And it is considered worthy of approval in partial fulfillment of the requirements for the degree of. My research would be impossible without the help and support of my professors, all members of the Faculty of Languages and Benemérita Universidad Autónoma de Puebla. This research explores one of the problems faced by ELT students of the Faculty of Languages of the Benemérita Universidad Autónoma de Puebla (BUAP) regarding the development of speaking ability.
To collect the data, teachers of the subject 'Target Language' (I, II, III or IV) were interviewed through a questionnaire, which consisted of seven questions (five open questions and two closed questions) to obtain the opinions of teachers and how they experience speaking in their lessons.
INTRODUCTION
Introduction
Purpose of the study
Research questions
LITERATURE REVIEW
Overview of chapter II
Speaking: One of the four Basic Language Skills
- Aspects of speaking phonetics, grammar, syntax
- The social role of speaking
- Speaking in real life situations
Usually, all the other three skills are practiced in most classrooms, but it is necessary to consider all aspects that English teachers must consider; speaking is a skill that needs to be practiced in English lessons like any of the other skills (writing, listening and reading). Speaking plays a fundamental role for second language students, not only for academic purposes, most of the time they need to express their feelings, thoughts and ideas through speaking. In many cases, students do not learn aspects of the second language that are relevant to them, in which students can apply the language in a non-academic context.
Willis (2015) supports what Tomlinson (2013) proposed, emphasizing that to produce a conversation spontaneously it is necessary that the speaker has previously practiced to apply the grammatical knowledge of the second language and therefore it can be seen as natural from the speaker.
Speaking in the EFL Class
- Teacher’s role in speaking
- Communicative classroom
- Speaking techniques and strategies
- Speaking activities and materials
This can help students begin to lose the fear of speaking with others in the second language. It is necessary to emphasize that speaking strategies in a classroom play a central role for speech development in general, not only in the pedagogical area. These two arguments are crucial in teaching speaking because teachers need it.
This aspect is useful to be considered by teachers, because in order to create a good atmosphere in the English classroom, it is crucial to make students feel comfortable using the second language orally.
General Factors that may cause Speaking Deficiency
- Students’ motivation
- Expertise and teachers’ experience in teaching
This situation is similar to the one presented by Licenciatura en Enseñanza del Inglés BUAP students, many students do not feel able to perform properly orally in English after completing all the 'target language' subjects and even when they finish the degree. In order to teach students more effectively, it is important for the teacher to create an environment that is suitable for the level of students, their interests and age, as mentioned in the topics above. Considering the teachers, it makes sense to look at the students as well; it is important to see what factors may influence when they are motivated and when they are not.
They argue that it is necessary to identify the type of students we have in order to motivate them in the right way to see English as an opportunity to take advantage of. An essential way to motivate students is suggested by Illés and Akcan (2017), who affirm that in order to motivate students and make them feel confident, it is important to make them feel relaxed and fearless to help them in the social and psychological aspect. It is helpful for students' motivation to do these types of activities to help them with their weaknesses.
However, Ropo (2004) also argues that in the field of education it is not as simple as in other fields such as physics or science to define what expertise will be, because he explains that education includes a social and cultural context. King (2010) refers to mathematics teachers; however, what she mentions is very important because in education the experience of teachers affects in different ways the students and the development and success in the subject. They found that teachers who have less than two years of experience (called the "low group") have lower teaching efficiency due to stress and commitment to teaching and that they support to overcome problems in the classroom.
2015, p. 719) suggest that more training is needed during the first five years of teaching to increase teachers' classroom management skills. The issues presented in this chapter have all been considered and reflected in the data obtained in this study.
METHODOLOGY
- Overview of chapter III
- Method
- Research context
- Participants
- Instrument
- Procedures
At the time of the study, they were all working at this university teaching “English as a target language”. The purpose of the study was explained to him in a polite and brief way, it took him 3 days to answer the instrument. 34; The other participant was Octavio; the instrument was given to him on February 12 at 2:05 when he walked in the main hall of the faculty, the purpose of the investigation.
