English Language and Students

1 Introduction At present, announceing a immaterial actors line represents one of the inherent requirements of to sidereal day? s society. Besides new(prenominal) sciences and knowledge, it is considered as one of the most(prenominal) influencing factors mend applying for a business or sustaining in a particular action position under the condition of advancing the spoken conference level. Based on my pasture experience, I kitty confirm that knowing a alien phraseology is a necessity for e rightfullyone in general, chief(prenominal)(prenominal)ly for my scholarly individuals soldiers. These commonwealth argon needed to r each(prenominal) a decent level in a outside(prenominal) diction in rear to accomplish military assignments in missions abroad. program line foreign spoken colloquys, primary(prenominal)ly English, for these military inventions is resultd by the defence pition Language implant in Vyskov where I kick in been ciphering as an English instructor for almost three years. My principal goal is to provide the soldiers with as businesslike English little(prenominal)ons as possible beca subr extinctine it will be them who will make up to deal with international relationships and take measures for solving various situations. The main debate for choosing this proposition for my bachelor thesis was realizing how authorized enunciateing is in frequent situations.No matter where we atomic number 18, both in the Philippine Republic or in a foreign country, English colloquy plays a crucial shargon in understanding each separate and dealing with variant kinds of reveal problems. It means school instructors need English to seduce pass with their colleagues native lectureers.. crimson if they come from America, England or Australia and their accents differ, it is just a question of period for teachers and withal learners to adjust to their linguistic motion and distinguish differences in pronunciatio n.Being up to(p) to forbear a fluent confabulation with a native coverer is viewed as the main goal of students, which underlines the size fittedness of verbalise acquisitions in a student? s point of view. Therefore, in my thesis I decided to concentrate on communicative activities which might be helpful for English teachers and enhance their students? communicative skills. 1. 1 Statement of the problem This research would What is the effectiveness of implementing disquisition zona at the University campus? 1. 2 Objective of the studyThe objectives of my studies be 1. To review the concept and importance of address skill. 2. To analyze the factors that argon effective in address skill. 3. To explore the new ways of address skill. 4. To recommend how they improve speaking skill in English at University campus. * * 2 Discussion 2. 1. SPEAKING * 2. 1. 1 Speaking as a skill For most people, the index to speak a foreign spoken row is synonymous with knowing that verb iage because vernacular is for them the basic means of human communication.English run acrossers no coherenter expect the tralatitious apostrophize of their teachers ground on proceed under ones skining mainly the grammatical competency and apply methodology popular in the past. Today, teachers ar expected to provide their students with usable active knowledge of the foreign language, non just conjecture about the language. Communicative approach focuses on a balance in the midst of fluency and true statement and is the most competent for those students whose aim is to gain cartel in speaking and dialogueal abilities.Nevertheless, speaking in a foreign language has carry ons been viewed as the most demanding of the four skills. While sense of hearing and reading involve the ability to adaptly receive messages and are and so referred to as receptive skills, speaking and writing, on the early(a) hand, involve language production and are referred to as producti ve skills. (Harmer 1995, 16) Producing spoken language has a salient deal meant a difficulty and an obstacle for English learners. There might pinch a question why.The answer is obvious. In the natural spoken language students are required to be aware(p) of characteristics of fluent speech, practically(prenominal) as reduced mixtures, use of slang or idioms, fixed phrases, collocations and most significantly the pace of speech. All of these ware to be taken into consideration darn practising conversation in single out. Without these, our spoken language would work bookish and unnatural. To head off this, it is essential to introduce and perform real communication with our students ithin the learnedness process. If it is neglected, it whitethorn be a reason why students are often surprise and disappointed when using a foreign language for the first sequence whilst interacting in foreign milieu. They have not been prepared for spontaneous communication and could not header with all of its simultaneous demands. The embarrassment is usually caused by students inability to adjust to native speakers speech. This is natural and adjures patience succession learning to speak or communicate in a foreign language.As I already mentioned, native speakers are a great support and the probability to communicate with them means even greater encouragement for our students. Although it is quite demanding for students to keep up in conversation with them, they take it as an advantage in their studies. Most English learners are actually familiar with the fact that the beaver way to advance their speaking skills is adjusting to it in an English speaking environment. 2. 1. 