Oral production in the Foreign Language classroom: Teachers, Reflections and Suggestions

Zeus Plasencia Carballo

Abstract


The teaching of foreign languages has proved to be as necessary as the current globalized world demands more and varied codes to keep communication between individuals from different places. Thus, we could state that English has become a kind of “lingua franca”which, somehow, enables communication at a higher level as its influence expands to every corner on Earth. However, the oral production is still considered the most difficult linguistic skill to be developed, according to most foreign language learners. Therefore, as foreign language teachers, we need to inquire into those reasons why our pupils do not feel comfortable when speaking in English; what our part is respect to that circumstance and what we can do to solve it. Then, the following pages seek to promote a reflective thinking and provide certain alternatives to ease the process of speaking and interacting orally in the class of English as a Foreign Language.

Keywords:  oral production; expectations; foreign language; motivation; English.


Full Text:

PDF

References


Bygate, M. (1987). Speaking. Oxford University Press.

Dörnyei, Z. (2005). The psychology of language learner: Individual differences in second language acquisition. Mahvah, NJ: Lawrence Erlbaum.

Krashen, S. D. & T. D. Terrell (1983). The Natural Approach: Language Acquisition in the Classroom. Hertfordshire: Prentince Hall Europe.

Pavón, V. (2006). Análisis de las causas por las que la enseñanza de las destrezas orales obtiene resultados insatisfactorios ene le entorno del aula y propuesta de mejora. En M. Amengual, M. Juan-Garau, J. Salazar (coord.), Adquisición y aprendizaje de lenguas en contextos plurilingües. Ensayos y propuestas aplicadas (pp. 417-431). Edicions UIB.

Pica, T. (1987), Second language acquisition, social interaction and the classroom, Appplied Linguistics. EnApplied Linguistics, 8, 1-25.

Salaberri, M.S. (2002). El discurso de los docentes en el aula como mediador en la reflexión sobre la lengua. En J. Cots, L. Nussbaum (eds.), Pensar lo dicho. La reflexión sobre la lengua y la comunicación en el aprendizaje de lenguas (pp. 71-85). Milenio.

Young, R. F. (2011) Interactional Competence in Language Learning, Teaching and Testing. En E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning. 2, 426-443. London Routledge.




DOI: http://dx.doi.org/10.0001/ijllis.v7i6.1717

DOI (PDF): http://dx.doi.org/10.0001/ijllis.v7i6.1717.g2474

Copyright © 2012-2021 ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies,Tetovo, Republic of North Macedonia.

All Rights Reserved.

The publication is licensed under a Creative Commons License (CC BY) https://creativecommons.org/licenses/by/4.0/  View Legal Code                                                                                                                 

ISSN (print): 1857-8179. ISSN (online): 1857-8187.

Disclaimer: Articles on Anglisticum have been reviewed and authenticated by the Authors before sending for the publication.

The Journal, Editors and the editorial board are not entitled or liable to either justify or responsible for inaccurate and misleading data if any. It is the sole responsibility of the Author concerned.