Advanced Teaching of Communication Skills in ESL

(EDU5252)

Name : Athira Bt Azmi (GS48089)

Lecturer : Dr. Noreen
Due Date : 10/1/2019
 Speaking is "the process of building and sharing meaning through the use of verbal

and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is an

important part of second language learning and teaching. Although it is important, teaching

speaking skills has been downgraded and English language teachers have continued to

teach speaking just as a repetition of drills or memorization of dialogues. This is due to

exam-oriented curriculum that language teachers emphasized on. They prefer their students

to memorise rather than to know the correct language structure. However, today's world

requires that the goal of teaching speaking should improve students' communicative skills,

because, only in that way, students can express themselves and learn how to follow the

social and cultural rules appropriate in each communicative circumstance. Few teachers

have no idea on teaching speaking skills and they do not take it seriously in their lesson.

Teaching speaking skills require students to produce the English speech sounds and sound

patterns correctly and also to use word and sentence stress, intonation patterns and the

rhythm of the second language. When students are exposed to the skills of speaking, they

will be more aware to select appropriate words and sentences according to the proper social

setting, audience, situation and subject matter. Besides, students will be able to use the

language as a means of expressing values and judgments.

There are few functions of speaking which includes talk as interaction, talk as

performance and talk as transaction. Talking as interaction is also known as conversation

that we usually will do to interact or to serve a primarily function. When we meet people, we

need to have the speaking skills in order to chit chat, discuss an issue, or even exchange

greeting with each other. Talking as interaction is refers more to the situation where the

focus is on what is said or done. The main focus is the message that needs to be

understood by someone. However, in this type of interaction, linguistic accuracy is not

important. Lastly is the talk as performance which refers to public talk. Public talk is the talk

which transmits information much as announcements, morning talk and also any kind of

speech.
 Speaking skill is the most difficult skill to teach since interactional talk is complex and

it takes place under the control of unspoken rules. Not every individual of students have the

ability to speak well. Some of them might have anxiety to speak to audience and some may

not speak at all. Language teachers need to plan for speaking activities to improve students’

interactional skills. Every student has the rights to interact in class and show their ability.

Besides, it is also one of teacher’s roles to help the weak students to speak and be confident

in speaking.

There are many ways that teachers need to take into consideration in order to plan

for classroom speaking activities. Planning is very important in order to enhance students’

interest and also so ensure that they interact during the lesson. Firstly, reduce your talking

time in the classroom, by giving simple and clear instructions. Teachers may also ask any

individuals to repeat the questions based on what they understood by giving examples as

well. Next, ensure that you increase student talking time, again, by asking other students to

answer a student's question, by showing pictures related to the topic and elicit students'

participation. It is also important to give attention to your way of correcting students or giving

proper feedback. Avoid giving feedback that may make them feels demotivated or

downgraded. Positive feedback or reinforcement is very important in order for students to be

confident to speak. Another thing that teachers need to think and plan in organizing

speaking activities is to let the students to do the talking. When your students are having

fluency practice (for instance, free conversation), which is totally different from pronunciation

or grammar practice, never correct them, unless something really serious happen. Let them

talk! Let them feel that they can communicate in despite of their mistakes in pronunciation,

grammar etc. Praise them for speaking and show satisfaction. Sometimes, students will feel

more confident in free conversation rather than been given a topic to discuss on.

Other than these, teachers also need to provide a rich environment that contains

collaborative work, authentic materials and task. The kind of materials and task given is very

important. Ensure that the task and materials provided suits the students’ level and friendly
use. Students will be not able to complete a task if it is too high for their level or some may

be feeling downgraded to be given a very simple task that they can manage to complete in

few minutes. In order to that, it is important for teacher to know the students in the class. The

task or activity given can also be staged and graded type or speaking activities from

controlled classroom activities then free speaking activities and at the end, get them to do

public speech to check on their level of speaking and confidence in speaking.

There are 4 stages of speaking activities that teachers need to plan; preparation,

practice, production and also feedback. For preparation activities which is before the lesson,

decide on your aims and also the things that you intend to do and why you intend to do the

activities. Besides, try to predict on any problems that students might have and come out

with solutions in case the problems really occur. Next, work the time out for the activity and

properly plan for the time to avoid any insufficient time and prepare the materials early.

Avoid from preparing the materials at the last minute as many things could happen and

affect your lesson. Lastly for preparation, work out your instructions and ensure it is simple to

be understood by students.

During the activity is actually the crucial phase where teachers need to highlight on.

Arouse the students’ interest in any ways. Arousing students’ interest may affect the

participation and students may positively engage in the conversation. Next, teachers also

may leave the structure or vocabulary that needed on the board. Let it be on the board and

let the students to learn the word throughout the lesson. Other than that, teachers also need

to ensure that students know the aim of the lesson and have enough time to prepare.

Ensuring the activity as a process rather than a product is very important. Check on each

student and avoid mother-tongue interference. Teachers also may come up with rules to

ensure that students do not use their mother tongue language to give directions or

instructions. Mother tongue interference really needs to be abolishing in learning language.

Other than students, teachers also should not use mother tongue language to give

instructions. Teachers need to be more as a facilitator who monitor the activity rather than
interrupting the conversation. Let the students do their part and let them ask whenever

needed. Never forget to provide feedback to let students’ know their weaknesses and

strength.

At the end of the activity, teacher may come out with good feedback and include as

well on how well the class communicated. To make it more interesting, record the activities

and show it after the lesson. Students will be more activated to see how well they do the

activity and aims to do better from time to time. Teachers also need to focus more on room

for improvement rather than mistakes or errors. These rooms of improvement will help

students’ to be a better speaker in any situation given. They might as well use the language

outside of the classroom.

Rather than leading students to pure memorization, provide a better environment for

them to learn. The ability to communicate in a second language clearly and efficiently

contributes to the success of the learner in school and success later in every phase of life.

Therefore, it is essential that language teachers’ pay great attention to teaching speaking.

Teaching speaking will be fun if it is done in a positive manner with full encouragement from

the teachers. However, teachers need to plan properly to come out with effective speaking

activities for the students.

REFERENCES
 Adaba, H. W. (2017, august 25). Arts and Social Sciences Journal. Retrieved august

19, 2017, from https://www.omicsonline.org/open-access/exploring-the-practice-of-

teacherstudent-classroom-interaction-in-eflto-develop-the-learners-speaking-skills-in-

tullu-sangota-prim-2151-6200-1000295.php?aid=94091

 british council. (n.d.). Retrieved from

https://www.teachingenglish.org.uk/article/teaching-speaking-skills-1

 Chi, D. L. (2011). Guidance for Learnersʼ Improvement. Language Education in Asia,,

1-14.

 Kayi, H. (2006, NOVEMBER 11). The Internet TESL Journal. Retrieved from

http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html

 MÁSTER, T. F. (2014). Drama techniques to enhance speaking skills and motivatiion

in EFL secondary schools. 1-74.

 Richards, J. C. (n.d.). Developing Classroom speaking activities; from theory to

practice. 1-10.