2 Difference between speaking and conversation Although the terms speaking and conversation whitethorn seem clear, they often shoot for misunderstood.Speaking as a skill taught at schools presents the students ability to express his or her opinions, thoughts and ideas to a particular matter . Speaking apply, which is usually ground on storytelling, giving speech or presentation, is the necessity for ulterior successful conversation. Nevertheless, the focus on speaking activities has diminished in recent years. This has been caused by many factors, specially by realizing the need of e rattlingday communication. As I mentioned above, giving speeches or presentations is not what we concentrate on in our lessons.Even though these are crucial prerequisites for later conversational practice, the teachers turn tail to focus on communicative activities as the main goal of speaking lessons. I have no objection to this, notwithstanding it is essential to mention the importance of presentations for military English learners working for the Ministry of Defence and the consequences of the lack of speaking skill time giving military presentations abroad. For this reason, it is really important for teachers to conceptualize by the utilisation of speaking and communicative activities cosmos prepared for lessons and besides the target classify of learners.Nolasco (1987, 3) mentions that being able to speak reasonably correct and even fluent English is one thing, unless being able to engage in on-going, interactive, mentally satisfying conversation is another. Conversation is much(prenominal) a natural part of our lives that many people are not conscious of what happens within it. that, conversation follows certain rules which should be obeyed in order for participants to flavor relaxed and be satisfied with it. Arthur (1987, 5) adds that the main purpose of conversation is the exchange of education among people.While communicating, our students may bring themselves in divers(prenominal) social situations playing various social spots and the main task for language teachers is to prepare them for these real situations they might infix in. This too includes leading students to baffle the ability to initiate and sustain conversation whenever it occurs. 2. 1. 3 Students motivation to participate in a speaking lesson When students learn a foreign language, they very often accumulate a lot of knowledge (grammatical rules, lists of vocabulary items), save then they find out that they cannot actually use this language to communicate when they call for to.Scrivener (2005, 147) claims that there seems to be whatever difficulty in despicable language from passive knowledge into active usage. Without experience in using the language, learners may tend to be nervous about trying to enounce things. Partly they may fear seeming foolish in front end of others, they may worry about getting things wrong they may want to avoid teachers comments or study and so on. It takes quite a long time for some students to express themselves, which leads to long gluey pauses while learners are trying to find out how to say what they really want to say.One of the best ways of helping learners to activate their knowledge is to project th em in safe situations in class where they are inspired and boost to try to speak a foreign language. Teachers should try to create much(prenominal) activities in which learners feel less worried about speaking and less under pressure. Nevertheless, the teacher is not the only one whom the students success in speaking is based on. There are also motivational factors, differing from student to student, which influence his progress in the spoken language. Harmer (1991, 4-6) distinguishes unessential and intrinsic motivation.He claims that students? locating to speaking the language may be affected by different factors from the outside, such as people in close surroundings, previous speaking experience in a foreign language or the job opportunities offered after mastering foreign language communication. All of these represent extrinsic motivation. Although extrinsic motivation is nowadays a driving force for most students, without intrinsic motivation no goal in improving the speaki ng skill could be executed. Success is also based on students? willingness to learn to speak a foreign language, which may be influenced by the teacher? methods used in teaching communication and, above all, his or her reputation. Considering these, teachers should perform how important grant they play in encouraging the students to learn to speak a foreign language. Students personalities also play an important role in determining how quickly and correctly they will manage a speaking task. Those students who are risk-takers, unafraid of making mistakes, are generally much talkative however usually make many errors. Those who are shy may take a long time to speak confidently, but when they finally manage it, their English contains fewer errors.The aim of both(prenominal) types of students is the same, indeed to use the language correctly and fluently. To achieve this goal the teachers should try as much as they can to break the silence in the classroom and get the student s speak no matter how many mistakes they make or how long it takes them to produce sentences. In order to decrease shyness while speaking in front of the unscathed class, students may be offered the opportunity to work in radicals or gibes, which is a suitable approach for enhancing the active language use. Harmer (1991, 7-9) points out different motivational factors depending on the age and level of the students.Childrens and adolescents motivation to speak a foreign language is inappropriate for the purpose of my thesis because, as mentioned above, I deal with bad English learners and their motivational needs for a foreign language communication are easily different from the others. I concentrate on intermediate students who represent the volume in my classes. Their English is good at this stage but they are motivated by a primary goal of achieving a to a greater extent advanced level of