Skkn cấp tỉnh the application of the ielts speaking test format as an effective tool in teaching , enhancing students' speaking skill

Aims of the study Through surveys and observations, the following problems were identified in thecurrent teaching of speaking skills:  Students lack motivation to speak English in clas

I INTRODUCTION

1 Rationale for the study

Language is an important aspect in our daily life Language is afundamental aspect used by human to express everything, face to facecommunication, scientific inquiry, and many other purposes

Chaney in Kayi states, “Speaking itself is the process of building andsharing meaning through the use of verbal and non-verbal symbols, in a variety

of contexts ” Speaking is a productive skill .Therefore, speaking is a crucialpart in learning foreign language that has to be mastered by students in orderthat they can communicate with others According to Burkart the goal ofteaching speaking skill is communicative efficiency [4]

Therefore, practicing English regularly is needed to improve students’speaking ability and it needs high motivation of the students English teachersplay important roles to support and to help the students practice English.Teachers should be creative in creating appropriate and interesting activities tohelp their students improve their oral production Besides, they also shouldconsider the students’ interest which determines whether the activities areappropriate or not

Based on my observation conducted in Lam Kinh High School , I found thatthe students had low achievement in speaking There were some factors thatcaused students’ difficulties in learning speaking: (1) low vocabulary mastery,(2) lack of English practice in their daily activity, (3) poor self-confidence, (4)the lecturing method applied by the teacher, (5) and the textbook media used bythe teacher

In addition , in recent years, the importance of English speaking skills has

been increasingly recognized, especially in the context of global integration andinternational examinations like IELTS However, many high school studentsstill struggle with speaking confidently and fluently in English Traditionalspeaking activities often lack structure and fail to motivate students to improve

Hence, this initiative explores “The application of the IELTS Speaking test

format as an effective tool in teaching , enhancing students' speaking skill”

2 Aims of the study

Through surveys and observations, the following problems were identified in thecurrent teaching of speaking skills:

 Students lack motivation to speak English in class

 Speaking activities are repetitive and lack real-world application

 Students often speak in short, simple sentences with poor grammar and limitedvocabulary

 There is no standard format or assessment tool to measure speaking progress

With the reasons above in my mind, the finding of the study can be used by

Note: At this page, the paragraph “Language …… communicative efficiency’’ is consulted from Reference number [4].

teachers, students, and other researchers in increasing students’ ability For bothteachers and students, this study can be useful as a technique in teachingspeaking

since the treatment of this technique is conducted continuously, it will make thestudents comprehend and meet the requirements in studying language easily.The teacher as a facilitator guides the students to improve their speaking skilleffectively by giving some techniques Later, it is for other researchers who mayneed to use and apply by using other techniques in teaching it Especially, thestudents access to the format in IELTS speaking test

3 Objects of the study

The study is expected to give theoretically and practically significances inEnglish teaching and learning process:

3.1.Theoretical Significance

This research is supposed to enrich knowledge about the effectiveness ofusing ielts format in teaching speaking skill

3.2.Empirical significance The result of this research is intended for:

3.2.1.The English Teacher : This study is expected to give some knowledge inteaching speaking

3.2.2.The students: The result of the study can stimulate the students’ motivation

in learning and consequently they are interested in studying English

- To improve students’ speaking fluency and confidence

- To help students become familiar with international English testingstandards.( IELTS , TOEFl , )

- To create a more engaging and goal-oriented speaking environment

3.2.3 Future Research: For the other researchers, this research can be used as a

material reference if they want to investigate the same subject So that ways, theresearcher has tried to give the best contribution

3 2.4.The researcher: This study is expected to give some knowledge to the

researcher especially to enhance the knowledge toward teaching processespecially in speaking recount text

4 Methods of the study

To realize the aims of the study, a detailed study is used The theoreticalbackground of the study comes from many published books written by differentauthors on language teaching The data collected for the study came from twosources: the students and the English teachers at upper secondary schools bymaking personal observations through attending classes and drawing outexperiences

Speaking has often been dealt with in a similar way in language teaching It

is sometimes thought of as something which is covered sufficiently by virtue ofbeing so bound up in the teaching of everything else Paradoxically, althoughmany learners feel that being able to communicate effectively through speech istheir main priority, when speaking is the main aim of the lesson Some learnerscan’t quite see the point of doing something in the classroom that they couldquite easily do over a coffee, and teachers can feel a sense of guilt because theyhave not taught something with a clear learning outcome that can be held up asjustification for the lesson.As we can see, there are many reasons why peoplespeak to each other

