Table of Contents

Introduction

Chapter One

1.1 Teaching Speaking:

1.1.1 Using dialogues or Group conversation Activities:

1.1.2. Balanced Approach Activities:

1.1.2.1. Language input:

1.1.2.2. Structured output:

1.1.2.3. Communicative Output:

1.2. Characteristic of the EFL speech:

1.2.1. Communication Strategies:

Chapter Two

2.1. Speaking: a challenge for student and teacher:

2.2. Factors Influencing English Speaking Skill:

2.2.1. Listening Comprehension

2.2.2. Pronunciation

2.2.3 .Vocabulary

2.2.4. Enthusiasm

2.2.5. Learner Inhibition

2.2.6. Lack of motivation

2.2.7. Strong and Weak Learners Domination in the Class

2.3. Speaking subskills

2.2.9. Developing structural accuracy

2.2.10. Phonological accuracy

Conclusion

Bibliography

Introduction

Speaking is one the four skills that have to be

mastered by students who learn English. Many researchers have

made a definition for speaking, according to Syafrodin speaking

is an active productive skill that makes an oral communication

and Cheney defined speaking as the process of building and

sharing meaning. Through speaking the students can have the

capability of telling their ideas about the language or about

the problems they face during learning the foreign or the

second language. As such, it appears that speaking is one

the most important aims of any second or foreign language

learner. The oral use of the foreign language, however, appears

to be problematic for the majority of the students, as it

appears to be also problematic for teachers who want to teach

the speaking skill for their students.

Chapter

One

1.1. Teaching Speaking:

1.1.1. Using Dialogues or Group Conversation Activities:

Before starting to teach speaking first the teacher

needs to do a needs analysis in order to

Discover which speaking skills he is going to focus on, this

needs analysis may involve the use of questionnaires,

interviews or diagnostic testing.

The second thing that the teacher should do is to

identify the teaching strategies to teach each kind of speech.

In other words, this allows the teacher to choose the

activities that will best enhance the speaking or the

communicative skill of his students.

For example, the teacher can use an activity that

involves the students in” small talk “situation between two

students which are often initiated by a simple comment that

forms the start of the dialogue and which is considered as a

stimulating start for the learners in order to reduce stress

and anxiety. Another factor that helps to reduce anxiety in

speaking is to choose safe dialogues like the weather.

Feedback in a small talk is also very important between

the ones involved in it by using expressions like “really”,”

yeah “… expressions which indicate for the speaker that

listener is interested in what he is saying. The conversation

can also take the form of activities like information gap

activities, role play or group discussion activities which can

train students how to obtain and share information in real

world situations.

Imitation, Rehearsal and Extemporaneous:

Imitation requires the learner to copy a model of

speech. Rehearsal is the activity where pseudo – communication

takes place in activities like role- play .Extemporaneous

speech activities provide an opportunity to improvise speaking

and use language more freely and creatively .Here the teacher

can better use the rehearsal and extemporaneous speech as it

involves the implementation of speech in a meaningful speaking

situation.

1.1.2. Balanced Approach Activities:

Instructors can help the students develop communicative

proficiency a balanced activities approach that includes:

language input, structured input and communicative input.

1.1.2.1. Language input:

The Language input can be provided by the teacher by using

material such as listening activities or reading activities

which can provide the learner with the material that he needs

to begin producing language themselves .Language input can be

either content oriented or form oriented .

- Content oriented input focuses on information as it may

also include descriptions of learning strategies and

examples of their use.

- Form- oriented input focuses on ways of using the

language, it involves the teacher to guide the students

on the use of the vocabulary, pronunciation, and grammar

(linguistic competence; appropriate things to say in

specific contexts (discourse competence); expectation of

rate of speech, pause length (sociolinguistic

competence). the teacher here should combine both the

content oriented and the form – oriented input.

1.1.2.2. Structured Output:

It focuses on the correct form. In it students may

have different options for responses; however, it requires

students to use the specific form or structure that the teacher

has just introduced.

In fact structured output is designed to make learners

comfortable to use aspects of language that have been just

introduced by the teacher.

1.12.3. Communicative Output:

The main aim of the learner here is to complete a task

by using the language the instructor had just introduced, but

they can also use other vocabulary, grammar and communication

strategies that they know. Textbook exercises activities can

also provide good structured output practice activities.

In every communication, spoken exchanges take place because

there is some sort of information gap between the

participants .communicative output activities involve a similar

real information gap .In order to complete the task, students

must reduce or eliminate the information gaps .In these

activities language is a tool not an end in itself.

Learners from all level proficiency can benefit from

this variety; it is motivating as it also results in effective

language learning.

De-motivating Factors in English Speaking Skill:

The Demotivationg factors of the L2/ FL learners are varied here is a small summary of them.

1- When of the most de_ motivating factors is when the

teacher expects from the learner to make no grammatical or

pronunciation mistakes since the student then decides not

to speak in order to avoid doing such mistakes.