the language. They already know a lot and are able to have a conversation about every da y matters but sometimes there might occur some problems.One of them is often the feeling that they are flooded with the new complexity of the language and cannot cope with it. Teachers, when having found this out, should focus on create up the knowledge students already have and assure them they can speak the language well bounteous to understand and be understood. Ur (1991, 274-280) declares that motivation is very strongly related to achievement in language learning. This statement results from teaching practice showing that anxious(predicate) learners willing to invest effort in speaking activities are apt(predicate) to make greater progress.On the contrary, those sitting silently at the desk without desire to be involved in any kind of speaking bodily function, may find themselves stuck to be able to improve their speaking skill. Having noticed this, teachers should encourage low-motivated students to develop the inte suspire in communicative activities. Ur (1991, 281) de scribes some strategies to enhance students motivation to speak in a lesson. The principal one is selecting the topic carefully to make it as interesting for students as possible. If the teachers choice fails in the class, there should be no panic or embarrassment.The possible dissolvent to this situation may be ask the students to vote for a topic they would be interested in talking about. Varied tasks are also suggested for a successful and streamlined speaking lesson as well as using visuals to enhance students motivation to speak. Average pictures copied from different sorts of textbooks and workbooks do not encourage adult learners to speak anymore. Based on my teaching experience, adult learners prefer to be set into real situations, dealing with real and present-day(prenominal) news items concerning todays origination and society.To satisfy students expectations, teachers should be supplied with sufficient amount of authentic materials, such as newspapers and magazines. The speaking tasks could be based on describing the photos to each other and guessing the place in the world where the action has happened. Connection between the picture and reality makes it even more tempting for students to express their points of view to a particular event and, at the same time, the teachers goal is achieved as well getting students to speak and communicate with each other. 2. 1. 4 Accuracy versus fluencyAccuracy and fluency are terms characteristic for a successful and fecund conversation. Scrivener (2005, 160-162) declares that accuracy is the ability to speak correctly without making serious mistakes and therefore a greater use of instant teachers correction within a speaking practise is appropriate. On the contrary, fluency is the ability to speak confidently without irrelevant pauses or hesitation, however, often with making major(ip) mistakes. In this case, instant correction may be inappropriate and could interfere with the aims of the speaking activity . Teachers should be aware f whether their main goal in a speaking activity is accuracy or fluency and adapt their role in class eligibly. If the main aim is to get students to speak, then one way to achieve that would be reducing teacher? s contribution. It is supposed that the less he or she speaks, the more time and space it will allow the students to. If the main aim is accuracy, the teacher should concentrate on students? mistakes and devote time to their correction. heretofore important speaking without mistakes is, a promoted trend at present seems to be to lead students to a fluent conversation in every day situations.Taking this into consideration, this approach best fits the needs of today? s society which is based on fast exchanges of information. Nevertheless, it would be injudicious to qualify accuracy as less important in communication and underestimate its importance. It is also essential for the ability to speak a foreign language well. 2. 1. 5 Correcting students m istakes articulateness Activities In a fluency activity the teacher is expected to monitor the class and encourage the students to speak with minimum interfering and correction. This technique is called scaffolding.Scrivener (2005, 162) states that it is a way a competent language speaker helps a less competent one to communicate by encouraging and providing possible elements of conversation. In practice it means to encourage the weaker one by nodding, eye contact, tell the last word in order to encourage the speaker to continue, asking tag questions, etc. The aim of this encouragement is to make a student speak as much as he or she is able to. Considering a fluent activity, correcting the mistakes should be done after finishing this activity. Suggested techniques are the following ) writing the sentences used during the activity on the get along with and discussing them with the whole class b) writing foolish sentences used during the activity on the board and encouraging the students to make correction c) inventing and writing down the story that includes some errors the teacher overheard during the activity and students try to find them and correct them d) writing out 2 lists A and B each list contains ten sentences from the activity but some of them are correct, some of them incorrect. Students work in dickens groups and their task is to decide if the sentences are either correct or incorrect and why Accuracy ActivitiesIn an accuracy based activity the teacher is required to correct students? mistakes whenever possible. While practising accuracy, students become aware of their own mistakes in speaking straight away because the teacher does not wait until finishing the task. This approach is suitable while focusing on grammar mainly and enables the students to realize and correct their mistakes and also prevent their recurrence. 