One primary use of language is to establish and maintain social relationship

We say “hello” to people when we meet them, exchange small talk about theweather, work, sport and family relationships As part of this social use oflanguage we also try to entertain each other by making jokes and telling

anecdotes and stories We may also share views and opinions on a variety of

subjects When we chat to friends there is no agenda of what we should cover.Those involved in the conversation can introduce a variety of subjects

Harmer defines speaking ability as the ability to speak fluently presupposednot only knowledge of language features, but also the ability to processinformation and language ‘on the spot’ It requires the ability to cooperate in themanagement of speaking turns and non-verbal language It happens in the realsituation and has little time fo detailed planning Therefore, the fluency isrequired to reach the goal of the conversation

Cameron states that speaking is also important to organize the discourse sothat the interlocutor understands what the speaker says Speaking is importantfor language learners because speaking is the first form of communication They

Note: At this page, the definition of speaking is consulted from Reference number [4].

1.3.1 Grammar: There are several definitions of grammar First, according to

(Richards & Schmidt, 2018)grammar is a description of the structure of

language, such as words and phrases that can become sentences The nextdefinition from (Structure, n.d.) grammar is a set of language system rules andlanguage structures, while from the definition above , it can be concluded thatgrammar is a structure set to make sentences have unified meaning

1.3.2 Pronunciation: According to Harmer (2001), pronunciation is the ability

to produce sounds or expressions from the mouth, which aims to make studentsable to produce clear language.(Kuliah & Kuiah, 2019)

1.3.3 Vocabulary: According to Barnhart (2008), vocabulary is a collection of

distinct words that people employed to carry out operation and communicate.The participation in communication is sustained by vocabulary, which is a keycomponent of language

1.3.4.Fluency.: According to Harmer (2007),fluency is when a person focus on

speaking using clear and effective sentences When a person speaks confidently

without being nervous, it is called fluency The word fluency refers to the ability

to use language quickly and confidently without worry or fear of makingmistakes So it can be said that fluency is a person's focus on speaking clearlyand effectively as possible

1.3.5 Comprehension : According to Hughes (2003), comprehension is a personwho knows about everything Someone who has good comprehension issomeone who is smart in understanding any topic after which they will get asatisfactory score

Pronunciation 1

Pronunciation problems so severe as to makespeech virtually unintelligible

2 Very hard to understand because of

pronunciations problems Must frequently repeat

in order to make him or herself understood

concentrations on the part of listeners andoccasionally lead to misunderstanding

4 Always intelligible, although the listeners are

conscious of a definite accent and occasionalinappropriate intonation patterns

5 Pronunciation and intonation approximate that of a

native speakers

Note: At this page , the aspects of speaking is consulted from Reference number

[5] and the criteria in Reference number [7]

speaker) and receptive skills (of those who are listening or understanding thespeech) The speakers convey their ideas in an appropriate language and otherways which can make their massage understood-the ways which calledcommunicative strategies.

Teaching speaking skill to the students should be based on the aboverecommendations Besides, teaching speaking skill should also be oriented toenable students to speak in English in different situations and genres Proposedfour recommendations for teachers who are going to teach speaking skill First,whatever the activity chosen, it should allow students to talk a lot Teachersshould select speaking activities that demand students to talk a lot The activityshould also be able to involve all the students in the activity It does not onlybetter students who dominate the class Besides, that the activity should be able

to motivate students to participate

2 Practical background

2.1 Background of the study

2.1.1 Description of the English syllabus at upper secondary schools

The new textbooks chosen are English 10, 11- Global Success by Nha XuatBan Giao Duc Each consists of 10 lessons which have been covered through outthe school year with mid-term and end –of- term tests in between Each lesson isdivided into 8 periods with the aim of giving the students basic knowledge ofEnglish and practice four skills: speaking, listening, reading and writing skill

By using this textbook, we can develop our students’ communicativecompetence and our students can learn real things from daily life At the end ofeach term, students have an exam for four skills

