ArticlePDF Available

Teaching Speaking Skills in Communication Classroom

Authors:

Abstract and Figures

Language is first and foremost a spoken and not a written entity. Human beings talked and listened ages before there was anything for them to read. This is why it is said that in the long history of the human race, the invention of writing was an event of yesterday. Speaking is a major skill in communication. This review article highlights how the skill of speaking is taught in communication classroom; what are the prominent beliefs about the speaking skill; what are the principles of learning and teaching speaking skills; the different activities and tasks associated to enhance the communication skill and finally, how to teach pronunciation to the learners of communication.
Content may be subject to copyright.
International Journal of Media, Journalism and Mass Communications (IJMJMC)
Volume 3, Issue 3, 2017, PP 14-21
ISSN 2454-9479
http://dx.doi.org/10.20431/2454-9479.0303003
www.arcjournals.org
International Journal of Media, Journalism and Mass Communications (IJMJMC) Page| 14
Teaching Speaking Skills in Communication Classroom
Shafaat Hussain
Assistant Professorof Journalism and Communication, MaddaWalabu University, Bale Robe, Ethiopia
Abstract: Language is first and foremost a spoken and not a written entity. Human beings talked and listened
ages before there was anything for them to read. This is why it is said that in the long history of the human race,
the invention of writing was an event of yesterday. Speaking is a major skill in communication. This review
article highlights how the skill of speaking is taught in communication classroom; what are the prominent
beliefs about the speaking skill; what are the principles of learning and teaching speaking skills; the different
activities and tasks associated to enhance the communication skill and finally, how to teach pronunciation to the
learners of communication.
Keywords: Journalism and communication, classroom, speaking skill, pronunciation, Oral skill
1. INTRODUCTION
Language is primarily speech. A very large number of languages in the world are only spoken with no
writing script. Majority of languages even with writing scripts use their spoken forms more than the
written ones. It is an agreed fact that language is learnt by speaking it first after a lot of listening to the
sounds, words, phrases and sentences from the surroundings (Anuradha, Raman &Hemamalini2014).
Listening and speaking are the fundamental skills, and if only the foundation is firm, the edifice built
on it will be durable. In mother tongue, children get a very natural opportunity of listening and
speaking in their surroundings. Thereafter, they are sent to the school to learn reading and writing
skills. But, in the case of communication classroom, the available environment of the learner is
mother tongue in his surroundings; therefore, the teaching learning strategy should differ greatly.
Hence, there is a dire need of paradigm shift on teaching and learning speaking skill through focus
deviation towards oral orientation, training the teachers, and developing suitable curriculum
(Suchdeva 2011).
Figure1. Adapted from Rao & Jyotsna (2009)
Teaching Speaking Skills in Communication Classroom
International Journal of Media, Journalism and Mass Communications (IJMJMC) Page| 15
Figure2. Adapted from Rao&Jyotsna (2009)
2. BELIEFS ABOUT DEVELOPING SPEAKING SKILLS
According to Rao (2012), the experts believe about developing skills that:
- Of the four skills, listening and speaking are taught and learnt in quick succession. The
teacher introduces the language item in the class and the learners situationalize it;
- Speech is the best introduction to other language learning skills. Learning through speaking is
a natural way of learning a foreign language;
- Speech is important because it provides the opportunity for the practical usage of a foreign
language;
- Speech brings fluency, correction then accuracy among EFL learners; and
- It enables the teacher to use the class time economically.
3. PRINCIPLES OF TEACHING SPEAKING SKILLS
According to Anuradha et al (2014), following are the principles of teaching speaking skills:
- Encourage students to speak right from the first day. If not, as early as possible and not to
wait till she teaches them a stock of words, phrases or sentences.
- Tolerate the students if some of them simply repeat what they say.
- If a student gives one word answer to any question, bear it for the time being.
- Let the learners speak actively with whatever English knowledge they have.
- Propose structures/phrases/words and let the learners use it in different situation and drill as
much as possible.
- Encourage back-chaining or tail-forwarding technique to make long sentences by combining
more than ten sentences.
- Organize role play and pair-work as much as possible and supervise the learners to correct the
active ones and activate the passive ones.
- Be well prepared in advance in terms of lesson planning, activities and tasks.