1. 2 COMMUNICATIVE ACTIVITIES Every speaking lesson should be based on communicative activities which fulfil two importan t language learning needs.They encourage the learners to acquire language knowledge and prepare them for real-life language use. Achieving the outcome requires the participants to interact, which means not only speak with a person but also listen to what he or she is saying and react to it. 2. 1. 6 Importance of pair work and group work mates work and group work present ways of organizing the class while teaching speaking. The teacher? s responsibility is to choose a suitable communicative activity depending on what is going to be practised either fluency or accuracy and organize the students into pairs or groups.In some activities such as role plays and guessing games, pair work is essential. On the other hand, discussions and debates require group work and enable the students to express their opinions on a given topic within the group. After that, the spokesman of each group notifies the rest of the class about the conclusion they have reached. This may lead to a following disc ussion among groups and if the topic is amusing, the speaking lesson seems to be enjoyable for both students and the teacher, too. Advantages of pair and group workThere are many reasons for pair and group work to be used in the lessons. First of all, they provide the students with a lot more practice than working as a whole class. Students also feel more comfortable to speak to one or two people rather than the whole class and the teacher. Moreover, speaking to just a few people is closer to real-life situations. Pair and group work allows each student to work at the pace of his or her small group or pair. The teacher is no more considered the only source of information but the students learn from each other.This creates opportunities for learners? knowledge to be shared. In order to be successful, learners need to become accustomed to using English without the teacher? s permanent support. Therefore, working in pairs or groups helps them to build up their independence and confiden ce for further conversations. The advantages of pair and group work can be discernible not only from the learner? s but also the teachers point of view. It provides the teacher with more time to work with weaker students and encourage them, by participating in a role play or discussion, to communicate.Teachers can also benefit from a great availableness of different communicative activities being offered in bookshops and on the internet nowadays. The variety of materials for pair or group work speaking practice is praised by most of them and their use has turn up to be very efficient for speaking skill improvement. Slight disadvantages of pair and group work However efficient and useful pair and group work is, it may sometimes cause little problems while practising speaking. According to take off (1989, 141) the noise belongs to these obstacles the teachers have to overcome during lessons.Usually the students themselves are not disturbed by the noise, it is more noticeable to th e teacher observing pairs or groups. However, the noise created by pair and group work demonstrates learners? engagement in a speaking task and gives the teacher visual evidence of students? involvement. Considering this, the success in working in pairs or groups depends mainly on the students? and the teachers approach. another(prenominal) fact Doff (1989, 141) mentions is the difficulty to control the whole class during a communicative activity.To give up activity getting out of control, it is important to give the students clear instructions, qualify the speaking task clearly and set up a routine, so that students accept the idea of working in pairs or groups and know on the button what to do. 2. 1. 7 The role of a teacher in communicative activities The teacher is a facilitator of students? learning and as such he has many roles to fulfill. freeman (1986, 131) describes him as a manager of classroom activities. In this role, one of his major responsibilities is to set up act ivities that promote communication.During the communicative activities he acts as a consultant answering students? questions, offers advice and provides necessary language items. One of the most important roles is to make sure that students know what they are supposed to practise and note if they do it effectively. These roles are called a conductor and a monitor. Although there is a great number of various activities which may be used in speaking lessons, their use would be confusing and pointless if they would not be logically organised. Being a good organiser should be an ability possessed by every skillful teacher.Considering the facts mentioned above we can cease that the teacher? s personality in a learning process is very important not only while participating in the activity but also while monitoring the students. The teacher? s less dominant role in communicative activities offers the students the opportunity to be involved in conversation and improve their speaking skill s to be able to cope with the real-life situations. * 3 CONCLUSION In my thesis I tested to deal with speaking as one of four basic skills and bring out its importance in everyday situations.My aim was to distinguish speaking and conversation since these terms are commonly used but often get mixed up. I pointed out that conversation plays a crucial role in our lives and without it we would not be able to exchange the information and share our knowledge. I also dealt with motivation as an essential factor for language learners and classified its types extrinsic and intrinsic, with the emphasis on the teacher? s personality which influences the students? willingness to participate actively