2.1.2 Description of the students at upper secondary schools

Most of students of LamKinh high school have already learned English for atleast four years at lower secondary school but many of them are at the low level

of English proficiency Another fact is that most of the students are from ruralareas in Tho Xuan district Consequently, individual differences in learningstyles, identities, attitudes, motivation, etc are unavoidable and may cause theteachers some problems during their teaching In addition, their lack ofawareness on the importance of English as well as motivation makes them notinterested in learning English Although most of them have already learntEnglish for at least four years at lower secondary school, their knowledge ofEnglish is still poor and limited Some students can even hardly say a completesentence in the target language

2.1.3 Description of the teachers at upper secondary schools

At Lam Kinh High School, there are totally 6 teachers of English,including me, aged from 36 to 46 Half of us graduated from Hong DucUniversity in Thanh Hoa province and none of us have been to any Englishspeaking countries The number of female teachers formed the majority (5female teachers and only one male teacher) All of us are enthusiastic with theircareer and had at least 15 years experienced in teaching English

However, in terms of methodology, the teachers in our school usuallyemploy the traditional methods of teaching especially Grammar-translation

Grammar 1 Error in grammar and word order so severe as to

make speech virtually unintelligible

2 Grammar and word order errors make

comprehension difficult Must often rephraseand or restrict him/herself to basic pattern

3 Make frequent errors of grammar and word order

that occasionally obscured meaning

4 Occasionally makes grammatical and or word

orders errors that do not obscure meaning

5 Grammar and word order approximate that of a

native speaker

Vocabulary 1 Vocabulary limitation so extreme so extreme as to

make conversation virtually impossible

2 Misuse of words and very limited vocabulary,

comprehension quite difficult

3 Students frequently uses wrong words,

conversation somewhat limited because ofinadequate vocabulary

4 Students occasionally uses inappropriate term and

or must rephrase ideas because of lexicalinadequacies

5 Use of vocabulary and idioms approximate that of

the native speaker

Fluency 1 Speech so halting and fragmentary as to make

conversation virtually impossible

2 Usually hesitantly, often forced into silence by

language limitations

3 Speech in everyday conversation and classroom

discussion generally fluently disrupted by thestudent’s search for the correct mannerexpression

4 Speech in everyday conversation and classroom

discussion generally fluent with occasionallapses while the students searches for the correctmanner of expression

5 Speech in everyday conversation and classroom

discussion fluent and effortless Approximatingthat of a native speaker

1.4 The Problems of Speaking [3]

According to (Wang, 2014), students have difficulty speaking due to avariety of factors, including trust, listener support, students’ listening capacity,

Note: At this page, the criteria is consulted from Reference number [7], the problems of speaking in Reference number [3

are expected to be able to speak English accurately, fluently, and acceptably inthe daily life Tarigan said that the main point of speaking is for communicating,

so we have to convey the thinking and feeling effectively and the speaker mustunderstand the meaning to be communicated in order to make other peopleunderstand with what they are talking about

Shortly, speaking is an activity that we always do in every time to communicatewith other people and to make a good relationship in society From theexplanation above, the researcher concludes that speaking is a process to conveyand sharing ideas and feelings orally Speaking involved some skills such asvocabulary, pronunciation, accuracy and fluency Students need to master all ofthose elements Speaking, especially in a foreign language, is a very necessaryactivity for all ages of learners because from this activity people can understandwhat others said who use a foreign language too

1.2.The Basic Types of Speaking [5]

According to Brown, types of speaking are

1.2.1 Imitative.: At one end of a continuum of types of speaking performance is

the ability to simply parrot back (imitate) a word or phrase or possibly asentence while this is a purely phonetic level of oral production, a number ofprosodic, lexical, and grammatical properties of language may be included in thecriterion performance

1.2.2.Intensive It is frequently employed in assessment contexts is the

production of short stretches of oral language designed to demonstratecompetence in a narrow band of grammatical, phrasal, lexical, or phonologicalrelationships (such as prosodic elements, intonation, stress, rhythm, juncture

1.2.3 Responsive Interaction and test comprehension but at the somewhat

limited level of very short conversations, standard greetings and small talk,simple request and comments, and the like The stimulus is almost always aspoken prompt (in order to preserve authenticity), with perhaps only one or twofollow up questions

1.2.4 Interactive The difference between responsive and interactive speaking is

in the length and complexity of the interaction, which sometimes includesmultiple exchanges and or multiple participants, interaction can take the twoforms of transactional language