- Let the learners commit errors and mistakes at the primary stage. Interruption and correction
hinder fluency and discourage the learner.
Shafaat Hussain
International Journal of Media, Journalism and Mass Communications (IJMJMC) Page| 16
- Individual weaknesses should be taken into account and the teacher should be sympathetic in
outlook for individual attention.
4. CLASSROOM ACTIVITIES AND TASKS FOR PRACTICING SPEAKING SKILLS
Repetition of rhymes, look and say, oral composition, pronunciation drills, read aloud, open ended
stories, narration, description (festivals, celebrations, occasions) are important practices to improve
speaking skills (Jyothsna&Rao 2009). Moreover, according to Kumari (2014), a variety of function
based activities and tasks can be used to develop speaking skills which are given as under:
4.1. Dialogue
Dialogue is a classroom technique used for practicing functions of language like greeting, agreeing,
disagreeing, apologizing, suggesting, asking information etc.
Example
A
B
Hello Workenish!
How are you doing?
Where are you going?
I am sorry; I am going to submit my assignment.
Anything special?
Oh really, Happy birthday to you!
Okay, bye!
HellowAsanti!
Fine, thank you.
To the library, will you come with me?
Okay, no problem. Can you come my home this evening?
Yes, today is my birth day.
Thank you. Don’t forget to come.
See you.
Task1 : Form a pair in the class and make a dialogue with your friend with the help of clues given under:
Place : Home
People : You and your friend
Your Friend : Greets
You : Return greeting
Your Friend : Apologies for being late
You : Accept apology, ask for reason
Your Friend : Reason given
You : Suggest to join a party
Your Friend : Agrees
You : Offer cookies
Your Friend : Thanking
You : Responds
4.2. Role play
Role play is a popular technique used in the classes to practice speaking skills in the class. There are
three types of role plays with clues, totally guided and free type.
Task1 (with clues): A traveller wants to reserve a ticket from Robe to Addis Ababa and he is at the bus station
counter.
Place : Bus station
People : Traveller and the clerk
Role Play : As a traveller you ask for the fare, time of departure, time of arrival,
the place of boarding etc.
Language : Could you tell me............................................................
What time........................................................................
Where does it..................................................................
Will it ........................................................................etc.
Teaching Speaking Skills in Communication Classroom
International Journal of Media, Journalism and Mass Communications (IJMJMC) Page| 17
Task 2 (Totally guided): To practice how to report ‘wh’ questions. Students will be guided to think that he had
just returned from an interview and his father is asking how the interview was. The pair will play the role of
father and son:
Father : Hi Dawit!
Son : Hi dad!
Father : How did the interview go?
Son : It was not bad
Father : Well, what did they ask you?
Son : They started with what my name was.
Father : Didn’t they see your application?
Son : Yes they did. They wanted to know why i had applied for a job. They
wondered why I wanted to give up the present job. The director asked how long I had been
working at my present job.
Father : What did you say?
Son : I tried to satisfy them...........................................................
Task 3 (Free type): The teacher would instruct to play the following roles:
Doctor and a patient in the hospital (in pair)
Police inspector inquiring the neighbours of the burglary (4 people).
4.3. Opinion/Ideas
When we ask for opinions on controversial topics or situations, a lot of discussion can be generated.
The learners may be divided into groups who discuss and come out with their opinions. Here, students
have a lot of language to communicate their ideas.
Task: Discuss in your groups and come out with your opinions on the following statement:
“The present day youths are completely distracted from studies due to the internet.”
4.4. Problems (group work)
Problems are good sources for making the learners speak. While engaged in gripping the problem,
they have to use the language to solve it.
Task: Find out what it is:
- It has three eyes. It cannot see. It has food and water inside. The water is very sweet. It is very
difficult to break it. What is it?
- It has a lot of teeth. It does not bite. It is made of plastic or wood. You stand in front of the
mirror and use it every day. What is it?
4.5. Surveys and Interviews
This is also an interesting function based technique in which an interviewer or surveyor try to find out
a person’s test, preferences, attitudes, information etc.
Task (information activity): Students will be given census work. Now, develop a conversation with the people
to get the information.
People : Surveyor, family head
Place : A house
Function : wh-questions and how
4.6. Visual Comprehension
The learners will be provided a picture. After a careful observation they have to answer the questions
asked by the teacher.