34; The third participant was Alan; the questionnaire was given to him on February 15, he was found at the entrance to his classroom at 2 o'clock, the purpose of the study was explained to him and why teachers should conduct the study. However, when the time and day of questionnaire collection arrived, he had not answered it and asked for 5 minutes to complete the questionnaire. 34; The fourth participant was Victor; the instrument was given to him on February 15 at 2:30 PM while he was in his office. The purpose of the project was explained to him and he accepted to answer it.
The purpose of the study was explained to her, she agreed to participate in the study and took 2 days to answer the instrument. The purpose of the study was explained to her and why teachers were participants in the study. 34; The seventh participant in the study was Claudia; the questionnaire was given to her on 20 February at 1:30 when she was in her office.
The purpose of the project was explained to her and she accepted to be part of the study. She took 10 days to answer the questionnaire. Nevertheless, when the day of collecting the questionnaire arrived, she did not complete it, she asked the applicant to wait 15 minutes for her to finish answering the instrument.
FINDING
- Overview of chapter IV
- General results
- Unexpected results
- Answer to the first research question
- Answer to the second research question
- Answer to the third research question
- Coclusion
As we can see in the previous table, the positive perception of the need for speaking activities in the classroom exceeds 85%. In the graph below, it can be seen that teachers use this type of activity occasionally (62% of the time). In the following sections, the three research questions in this study are presented and answered.
We asked the participants about the role of the teacher in the development of the student's speech. The following table lists the results; they are divided by gender to see how different participants perceive the role of the speaking teacher. Despite the fact that teachers see the role of a teacher from different perspectives, as can be seen in the table above; strongly believe that teachers are crucial in students' speech development by giving them the tools to help them acquire competence in a second language orally.
These findings support previous findings in the literature review when Folse (2009) argues that a teacher's knowledge of design and materials selection is related to instructional success. We talk to them in another language all the time, we give students tasks in pairs and groups, play role-playing games, other speaking activities. The table above shows how teachers give their students the opportunity to practice the second language orally in the classroom.
The results show that teachers with ten to eleven years of experience consider it important to practice the second language orally in the classroom when something can be said in English, including by helping them when they cannot to say, similarly they mentioned that students can practice speaking through role-plays, workshops with natural speakers. As found, teachers provide opportunities for students to speak in the target language in several ways. They think it is important to practice English in class by asking questions about activities, asking for something, etc.
Overall, the results indicate that most participants believe they are giving their students sufficient opportunities to practice speaking, something that may not be as clear and contradicts the use of the different activities and materials previously taught in the first research question are reported.
CONCLUSIONS
- Overview of chapter V
- Implications
- Limitations
- Suggestions for further research
The most striking findings about materials were that they must be adapted to the interests and level of the students and they must cover different aspects of the language to be a successful activity. Another relevant finding is that an important part of students' success in speaking lies with the teachers, because if materials are well designed and planned, there are better results in speaking than when you use already published materials without adapting them. There are many aspects to consider when using materials, such as; such as age, gender, students' level and their interests.
Likewise, age is an important factor that intervenes in the way of teaching speaking, it was found that there is a big difference between experienced teachers, early career teachers and beginner teachers; the results revealed similarities between early career teachers and experienced teachers. Future studies should target students' perceptions of speaking in their target language classes; because findings have shown that speaking classes require the constant participation of students and teachers. This work has revealed the need to do a future research project based on what can be done to improve speaking classes in the Faculty of Languages.
Do research on how the teachers' experience affects the learning objective. The effect of teacher experience and levels of teacher education on student achievement in mathematics and communication arts. United States of America: Urban Institute. https://www.urban.org/sites/default/files/publication The-Impact-of-Teacher-Experience.PDF.
Retrieved August 23, 2017, from http://www.mextesol.net/journal/. 2017) Journal of Computers in Education. What do you think is the role of the teacher in the development of students' speech?