1.2.5 Extensive (monologue) Extensive oral production tasks include speeches,

oral presentations, and storytelling, during which the opportunity for oralinteraction from listeners is either highly limited (perhaps to nonverbalresponses) or ruled out altogether Language style is frequently more

deliberative (planning is involved) and formal for extensive tasks, but we

cannot rule out certain informal monologues such as casually delivered speech

1.3.Aspects of Speaking [5]

Speaking is necessary in all activities of life In speaking, there are aspects use

to make language right, the aspects of speaking are

Note: At this page, the types and aspects of speaking is consulted from Reference number [5]

Teaching speaking to students in the target language is assumed a difficult task

to do since teachers should invite students to get involved in speaking One of

the aims of teaching speaking is to improve students’ speaking ability A teacher should be aware of some following aspects:

- Using techniques that should be intrinsically motivating

- Helping students to acquire language by letting them speak a lot and byproviding information, feedback and encouragement.Drawing on students’positive knowledge and helping them to be active.Consciously maintainingcontrol of exercises

Lewis and Hill further give seven steps to teach speaking moreenjoyable

They were as followed:

* Teacher should exploit opportunities for short spontaneous conversations.Classroom conversation will be most effective if it arises naturally andspontaneously from the text, For example a remark made by a student orsomething which happens during the lesson Teachers should try to create anatural conversation similar to one outside the classroom which happens andflows spontaneously and in which different people contribute in different ways

* The teacher must choose the interesting topic for the students

As soon as the topic turns to be boring for students, drop it immediately andfind other topics that interest students since one of the purposes of speaking is togive students a chance to talk about something that interest them

* Teachers should encourage contributions without interfering

Natural conversation is a relaxed activity in which teachers often take aback seat and students have time to formulate their thought and to decide whatthey wish to say and how to say it

* Conversation does not to be about serious issues

Conversation about very banal topics like a film, news about a mutualfriend, the fact, the bus late, can help students to talk a lot instead of the role ofwomen, population or other topics which student do not care about

* Provocative statements are often better than question

A wrong tagged statement is more effective to stimulate students to involve

in a natural and lively conversation

* Problem solving is often an excellent basis for conversation

Problem solving activities are arrange from simple puzzles to the kind offull-scale management training problems The most important thing is bygenerating natural information gap teachers ensure that language use is aspontaneous, natural activity and more helpful for students to talk a lot

* Teacher should encourage active listening

Teachers should always to teach kinds of responses which encourage students toexpand the statements given Byrne points out that oral communication is aprocess involving both speakers and listeners, as well as productive skills (of the

Note: At this page, the teaching speaking is consulted from Reference number [4]

are expected to be able to speak English accurately, fluently, and acceptably inthe daily life Tarigan said that the main point of speaking is for communicating,

so we have to convey the thinking and feeling effectively and the speaker mustunderstand the meaning to be communicated in order to make other peopleunderstand with what they are talking about

Shortly, speaking is an activity that we always do in every time to communicatewith other people and to make a good relationship in society From theexplanation above, the researcher concludes that speaking is a process to conveyand sharing ideas and feelings orally Speaking involved some skills such asvocabulary, pronunciation, accuracy and fluency Students need to master all ofthose elements Speaking, especially in a foreign language, is a very necessaryactivity for all ages of learners because from this activity people can understandwhat others said who use a foreign language too

1.2.The Basic Types of Speaking [5]

According to Brown, types of speaking are

1.2.1 Imitative.: At one end of a continuum of types of speaking performance is

the ability to simply parrot back (imitate) a word or phrase or possibly asentence while this is a purely phonetic level of oral production, a number ofprosodic, lexical, and grammatical properties of language may be included in thecriterion performance

1.2.2.Intensive It is frequently employed in assessment contexts is the

production of short stretches of oral language designed to demonstratecompetence in a narrow band of grammatical, phrasal, lexical, or phonologicalrelationships (such as prosodic elements, intonation, stress, rhythm, juncture

1.2.3 Responsive Interaction and test comprehension but at the somewhat

limited level of very short conversations, standard greetings and small talk,simple request and comments, and the like The stimulus is almost always aspoken prompt (in order to preserve authenticity), with perhaps only one or twofollow up questions

1.2.4 Interactive The difference between responsive and interactive speaking is

in the length and complexity of the interaction, which sometimes includesmultiple exchanges and or multiple participants, interaction can take the twoforms of transactional language

