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    Teaching Speaking Skills 2 - Overcoming Classroom Problems: Printer-Friendly Version

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    This document discusses challenges teachers face in teaching speaking skills and provides suggestions to overcome common problems. It addresses issues like students not speaking, chatting in their native language, and classes becoming too noisy. Suggestions include motivating students, ensuring activities match ability, monitoring group work, and accepting some noise is normal in student-centered classes. The conclusion emphasizes that teaching speaking, while difficult at first, is important for language learning and problems can be addressed through experience, workshops, and collaborating with other teachers.

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    Teaching Speaking Skills 2 - Overcoming Classroom Problems: Printer-Friendly Version

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    91 views5 pages
    This document discusses challenges teachers face in teaching speaking skills and provides suggestions to overcome common problems. It addresses issues like students not speaking, chatting in their native language, and classes becoming too noisy. Suggestions include motivating students, ensuring activities match ability, monitoring group work, and accepting some noise is normal in student-centered classes. The conclusion emphasizes that teaching speaking, while difficult at first, is important for language learning and problems can be addressed through experience, workshops, and collaborating with other teachers.

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    This document discusses challenges teachers face in teaching speaking skills and provides suggestions to overcome common problems. It addresses issues like students not speaking, chatting in their native language, and classes becoming too noisy. Suggestions include motivating students, ensuring activities match ability, monitoring group work, and accepting some noise is normal in student-centered classes. The conclusion emphasizes that teaching speaking, while difficult at first, is important for language learning and problems can be addressed through experience, workshops, and collaborating with other teachers.

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    Download as docx, pdf, or txt
    91 views5 pages

    Teaching Speaking Skills 2 - Overcoming Classroom Problems: Printer-Friendly Version

    Uploaded by

    wendybalaod
    This document discusses challenges teachers face in teaching speaking skills and provides suggestions to overcome common problems. It addresses issues like students not speaking, chatting in their native language, and classes becoming too noisy. Suggestions include motivating students, ensuring activities match ability, monitoring group work, and accepting some noise is normal in student-centered classes. The conclusion emphasizes that teaching speaking, while difficult at first, is important for language learning and problems can be addressed through experience, workshops, and collaborating with other teachers.

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    Home Articles Speaking

    Teaching speaking skills 2 - overcoming classroom


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    Submitted 12 years 8 months ago by admin.

    Printer-friendly version
    This article is written for teachers with large classes of students who have
    encountered some of the following or similar problems during speaking
    activities in their classroom.

    Why should we teach speaking skills in the classroom?

    Motivation

    Speaking is fundamental to human communication

    Dealing with the arguments against teaching speaking skills

    Student's won't talk or say anything

    When students work in pairs or groups they just end up chatting in their
    own language

    When all the students speak together it gets too noisy and out of hand
    and I lose control of the classroom

    Conclusion

    References

    Why should we teach speaking skills in the classroom?


    Motivation
    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, or as
    Nunan (1991) wrote, "success is measured in terms of the ability to carry out a
    conversation in the (target) language." Therefore, if students do not learn how to speak
    or do not get any opportunity to speak in the language classroom they may soon get
    de-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.
    Speaking is fundamental to human communication
    Just think of all the different conversations 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 speak more than we write, yet 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 skills should
    be taught and practised in the language classroom.
    Dealing with common arguments against teaching speaking skills in the classroom
    Students won't talk or say anything
    One way to tackle this problem is to find the root of the problem and start from there.
    If the problem is cultural, that is in your culture it is unusual for students to talk out
    loud in class, or if students feel really shy about talking in front of other students then
    one way to go about breaking this cultural barrier is to create and establish your own
    classroom culture where speaking out loud in English is the norm. One way to do this is
    to distinguish your classroom from other classrooms in your school by arranging the
    classroom desks differently, in groups instead of lines etc. or by decorating the walls in