2- Teacher’s – oriented teaching can also be motivating for

learners as the students will only think about getting

good scores which will lead to unhealthy emphasis on the

learning material rather the enhancement of the four

skills

3-The teacher tends to concentrate on the good speaking

students while neglects the silent students who will find

themselves sidelined.

4 The teacher’s way of pronunciation can be motivating or de-

motivating since if the teacher is able to pronounce the

language correctly and like a native speaker this can motivate

the students to make their efforts to achieve such

pronunciation.

5- The teacher should not mock at the students’ mistakes which

will make his classmates laugh at him .In some cultures mocking

at students can be accepted by the teacher but in other

cultures students may be embraced in front of their classmate

1.2. Characteristic of the EFL speech:

1.2.1. Communication Strategies:

When the learner tries to communicate he will use a

collection of communication strategies like avoidance, topic

conversation, paraphrasing…due to the lack of grammar and

vocabulary knowledge. These e strategies, however, can be

counterproductive. For example avoidance of the topic which

allows the learner to carry out a good communication may not

allow the learner to realize is exactly lacking in his speaking

skill.

Island of Reliability:

The EFL speakers will develop a set of phrases that they

often use in their speech in unconscious way without searching

for the right words or having to go carefully through the

grammatical or the phonological process. These are called

Island of Reliability. These contribute to the speech fluency.

As such , the more islands of reliability the learner has , the

more fluently he or she can speak .Speakers who possess islands

of reliability only need to find words which combines them

together.EFL learners need to use certain phrases repeatedly

until they became familiar with them .

Chapter

Two

2.1. Speaking: a challenge for student and teacher:

Teaching and learning speaking is not an easy task for

either the teacher or the student. Teachers also tend to suffer

as much as their learners for developing and finding solutions,

in order to enhance the students’ abilities especially in

speaking. Laura Latzko considers that teaching English as a

Second Language in classes for student with contrasting

backgrounds and with different levels makes it a difficult task

to conduct for teacher of ESL, she added that “although they

have the opportunity to learn about students different

cultures, teachers need to find ways to communicate with

students who have little or no grasp of the English”.

Therefore the teacher needs to develop approaches and

classroom talks, which means that he should use different

techniques to enhance the speaking ability of his students. In

order to develop students’ vocabulary the teacher approaches

must include: repetition of key words, paraphrasing, miming,

and gesture to support spoken words, checking for

understanding, and summarizing. In the other hand the student

challenge is to control his vocabulary and check his

grammatical accuracy without neglecting phonology. For the

student to develop vocabulary he should move from concrete to

abstract concepts, focus on vocabulary in clear contexts, use

word lists, diagrams, labels and other visual displays that

remain on the wall to provide ongoing support and

consolidation, they should provide their own words as much as

possible.(“The Productive Skill” 4)

However teacher also confronts another challenge that

deals with developing students structural accuracy, so the

teacher is expected to use modeling grammatical accuracy

without constantly correcting the students, and he should make

sure of using classroom routines that quickly become familiar

to the students like circle time, roll call, passing on objects

to encourage oral participation, the teacher also should

encourage the use of complete sentences as appropriate and also

listening to individual students, but providing feedback to

all. But the student challenge in developing his structural

accuracy is to move from nods gestures to single words then

incorrect forms and to promote in communication activities

within small groups. Another area that ensures speaking

accuracy also is included and consider as a challenge to the

student like bad pronunciation it should never be ignored as

much as intonation patterns can impede comprehension and

contribute to serious spelling problems, in the other side the

teacher should work on ideas that focus on pronunciation,

intonation and rhythm. (“The Productive Skill” 4)

2.2. Factors Influencing English Speaking Skill:

The speaking skill can be affected by a lot of factors

and circumstances that influence speaking proficiency and

fluency. A lot of second English learner dream of having an

accent like the native speaker especially the British accent,

in order to impress others, or to prove that they are good

English speakers. However a number of measures should be taken

in consideration in the evaluation of speaking skill that helps

in understanding what are the basic steps for constructing

correct speaking habits by defining what influence this

process. The factors that influence the speaking according to

professor Madhavi and Ramesh are:

2.2.1 Listening Comprehension:

Listening is the most basic skill; it is rather the

first step to begin with in order to form accurate patterns to

produce correct forms and understanding conversations and

questions in the target language. A lot of second English

speaker forget this step of assessing listening skill which may

result in generating obstacles in communication between the

second English speaker and the native speaker.(2)

2.2.2Grammatical Accuracy:

Non native English speaker sometimes wonder if there

is a need to have grammatical accuracy when native speaker

himself commit mistakes, this need to be explained in terms

that the mistakes that are committed by native speaker do not

change the meaning but the non native speaker mistakes do

change the meaning of the sentence and consider as serious

mistakes in grammar which should be corrected by defining the

source of the error. This is the exact reason why non-native

speaker have to study grammar more than native speaker.(2)

2.2.3. Pronunciation:

The accurate production in speaking depends more on

the correct form of pronunciation of the words. A lot of non-

English speakers suffer from mispronunciation, because of the

lack of interaction with other native speakers or neglecting

constant listening. An analyzing of the roots of the problem

can enhance the speaker pronunciation by overcoming errors.(2)

2.2.4. Vocabulary:

Pronunciation is not everything in speaking skill;

many people are misunderstood because of the misplacement of

words within a sentence or the use of inappropriate expression

which drive the listener to guess the meaning of the speaker

sentence in a conversation, for example the confusion between

using nouns or verbs like accept or except, and effect or

affect.