1.2.5 Extensive (monologue) Extensive oral production tasks include speeches,

oral presentations, and storytelling, during which the opportunity for oralinteraction from listeners is either highly limited (perhaps to nonverbalresponses) or ruled out altogether Language style is frequently more

deliberative (planning is involved) and formal for extensive tasks, but we

cannot rule out certain informal monologues such as casually delivered speech

1.3.Aspects of Speaking [5]

Speaking is necessary in all activities of life In speaking, there are aspects use

to make language right, the aspects of speaking are

Note: At this page, the types and aspects of speaking is consulted from Reference number [5]

speaker) and receptive skills (of those who are listening or understanding thespeech) The speakers convey their ideas in an appropriate language and otherways which can make their massage understood-the ways which calledcommunicative strategies.

Teaching speaking skill to the students should be based on the aboverecommendations Besides, teaching speaking skill should also be oriented toenable students to speak in English in different situations and genres Proposedfour recommendations for teachers who are going to teach speaking skill First,whatever the activity chosen, it should allow students to talk a lot Teachersshould select speaking activities that demand students to talk a lot The activityshould also be able to involve all the students in the activity It does not onlybetter students who dominate the class Besides, that the activity should be able

to motivate students to participate

2 Practical background

2.1 Background of the study

2.1.1 Description of the English syllabus at upper secondary schools

The new textbooks chosen are English 10, 11- Global Success by Nha XuatBan Giao Duc Each consists of 10 lessons which have been covered through outthe school year with mid-term and end –of- term tests in between Each lesson isdivided into 8 periods with the aim of giving the students basic knowledge ofEnglish and practice four skills: speaking, listening, reading and writing skill

By using this textbook, we can develop our students’ communicativecompetence and our students can learn real things from daily life At the end ofeach term, students have an exam for four skills

2.1.2 Description of the students at upper secondary schools

Most of students of LamKinh high school have already learned English for atleast four years at lower secondary school but many of them are at the low level

of English proficiency Another fact is that most of the students are from ruralareas in Tho Xuan district Consequently, individual differences in learningstyles, identities, attitudes, motivation, etc are unavoidable and may cause theteachers some problems during their teaching In addition, their lack ofawareness on the importance of English as well as motivation makes them notinterested in learning English Although most of them have already learntEnglish for at least four years at lower secondary school, their knowledge ofEnglish is still poor and limited Some students can even hardly say a completesentence in the target language

2.1.3 Description of the teachers at upper secondary schools

At Lam Kinh High School, there are totally 6 teachers of English,including me, aged from 36 to 46 Half of us graduated from Hong DucUniversity in Thanh Hoa province and none of us have been to any Englishspeaking countries The number of female teachers formed the majority (5female teachers and only one male teacher) All of us are enthusiastic with theircareer and had at least 15 years experienced in teaching English

However, in terms of methodology, the teachers in our school usuallyemploy the traditional methods of teaching especially Grammar-translation

1.3.1 Grammar: There are several definitions of grammar First, according to

(Richards & Schmidt, 2018)grammar is a description of the structure of

language, such as words and phrases that can become sentences The nextdefinition from (Structure, n.d.) grammar is a set of language system rules andlanguage structures, while from the definition above , it can be concluded thatgrammar is a structure set to make sentences have unified meaning

1.3.2 Pronunciation: According to Harmer (2001), pronunciation is the ability

to produce sounds or expressions from the mouth, which aims to make studentsable to produce clear language.(Kuliah & Kuiah, 2019)

1.3.3 Vocabulary: According to Barnhart (2008), vocabulary is a collection of

distinct words that people employed to carry out operation and communicate.The participation in communication is sustained by vocabulary, which is a keycomponent of language

1.3.4.Fluency.: According to Harmer (2007),fluency is when a person focus on

speaking using clear and effective sentences When a person speaks confidently

without being nervous, it is called fluency The word fluency refers to the ability

to use language quickly and confidently without worry or fear of makingmistakes So it can be said that fluency is a person's focus on speaking clearlyand effectively as possible

1.3.5 Comprehension : According to Hughes (2003), comprehension is a personwho knows about everything Someone who has good comprehension issomeone who is smart in understanding any topic after which they will get asatisfactory score