Shafaat Hussain
International Journal of Media, Journalism and Mass Communications (IJMJMC) Page| 18
Figure3. Adapted from Kumari (2014)
Task (Questions):
- What do you see in this photograph?
- What are people doing?
- Have you ever seen or visited to this kind of landscape?
- What kinds of tourism sites are available in Ethiopia?
4.7. Dreams or Ambitions
Each learner has her own dreams and ambitions of life. This can be used as a good breeding point for
interaction. The activity is open ended which leads to a lot of speaking. Students would be asked to
look at these pictures and answer the questions:
Figure4. Adapted from Kumari (2014)
Task (Questions):
- Is there any importance of dream in life?
- What is your dream of life?
- What is your ambition to do if you get your dream?
Teaching Speaking Skills in Communication Classroom
International Journal of Media, Journalism and Mass Communications (IJMJMC) Page| 19
4.8. Rhymes and Tongue Twisters
This is a play way method to acculturate English. We can teach learners through recitation of rhymes
in an enjoyable manner. Finally, it adds value for speaking skill.
Task:
Rhymes
Tongue Twisters
It’s fun to be this
It’s fun to be that
To leap like a lamp
To climb like a cat
To swim like a fish
To hop like a frog
To trot like a horse
To jump like a dog.
Betty bought some butter
But the butter was bitter
So, Betty bought some better butter
To make the bitter butter better.
4.9. Songs
The learners enjoy songs and it can be used for developing EFL speaking skill. For instance to
practice simple question forms this may be beautifully used.
Tasks:
Songs
Songs
1. Who is Meena? What is she?
Is she a white little mouse?
Her teeth are white, her blouse is white,
But she is not a white little mouse.
2. Who is Meena? What is she?
Is she a black little bird?
Her eyes are black, Her hair is black
But she is not a black little bird.
3. Who is Meena? What is she?
Is she a red little flower?
Her skirt is red, Her ribbons are red
But she is not a red little flower.
4. Who is Meena? What is she?
Meena is a girl, a pretty little girl
Meena is a pretty little girl.
Hence, a number of activities may be provided to the students to develop their speaking skills.
5. TEACHERS AND LEARNERS ROLE
5.1. Teachers’ Role
According to Anuradha et al (2014), teachers play significant role in stimulating interactionand
developing speaking skills. The roles are as follows:
- The teacher must be fluent and accurate in spoken elements of language so as to be a role
model for the learners.
- The teacher asks questions to stimulate learners to practice the target language. Throwing
questions and compelling them to answer something is one of the types of oral drills.
Further, encouraging students to ask questions to the teacher and peers is also a good technique to
propel discussion and involve learners to speak.
Examples
How was your day? (Answer)
Was yesterday Monday? (Answer)
When will she come here? (Answer)
Whose book is this? (Answer)
Have you ever.................................? (Answer)
- The teacher brings chart containing pictures in the classroom. Teaching aids like charts
containing pictures are good stimulators of interaction in the classroom. The teacher
highlights that part of the chart which breeds discussion in the class.
Shafaat Hussain
International Journal of Media, Journalism and Mass Communications (IJMJMC) Page| 20
Example
- The teacher brings a chart containing picture of a bakery. The model sentence is ‘He wants to
buy some bread.’ If the teacher points to biscuits, students will say, ‘He wants to buy some
biscuits.’ and so on.
- The teacher uses language laboratory (if available) for students speech practice through
repetition whatever they listen with earphone.
Example
Learners sit at the booths that have one cassette player. The teacher plays the cassette and the learner
listen the same. Afterwards, learners are asked to respond-repeating a word/phrase/sentence,
answering a question and so on. The responses are recorded, the teacher listens it and notes down the
weaknesses and strengths of the students and shows them directions.
- The teacher narrates a story or a joke in the classroom and evokes the learners to do the same.
The narration is corrected by the students and the teacher if mistake is done. This way the
interest to speak may be kindled among students.
- The teacher uses minimal pairs (pairs of words differing by one single sound) to teach some
difficult sounds in the classroom with the help of familiar sounds of the students.
Example
The familiar sound / I / Sound to be learnt / 3: /
bid bird
kid curd
tin turn
fist first
lint learnt
- The teacher focuses more on oral drills. He introduces a language item and the learners
situationalize it.