2.2.5. Enthusiasm:

Speaking involves exchange of ideas; it is a

deliberating between one or two of speakers that could involve

questions and answers, but what makes people interest in what

you are saying without getting bored? It’s not only the speaker

good pronunciation or grammar but also about how enthusiastic

he is, speaker should avoid anxiety especially in front of

native speakers, he should build his confidence when he is

talking to other people.

2.2.6. Learner Inhibitation:

According to professor Latha learner inhibitition

consider as a major problem which affects learner speaking

skill, this occur especially in situation when the learner is

the center of attention in dealing with class room activities,

this kind of exposure could make the introverted learner afraid

of speaking in front of other worrying about mistakes, or being

criticized by others, she added “this result in their

performance where either they make a lot of mistakes in spite

of having a very good knowledge in the area or totally keeping

silent”.(2)

2.2.7. Lack of Motivation:

Motivation is the engine of learning it spurs the

student to develop learning strategies so that learning becomes

an easy task. It is the secret of any student success but the

lack of this power can be a reason that hindered learning

speaking and can decrease learner participation in the class

room.(3)

2.2.8. Strong and Weak Learners Domination in the Class:

The obstacle that hindered the speaking skill is the

dominance of strong class student over weak one; this factor

affects language acquisition process. In this way the teacher

should take in consideration how to effectively manage his

class room by dividing roles so that each student in the class

room would take a part of speaking.(4)

2.3. Speaking Subskills:

Speaking is divided into subskills which are specific

behavior that language users do in order to be effective in

learning process the first subskill is:

2.3.1. Developing Vocabulary:

It considers as a necessary stage in the process of

speaking, which is used not only in speaking skill but also in

other skills, it is important for the learner to develop this

subskill to communicate effectively. Hence the teacher should

involve different activities in the class room to motivate the

learner to use as many words as they can like brainstorming

activities are really useful, also the teacher can use

activities that depends on using dictionaries so that the

learner will know other new words. (“The Productive Skill” 13)

2.3.2. Developing Structural Accuracy:

This process in developing structural accuracy should

accompanied by class room activities that get the attention and

involvement of the learner in class room activities even if

they were inaccurate, however this accuracy should be

reinforced frequently and in addition the teacher should

encourage learners structural accuracy all the time without

putting the student off communicating.( “The Productive Skill”

13)

2.3.3. Phonological Accuracy:

It is another important subskill in the process of

learning speaking. It is crucial for the teacher to make sure

that his student pronounces the form of the word, because if

the student develops bad patterns of pronunciation them his

spelling will suffer because there is no correct correspondence

between sound and symbol, pronunciation and intonation may be

developed through a range of class room activities. (“The

Productive Skill” 13)

Conclusion

Today speaking English is an important quality every

non-native English speaker dream of developing and enhancing

it. Although it seems difficult, sometimes, to learn another

language that is not you mother language and have the confident

to speak it in front of million people, but this will be easy

if the learner of the target language knows what to focus on

like using different speaking strategies, that makes him or

help him to interact more with native speaker all over the

world, not just using it in his confined environment, or

replace it by another skill and forgetting to speak, it is an

important to constantly check and use this skill because it

will die if it is not used. The four skills of language

learning do complete each other in a way that speaking cannot

survive without the existence of listening, reading, and

writing, all of these four skills play a role in developing

learner capacities in perceiving and understanding the

language. The proficiency and the accuracy of the learner in

speaking is a clear insight into the knowledge of learner in

Second Language, and a lot of approaches can help the student

to develop this ability like the communicative approach that’s

helps student to interact in the class room more effectively.

Bibliography

Latzko, Laura. “Challenges of Teaching in ESL & English-

Speaking Classrooms”.

<http://www.ehow.com/info_7964867_challenges-teaching-

esl-englishspeaking-

classrooms.html>.Web.2013

“The Productive Skills Speaking and Writing English as a Second

Language”.

<http://www.google.dz/

#bav=on.2,_qf.&fp=2d9fcd50a0ffd585&q=the+productive+skills+spea

king+and+writing+pdf> .2013

Madhavi, Latha and Pettela Ramesh.”Teaching English as a Second

Language: Factors

Affecting Learning Speaking Skills». International

Journal of Engineering Research and Technology.

September.2012.Web.2013

< http://www.ijert.org/browse/september-2012-edition?

download=942:teaching-

english>