question, to express surprise and when we want to make
a statement into question.
Linking
When we write English, we keep the words separate but when we speak, we often link
them.
Ex: -Repeat after me.
-She lives on a boat.
-I think of you.
-Look at me, please.
- What do you think about?
Teaching:
24
Usually, the words that are stressed are words which carry the most meaning: nouns, verbs,
adjectives, and demonstrative, unstressed are often the grammatical words.
Teaching:
Sentence Stress
Different Sounds
Procedure:
T. before the class, T. prepares a set of 4 words:
3 the same but 1 different in sound.
T. write the words on one side of the board and dots to represent the stress patterns.
Ex:
Grow
show
cow
sew
Bread
seat
eat
meat
Half
plough
cough
laugh
Teaching:
Vocabulary
25
Grammar
26
Now
Future
2013
Present 2014
2015
Ex
27
Conclusion
Teaching speaking is a very important part of second language learning. The ability to
communicate in a second language clearly and efficiently contributes to the success of the
learners in school and success later in every phase of life.
Therefore it is essential that language teachers pay great attention to teaching speaking.
Rather than leading students to pure memorization providing a rich environment where
meaningful communication takes place is desired. With this aim, various speaking
activities such as those listed above can contribute a great deal to students in developing
basic interactive skills necessary for life. These activities make students more active in the
learning process and at the same time make their learning more fun for them.
We learn to speak by speaking The more you speak the more you practice you
will improve your own speaking skill
28
Here are some suggestions for English language teachers while teaching speaking skills.
Provide maximum opportunity to students to speak the target language by providing
a rich environment that contain collaborating work, authentic materials and tasks,
and share knowledge.
Try to involve each student in very speaking activity, for this aim, practice different
way of student participation.
Reduce teacher speaking time in class while increasing student speaking time. Step
back and observe students.
Indicate positive sings when commenting on a students response.
Ask eliciting question such as What do you mean? How did you reach that
conclusion? in order to prompts students to speak more.
Do not correct students pronunciation mistakes very often while they are speaking.
Correct should not distract students from his or her speech.
Involve speaking activities not only in class but also out of class, contact parents and
other people who can help.
Circulate around classroom to ensure that students are on the right track and see
whether they need your help while they work in groups or pairs.
Problems in Teaching and Learning Speaking Skill
Degree
29
Recommendation
Throughout our conclusion, we have drawn the following potential points for those who
want to avoid some problems in teaching and learning skills and want to improve our
knowledge of speaking there are:
-Student the rules for word stress in English.
-Learning to stress the correct syllable in words is one of the best things you
can do to perfect your accent and sound less like a foreigner when you speak.
-Stress in English can be complicate and there are some words where not even
native speaker can agree.
-However by learning the basic rules, you can significantly improve your
English speaking skills.
-Listen to English language multimedia.
-Try listening to English pop music on your way to work.
-Or watch English films and television programs in the evenings.
-This is a fun way to get exposure to the English language as spoken by fluent
native speakers.
30
Bibliography
31
32