Pronunciation 1

Pronunciation problems so severe as to makespeech virtually unintelligible

2 Very hard to understand because of

pronunciations problems Must frequently repeat

in order to make him or herself understood

concentrations on the part of listeners andoccasionally lead to misunderstanding

4 Always intelligible, although the listeners are

conscious of a definite accent and occasionalinappropriate intonation patterns

5 Pronunciation and intonation approximate that of a

native speakers

Note: At this page , the aspects of speaking is consulted from Reference number

[5] and the criteria in Reference number [7]

and pressure to perform well Speaking in a foreign language is difficult for

most foreign language learners because learning to speak a foreign languageentails more than understanding its grammatical and semantic rules

Here are severals problems that fall into the category of languageproblems According (Nguyen & Tran, 2015) that students usually have

difficulty in speaking , this is due to a lack of student confidence and support from listeners (Nguyen & Tran, 2015 According to Rababa (2014), there are

many factors that cause students to have difficulty speaking English as a foreignlanguage Factors relate to students who do not have mastery of vocabulary find

it difficult to get meaning or understand conversations Motivation is also a

factor that causes students to have difficulty in speaking English Some students

usually have low motivation to speak English

According to (Education & Program, n.d.) psychological problems ofteninterfere with children's emotional and physical health, life adjustments such asnervousness, lack of confidence and fear of speaking These problems can affect

students' speaking performance So it can be concluded that the problems occur

in students' speaking are lack of vocabulary, lack of confidence when speaking

in front of the class or in public places, lack of motivation from various parties,and psychological problems experienced by a child [3]

1 5.Teaching Speaking [4]

Teaching is learning to be Teaching is an exciting adventure in whichboth the teacher and the students participate Learning means questioning andrepositioning Teachers should always work hard kindle a spark of intellectualcuriosity to stimulate their interest and get them genuinely involved in theprocess of learning Students are urged to actively participate in the class inseveral ways Every students is asked to give a class proved to be beneficial notonly as a learning endeavor, but also as an activity which enhances the student’sself-confidence and helps them far beyond the scope of class.Car says thatteaching cannot be reduced into such skill Academic teacher trainers greatlyoverplayed skills in professional educational circles I agree to his opinion thatteaching merely a skill

Webster’s Collegiate Dictionary says that skill is the ability to use one’sknowledge effectively and readily in execution or performance.The word skillhas two distinctive meanings; first, skill, generally refers to any kinds ofactivities Second, skill that refers to teaching activity, but the skill here isdifferent from others Because the word skill, in the teaching activity, has certaincharacteristics, one must be able to manage the class well, creating goodatmosphere, flexible in using technique or methods, develop, complex students’intellectual, moral, and different from others Teaching speaking is activitieswhich are purposed to make normative, of life Later on, teaching is a skillactivity, but it is special skill that is students are able to speak in foreignlanguage accurately communicatively, and bring the elements of speaking

Note: At this page, the problems of speaking is consulted from Reference number [3], the teaching speaking is consulted from Reference number [4]

method They often apply this method in teaching English In other words, theyfocus on analyzing the grammar rules, not on the acquisition of language skills.

They spend most of the classroom time explaining new words, analyzinggrammar structures and translating texts into Vietnamese Students often listenand take notes passively This leads to low motivation in students and createsvery few chances for them to improve their communicative competence

2.1.4 Description of physical setting

In most upper secondary schools, English teaching and learning activitiesare mostly carried out inside the classrooms which are designed for lecturelessons with the only classroom equipment: a blackboard, tables and a desk Theonly type of teaching aid that the English group has is some cassette recordersand pictures In term of class size, the number of students in an English class isquite large, from 40 to 50 This large number causes a great deal of difficultiesfor the teaching and learning activities The materials for reference and self-study are not available for teachers and students at schools In the school library,there are only some English books that are not really helpful for teachers andstudents

2.2 Difficulties

2.2.1 Students’difficulties in learning speaking skill

The information from the data collected clearly shows students havemany difficulties in learning grammar, pronouncing, especially in learningspeaking Students’ limitation of grammar , vocabulary, pronunciation , ideasleads to the difficulties in mastering speaking skills Even they can’t find outany suitable methods to follow when they want to concentrate on learningspeaking

In addition, many teachers of English at high schools don’t care muchabout teaching speaking They only pay attention to grammar and reading forthe final exams That is the reason why speaking skill is ignored