Example
Students listen and understand a language item (word, phrase or sentence) proposed by the teacher.
An order is followed for oral practice first in chorus, then in groups and then individually.
5.2. Learners’ Role
Speaking is an art and to achieve it, students should:
- Be conversational and courteous in conventional greetings and other expressions.
- Ask questions and answer them too to maintain dialogue with other classmates and the
teacher.
- Strive for building vocabulary, acquiring fluency and achieving accuracy.
- Make an attempt for better pronunciation, appropriate intonation and stress in the expressions
of ideas and feelings.
6. TEACHING PRONUNCIATION
Pronunciation refers to speaking a languagewith appropriate stress, rhythm and intonation and it
should be taught scientifically.Good pronunciation in a speech is an ornament of a person and a
passport to the cultured society. The reasons of defective pronunciation of the learners of EFL are
pronunciation discarded curriculum, absence of well pronounced teachers, and dearth of audio video
aids, least listening environment and few difficult sounds (Sachdeva 2011).
6.1. Principles of Teaching Pronunciation
According to Sachdeva (2011), the principles of teaching pronunciation are as under:
- Pronunciation is learnt though imitation; therefore, the teacher should be a role model in
pronunciation. He should be well versed in stress, rhythm and intonation practically.
Teaching Speaking Skills in Communication Classroom
International Journal of Media, Journalism and Mass Communications (IJMJMC) Page| 21
- The teacher should have the ability to compare the mother tongue of the learners with the
sounds of English so that she can handle the peculiarities of ELT.
- The style of ELT should be natural.
- The speed of teacher’s pronunciation should be moderate in ELT class.
6.2. Activities to Improve Pronunciation
Drills, minimal pairs, and reading aloud are some of the activities to improve the pronunciation.
6.2.1. Pronunciation Drills
There are two types of pronunciation drills recognition drills and reproduction drills. The learners
are firstly given a chance to recognise the sound and then they are asked to produce the sounds. Audio
aids like record player can also be used for this purpose.
6.2.2. Minimal pairs
A
B
Pen
Tin
Tree
Pin
Thin
Three
6.2.3. Explanation of Position of Different Organs of Speech
Position of different organs of speech should be explained to the learners. Difference between mother
tongue sounds and EFL sounds should be explained clearly.
6.2.4. Reading Aloud
It provides listening to the learners. The teacher selects such a text which is likely to be
mispronounced by the learners. First students rectify the mistakes and if not, it will be done by the
teacher. Good models of listening by L1 experts through tape record may be forwarded to students.
Sufficient listening to good reading will help the students acquire excellent pronunciation (Suchdeva
2011).
7. CONCLUSION
Good pronunciation and fluency in speaking skill is the hallmark of culture and it is the duty of the
teacher to accomplish this goal approximately as an Englishman does. Incessant effort is needed in
this direction from the teachers and learners. The teachers should be given training in pronunciation.
The syllabus should focus over the skill of speaking and pronunciation. The examinations should also
tilt towards spoken abilities of the student. Then there is no reason that the students may fail to
acquire good speaking skill and pronunciation.
REFERENCES
[1] Anuradha, RV, Raman, G, &Hemamalini, HC. 2014. Methods of Teaching English. Hyderabad:
Neelkamal Publications.
[2] Jyotsna, M&Rao, SN.2009.Methods of Teaching English. Guntur: Sri Nagarjuna Publishers.
[3] Kumari, AV. 2014. Methods of Teaching English. Guntur: New Era Publications.
[4] Rao, VK. 2012. Techniques of Teaching English.Hyderabad:Neelkamal Publications.
[5] Suchdeva, MS. 2011. A New Approach to Teaching of English in India. Ludhiana: Tandon Publications.
... Mobile Assisted Language Learning (MALL) takes advantage of the ubiquity and accessibility of mobile devices to offer interactive and engaging experiences that are highly effective for language acquisition. The MALL application has multimedia capabilities, instant feedback, and flexibility to learn anytime and anywhere, enhancing language learning (Hussain, 2017). The CAKE application provides an innovative approach to language learning. ...
... Mobile Assisted Language Learning (MALL) takes advantage of the affordability and accessibility of mobile devices to provide interactive and engaging experiences that are highly effective in acquiring language proficiency. The MALL application has multimedia capabilities, instant feedback, and means to learn anytime and anywhere, significantly enhancing language learning (Hussain, 2017). The CAKE application is a technological learning tool that helps teach English. ...