in the learning process.I mentioned native speakers as a great source for our teaching practice and exposit the ways they may encourage the students to carry on studying a foreign language. To feel confident while learning to speak a foreign language, the students are supposed to be put in a safe environment. This prevents them from embarrassement or anxiety when they are asked to express themselves. I tried to explicate this term and suggested possible ways to decrease students? concern about speaking. collectable to students? different personalities and also abilities to speak a foreign language, I dealt with pair work and group work as the ways of organizing the class.I mentioned the advantages of this kind of work, especially reducing tension in class, creating a pleasant atmosphere and building up students? independence and confidence. Pair work was evaluated as more useful since it is closer to real-life situations and dealing with them is the main aim that the students are heading for. Another area I focused on, were communicative activities and their categorization information cracking activities, discussions, role plays, simulations and guessing games. I characterized them and evaluated the interaction they offer to prepare students for real-life language use.I n connection with them, I dealt with terms accuracy and fluency and explained the importance of distinguishing them cod to teacher? s objective within the lesson. I introduced different techniques for correcting mistakes in either accuracy or fluency communicative activities and also described the roles of a teacher and requirements which he or she has to fulfil to manage the roles successfully. By means of this thesis I realized how important it is for the teacher to have a great amount of information concerning teaching speaking to be able to provide the students with efficient conversational lessons.The methodology literature I was reading through enabled me to have a look at a speaking skill from a different point of view and think about this issue more deeply. All the theoretical information I gained from this literature was used in the practical part of my thesis. Based on that, I reached several findings. One of them was realizing how important role motivation plays in the l earning process. It was proved that students? progress in speaking a foreign language depends on motivation and encouragement from their teachers.I found out that if there are no stimulating factors and the students are not motivated, it leads to boredom in class. To prevent this, entertaining communicative activities and interesting topics proved to be very useful and effective. Another fact which I found reasonable while evaluating presented activities, was distinguishing them according to the teacher? s objective. The fluency activities proved to be essential while practising fluent conversation to prepare students for the real world. On the other hand, the accuracy ctivities focused on grammar and due to them the students were given the opportunity to practise the correct use of foreign language. Since using various types of communicative activities proved very beneficial in my classes, I would like to recommend them to all teachers whose aim is to improve their students? commun icative skills. 4 Recommendation 1. Living through a situation and finding to use the language as a compelling force always helps in acquiring a sound language habit. Can be teacher of English devise such situations when it is the second or the third language to learn?.It is not laughable to find that the child even when he is at play he uses the new sounds as he hears them being used by other children in his play groups, without even knowing what each sound or word means. In a very short time he has learnt the meanings of the words by using them in the right place at the right moment. 2. Meaning of words must be allowed to be explored and they are learnt and remembered better. Equivalents, if used, often weaken the impression of the new word and thus tend to damage pupils interest in learning a language. Certain though around a great deal of difficulty stimulators learning.It must be guaranteed that the living personality of the teacher makes use of new word in all kinds of contex ts and situations. 3. The proper plan is to adopt new sounds, words and coordinate patterns into well designed extend which ensures gradual yet through repetition so that correct forms, construction are established in the mental habits of the pupils. Pupils should not have a free choice of grammatical form and structure. * * * * * * * * * * 5 References 1. Harmer, J. (1991). The practice of english language teaching. EssexLongman, 296p. , ISBN0-582- 046564 1. Scrivener, J. (2005).Learning teaching. OxfordMacmillan Publishers Lim, 431p. , ISBN1- 4050- 1399- 0 2. Ur, P. (1991). A course in language teaching. CambridgeCambridge University Press, 375p. , ISBN0-521-44994-4 3. Thornbury, S. (2005). How to teach speaking. EssexPearson Education Limited, 156p. , ISBN0-582-85359-1 4. Littlewood, W. (1994). Communicative language teaching. CambridgeCambridge University Press, 108p. , ISBN0-521-28154-7 5. Celce, M. M. (2001). Teaching english as a second or foreign language. capital of Mass achusettsHeinleHeinle, 584p. , ISBN0-8384-1992-5 6. Ladousse, G. (1987). Role play.Oxford Oxford University Press, 182p. , ISBN 0-1943-7095 7. Doff, A. (1989). Teaching english. Cambridge Cambridge University Press, 286p. , ISBN 0-521-348641 8. Freeman, D. (1986). Techniques and principles in language teaching. Oxford Oxford University Press, 142p. , ISBN 0-1943-4133 9. Nolasco, R Arthur, L. (1987). Conversation. Oxford Oxford University Press, 150p. , ISBN 0-19-437096-8 10. Hadfield, J. (1990). Intermediate communication games. Essex Jill Hadfield, 105p. , ISBN 0-17-555872-8