    English language and culture posters. From day one teach your students classroom
    language and keep on teaching it and encourage your students to ask for things and to
    ask questions in English. Giving positive feedback also helps to encourage and relax shy
    students to speak more. Another way to get students motivated to speak more is to
    allocate a percentage of their final grade to speaking skills and let the students know
    they are being assessed continually on their speaking practice in class throughout the
    term.
    A completely different reason for student silence may simply be that the class activities
    are boring or are pitched at the wrong level. Very often our interesting communicative
    speaking activities are not quite as interesting or as communicative as we think they
    are and all the students are really required to do is answer 'yes' or 'no' which they do
    quickly and then just sit in silence or worse talking noisily in their L1. So maybe you
    need to take a closer look at the type of speaking activities you are using and see if
    they really capture student interest and create a real need for communication.
    Another way to encourage your students to speak in English is simply to speak in
    English yourself as much as possible in class. If you are shy about speaking in English,
    how can you expect your students to overcome their fears about speaking English?
    Don't worry if you are not completely fluent or don't have that elusive perfect native
    accent, as Swain (1985) wrote "We learn to speak by speaking" and that goes for
    teachers as well as students. The more you practise the more you will improve your
    own oral skills as well as help your students improve theirs.
    When students work in pairs or groups they just end up chatting in their own language.
    Is the activity or task pitched at the right level for the students?
    Make sure you give the students all the tools and language they need to be able to
    complete the task. If the language is pitched too high they may revert to their L1,
    likewise if the task is too easy they may get bored and revert to their L1. Also, be
    aware of the fact that some students especially beginners, will often use their L1 as an
    emotional support at first, translating everything word for word to check they have
    understood the task before attempting to speak. In the case of these students simply
    be patient as most likely once their confidence grows in using English their dependence
    on using their L1 will begin to disappear.
    Are all the students actively involved and is the activity interesting? If students do not
    have something to say or do, or don't feel the need to speak, you can be sure it won't
    be long before they are chatting away in their L1.
    Was the timing of the activity good? The timing of a speaking activity in a class can be
    crucial sometimes. How many teachers have discovered that their speaking activity
    ended up as a continuation of the students break-time gossip conducted in the L1?
    After break-time, why not try giving students an activity to calm them down and make

    them focus before attempting speaking activities that involve groups or pair work.
    Another way to discourage students speaking in their L1 is to walk around the
    classroom monitoring their participation and giving support and help to students as
    they need it. If certain students persist in speaking in the L1 then perhaps you should
    ask them to stay behind after class and speak to them individually and explain to them
    the importance of speaking English and ask them why they don't feel comfortable
    speaking in English in the class. Maybe they just need some extra reassurance or they
    don't like working with certain students or there is some other problem that you can
    help them to resolve.
    When all the students speak together it gets too noisy and out of hand and I lose
    control of the classroom
    First of all separate the two points a noisy classroom and an out-of-control classroom. A
    classroom full of students talking and interacting in English, even if it is noisy, is exactly
    what you want. Maybe you just feel like you are losing control because the class is
    suddenly student centred and not teacher centred. This is an important issue to
    consider. Learner-centred classrooms where learners do the talking in groups and
    learners have to take responsibility for using communicative resources to complete a
    task are shown to be more conducive to language learning than teacher-centred classes
    (Long & Richards 1987). Nevertheless, many classrooms all over the world continue to
    be teacher centred, so the question you have to ask yourself is, how learner centred is
    my classroom?
    Losing control of the classroom, on the other hand, is a different issue. Once again
    walking around and monitoring the students as they are working in groups can help, as
    you can naturally move over to the part of the classroom where the noise is coming
    from and calm the rogue students down and focus them back on the task without
    disrupting the rest of the students who are working well in their groups. If students
    really get too rowdy then simply change the pace of the class and type of activity to a
    more controlled task, for example a focus on form or writing task where students have
    to work in silence individually. Once the students have calmed down you can return to
    the original or another interactive group activity.
    Conclusion
    These are just some of the problems that teachers with large classes face when
    teaching speaking activities in the classroom. These problems are not new nor are the
    solutions offered above. Teachers all over the world continue to face the same hurdles,
    but any teacher who has overcome these difficulties and now has a large class of
    energetic students talking and working in English in groups together will tell you it is
    worth all the trial and error and effort at the outset. If you believe in the importance of
    teaching speaking skills in the classroom but are having difficulties making speaking
    activities work in your classroom why not contact your local teaching associations or
    branch of TESOL. Maybe they run workshops for teaching speaking skills, or maybe

    they can put you in contact with other teachers in similar situations but with more
    experience teaching speaking skills who will be willing to share their experiences with
    you.

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