Article
English language competency is crucial for success in the classroom and in the workplace in today's worldwide society. This study examines how sixth-grade students at SD N 1 Baktiseraga can improve their English pronunciation skills by using the CAKE application, a mobile-assisted language learning tool. Utilizing Classroom Action Research (CAR) over two cycles, this research involved 25 students and aimed to improve pronunciation through interactive and interesting technological methods. Initial observations indicated low levels of engagement and pronunciation challenges among students. This intervention involves a learning plan that incorporates the CAKE application, with a focus on everyday conversations and practical speaking exercises. Data collection includes pre-test and post-test to measure progress as well as observation data to assess student participation and engagement. The results showed significant improvements in students' pronunciation skills and increased class participation. Uniformity of pronunciation abilities among students also increased, indicating reduced variation in skills. This research shows the effectiveness of integrating mobile technology into language education, highlighting the role of the CAKE app in improving student pronunciation and engagement. These findings suggest that such technological tools can significantly improve language learning outcomes and should be considered for wider educational use.
... To overcome the phenomena that occur in learning in language classes there are many important activities to train students' English skills such as dialogue, opinion, problem solving in groups, and singing (Hussain, 2017). The most important characteristic of spoken English is mastery of speaking, so that in order to gain mastery of English skills, students need to practice communicatively with or without the teacher's guidance. ...
... Based on Hussain (2017) and Fathuroh-man & Lutfi (2019), learning in language classes there are many important activities to train students' English skills such as dialogue, opinion and problem solving in groups, collaboratively or individually and with a certain period of time students work on projects which are then displayed or presented In line with the findings of researchers in the field in the second week to the third week, when students carry out class learning, students will be formed into groups according to student groups before. Students collaboratively work on their projects such as working on reports in turn, alternately asking the teacher about the problems faced, discussing concepts and plans for further activities, and other momentum. ...
Article
Learning model is one of the important tools to transfer material by teachers to students in the classroom. Until this 21st century, many learning models have been created and developed which aim to facilitate learning in the classroom to be well organized and achieve the learning objectives themselves. This research aims to analyze the implementation of Project Based Learning (PJBL) learning model in teaching speaking. This research was conducted qualitatively with Milles, Huberman, and Saldana (2014) qualitative description model. Data collection in this study used observation, interview, and document collection methods, while the research participant of this study was one of the language classes that used the PJBL learning model in teaching speaking and three language teachers. The researcher chose a sample of one class IX at SMP Negeri 11 Semarang as the material and place of research. The validation of the instrument used by the researcher has been validated by educational expert with doctoral qualifications. The research findings showed that the language classes in SMP Negeri 11 Semarang had implemented the PJBL learning model in accordance with the instrument that became the research reference in the form of characteristics and steps of the PJBL learning process. However, the researcher also found problems in the learning process that can be handled collaboratively by students with teacher guidance.
... It really helps them so that they want to speak English in class. Based on Harmer in Hussain (2017) said that there are many classroom speaking activities that can be used in teaching speaking. There are several of these activities which will be explained as follows. ...
Article
Full-text available
ABSTRAK Kesenian ludruk Madura menjadi semakin terkikis karena beberapa faktor yang menjadi penyebabnya. Salah satunya yaitu sudah mulai kurang terkenal serta berkurang minat penggemarnya untuk ikutserta andil mengenalkan dan mengetahui tentang kesenian ludruk utamanya bagi masyarakat Madura di wilayah Sumenep. Minimnya edukasi tentang kesenian ludruk Sumenep bagi masyarakat luas, sehingga juga mempengaruhi keberadaan destinasi pariwisata Sumenep dalam hal seni pertunjukan menjadi terlihat kurang menarik bagi wisatawan dalam negeri maupun luar negeri. Dengan demikian, perlu adanya penelitian yang berfokus pada seni pertunjukan Madura salah satunya yaitu seni pertunjukan ludruk yang ada di wilayah Sumenep. Penelitian ini bertujuan mengidentifikasi dan mendeskripsikan secara lebih luas terkait eksistensi seni pertunjukan ludruk khususnya di wilayah Sumenep melalui elemen intrinsik, yaitu tema baik secara nilai moral maupun nilai lokal atau keagamaan, babak, tokoh dan penokohan, cara berbicara, cara berpakaian, dan lighting sebagai bentuk upaya melestarikan eksistensi seni drama tradisional ludruk sekaligus untuk mengembangkan destinasi pariwisata di Madura. Metode dalam penelitian ini menggunakan metode deskriptif kualitatif. Analisis data menggunakan teori unsur intrinsik sebagai bentuk representasi seni dan budaya Madura dari ludruk seperti pendekatan teori struktur naratif dari Heda Jason (dalam Yuwana, 2001:98-99) yang berfokus pada struktur sastra lisan dramatization . Hasil penelitian menunjukkan bahwasanya berdasarkan identifikasi elemen intrinsik dalam pertunjukan ludruk Madura disertai hasil wawancara, seni pertunjukan ludruk Madura menjadi sangat penting dilestarikan untuk membangkitkan kembali kesadaran masyarakat terkait nilai-nilai moral, dapat dijadikan sarana untuk mengembangkan pariwisata Madura serta untuk membantu meningkatkan perekonomian masyarakat agar lebih sejahtera. Kata Kunci : Destinasi pariwisata, Ludruk, Madura, Seni pertunjukan tradisional, Unsur intrinsik
... Familiarizing students with English related values is a strategy to facilitate students' participation in speaking class. 8 Employing cooperative work is a strategy to facilitate students' participation in speaking class. ...
Article
Full-text available
Speaking is one of the essential skills for learning a language that should be learned through practice and participation. The goal of this research is to find out strategies that facilitate students’ participation in speaking classroom. The participants of the study were 20 students (10) male and 10 females) from junior class of English department of Kabul Education University. It has been found that there are good strategies for increasing student’s participation in speaking classroom. Data showed that 21% of the participants strongly agreed that promoting self-confidence will facilitate their participation in speaking classroom, different percentage of the participants also agreed on stimulating task and present them properly, pleasant and supportive environment, positive way to error correction, employing cooperative work stimulate them to participate in speaking classroom. 5% of the participants agreed that teacher establish a supportive relationship and familiarizing students with English related values increase their participation in speaking classroom. 4% of the participants agreed with Promote group cohesiveness. These facilitating strategies will help instructors to increase their students’ participation in speaking classroom.
... According to Hussain (2018), speaking is a fundamental skill that students need to acquire. Speaking instruction moves quickly through several phases. ...
Article
Speaking is typically a crucial component of the English unit since it allows students to express and communicate their thoughts and opinions. Possessing strong communication skills allows students to discover who they are during the teaching-learning process. As a result, in order to encourage and assist the students, the teacher must determine the best way to spark their interest and enhance their proficiency in learning English. The excellent and contemporary Cake application can be utilized as supplementary material for speech classes. It encourages engaged and joyful learning among the pupils in the classroom. With the Cake application, they can concentrate more on honing their speaking skills and don't have to worry about making mistakes when they practice speaking because the app provides immediate feedback. Cake application also supports students in learning vocabulary. They can gain more vocabulary by learning dialogues from Cake application.
Article
Full-text available
هدفت هذه الدراسة إلى تعرّف أثر برنامج مقترح مستند إلى نظرية فيرث السياقية في تنمية مهارات اللغة الإنجليزية لدى طلبة الصف الثامن الأساسي في الأردن. وبلغ عدد أفراد الدراسة (53)، طالبًا وطالبة من مدرستي المستندة الثانوية المختلطة، والمستندة الثانوية للبنين التابعتين لمديرية التربية والتعليم لواء القويسمة. ووزّعت الشعب عشوائيًّا على مجموعتين: تجريبية وضابطة درست المجموعة التجريبية وفق البرنامج التعليمي، أمّا المجموعة الضابطة فدرست وفق البرنامج الاعتيادي. وأعدّ الباحثان البرنامج التعليمي، واختبار مهارات اللغة الإنجليزية بعد التأكد من صدقه وثباته. أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية عند مستوى دلالة (0.05=α) لدى طلبة الصف الثامن الأساسي في تنمية مهارتي القراءة والكتابة في اللغة الإنجليزية وفقاً للمجموعة (تجريبية، ضابطة) لصالح المجموعة التجريبية حيث بلغت قيمة (ف) (36.678) بدلالة إحصائيّة مقدارها (0.000)، وهي قيمة دالّة إحصائيًّا لصالح المجموعة التجريبية التي درست وفق البرنامج المستند إلى نظرية فيرث السياقيّة. وفي ضوء نتائج البحث، خرجت الدّراسة بعدّة توصيات منها: اعتماد البرنامج المقترح المستند إلى نظرية فيرث السياقية، الذي توصّلت إليه الدّراسة الحالية في تدريس مهارات اللغة الإنجليزية لطلبة الصف الثامن الأساسي في الأردن.
Article
This study aimed at investigating the effect of Structured Academic Controversy (SAC) on students speaking skill. Academic Controversy is a cooperative learning activity that leads students to argue different sides of an issue. Academic controversy is learning to take a position and defend it with reason is an essential skill in democratic society. The method involves a cooperative form of debate in which groups of four, divided into two groups, take turns representing two opposing views on an issue before attempting to reach a consensus on the issue. Students work in pairs to become familiar with one side of an issue, and then debate with another pair who has become familiar with the opposing side. Pairs then switch “sides,” become familiar with the opposing argument, and debate again. Finally, the two pairs come together to discuss the strengths and weakness of each side of the argument, come to a consensus about their collective opinion about the argument, and present that idea to the other quads. Finally, one other cooperative learning principle that can inform the use of Academic Controversy is ‘cooperation as a value’. Academic controversy method canimprove students’ speaking skill, by academic controversy, the students will be taught step by step to argue . The teacher can apply Academic controversy method to overcome the students’ speaking skill.
Article
Full-text available
The study's major purpose is to explore the efficacy of phonetic education in enhancing oral communication skills among EFL learners. A questionnaire for teachers was used to collect the data, and there were 30 participants in total. The data was analyzed using the statistical software SPSS. The study suggests that teachers add phonetics classes into EFL sessions and urge students to actively participate in class to improve oral communication skills. The researcher proposes undertaking additional research on the efficacy of various phonetic teaching approaches and how they affect the development of the oral communication skills in EFL learners. After considering the teacher's perspectives, the researcher believes that phonetic - based training significantly improved EFL learners' communication skills.
Article
Full-text available
The article deals with the efficiency of mnemonics application for studying the English language. Mnemonics is one of active training technologies which rely on lexical and semantic communications and associative thinking. Since ancient times scientists studied properties of memory and offered the ways of simplification the process of storing information by means of various techniques. Modern psychologists and teachers agree that coding of information by means of images and associations accelerates the process of information storing. The article considers various methods of mnemonics helping to perceive and reproduce necessary educational information, including foreign words and phrases: associations, mnemo-rhymes, method of a chain, and mnemo-cards. Examples of mnemonics application in the author's practice of teaching a foreign language when training cadets and post-graduate military students are given. The pedagogical experiment on mnemo-cards application in teaching English the cadets of higher educational military organizations for the intensification of educational process is described. A mnemo-card represents the structured schematic visualization of basic elements of information on the paper or via electronic medium. The word, the name of a part of speech, a transcription, variants of translation, the picture which is associated with a word and a mnemo-rhyme are applied on it. Mnemo-cards are repeatedly shown and pronounced during lessons and self study. As a result of a pedagogical experiment the groups of cadets using mnemo-cards have higher percentage of storing of English-language lexis, that allows to draw a conclusion on expediency and efficiency of the offered technique.
Article
This article discusses effective methods of teaching English based on a review of the work of scientists who have proposed new methods of teaching the language, including communication training. The features, meaning and methods of teaching using modern methods in foreign language lessons are considered. The importance of systematic learning for free communication of students in a foreign language is noted, as well as the topic of overcoming difficulties during the lesson such as involvement and activity of students, knowledge testing, time management, improving the level of knowledge and creativity of students. The use of information technologies and electronic textbooks, interactive whiteboards, didactic games, the use of ethno-cultural and linguistic-cultural knowledge in teaching is shown as an effective approach to teaching a foreign language.
  • R V Anuradha
  • G Raman
Anuradha, RV, Raman, G, &Hemamalini, HC. 2014. Methods of Teaching English. Hyderabad: Neelkamal Publications.