2.2.2 Teachers’ difficulties when teaching speaking

Not only the students but also the teachers at LamKinh high school

coped with numerous problems when teaching speaking The difficulties the teachers at LamKinh high school were coping with were the factors from the students such as the low level of English proficiency of the students, low

background knowledge and their low motivation The next difficulty was the problem of large class There are so many students in a class that teachers are dificult to control the students They had to face difficulties in shortening a biggap among their students’ different abilities In the same class, some students who were good at English were attentive and active while many others were de-motivated and ignore the lesson The good ones usually dominated the

activities that pair work and group work were needed while the weaker ones were shy and even contributed nothing

With all the difficulties mentioned above, it was necessary to have

workable solutions to overcome the existing problems for further

improvement of teaching and learning speaking in English lessons

3 Applying IELTS Speaking test format in lessons

Grammar 1 Error in grammar and word order so severe as to

make speech virtually unintelligible

2 Grammar and word order errors make

comprehension difficult Must often rephraseand or restrict him/herself to basic pattern

3 Make frequent errors of grammar and word order

that occasionally obscured meaning

4 Occasionally makes grammatical and or word

orders errors that do not obscure meaning

5 Grammar and word order approximate that of a

native speaker

Vocabulary 1 Vocabulary limitation so extreme so extreme as to

make conversation virtually impossible

2 Misuse of words and very limited vocabulary,

comprehension quite difficult

3 Students frequently uses wrong words,

conversation somewhat limited because ofinadequate vocabulary

4 Students occasionally uses inappropriate term and

or must rephrase ideas because of lexicalinadequacies

5 Use of vocabulary and idioms approximate that of

the native speaker

Fluency 1 Speech so halting and fragmentary as to make

conversation virtually impossible

2 Usually hesitantly, often forced into silence by

language limitations

3 Speech in everyday conversation and classroom

discussion generally fluently disrupted by thestudent’s search for the correct mannerexpression

4 Speech in everyday conversation and classroom

discussion generally fluent with occasionallapses while the students searches for the correctmanner of expression

5 Speech in everyday conversation and classroom

discussion fluent and effortless Approximatingthat of a native speaker

1.4 The Problems of Speaking [3]

According to (Wang, 2014), students have difficulty speaking due to avariety of factors, including trust, listener support, students’ listening capacity,

Note: At this page, the criteria is consulted from Reference number [7], the problems of speaking in Reference number [3

Teaching speaking to students in the target language is assumed a difficult task

to do since teachers should invite students to get involved in speaking One of

the aims of teaching speaking is to improve students’ speaking ability A teacher should be aware of some following aspects:

- Using techniques that should be intrinsically motivating

- Helping students to acquire language by letting them speak a lot and byproviding information, feedback and encouragement.Drawing on students’positive knowledge and helping them to be active.Consciously maintainingcontrol of exercises

Lewis and Hill further give seven steps to teach speaking moreenjoyable

They were as followed:

* Teacher should exploit opportunities for short spontaneous conversations.Classroom conversation will be most effective if it arises naturally andspontaneously from the text, For example a remark made by a student orsomething which happens during the lesson Teachers should try to create anatural conversation similar to one outside the classroom which happens andflows spontaneously and in which different people contribute in different ways

* The teacher must choose the interesting topic for the students

As soon as the topic turns to be boring for students, drop it immediately andfind other topics that interest students since one of the purposes of speaking is togive students a chance to talk about something that interest them

* Teachers should encourage contributions without interfering

Natural conversation is a relaxed activity in which teachers often take aback seat and students have time to formulate their thought and to decide whatthey wish to say and how to say it

* Conversation does not to be about serious issues

Conversation about very banal topics like a film, news about a mutualfriend, the fact, the bus late, can help students to talk a lot instead of the role ofwomen, population or other topics which student do not care about

* Provocative statements are often better than question

A wrong tagged statement is more effective to stimulate students to involve

in a natural and lively conversation

* Problem solving is often an excellent basis for conversation

Problem solving activities are arrange from simple puzzles to the kind offull-scale management training problems The most important thing is bygenerating natural information gap teachers ensure that language use is aspontaneous, natural activity and more helpful for students to talk a lot

* Teacher should encourage active listening

Teachers should always to teach kinds of responses which encourage students toexpand the statements given Byrne points out that oral communication is aprocess involving both speakers and listeners, as well as productive skills (of the

Note: At this page, the teaching speaking is consulted from Reference number [4]

are expected to be able to speak English accurately, fluently, and acceptably inthe daily life Tarigan said that the main point of speaking is for communicating,

so we have to convey the thinking and feeling effectively and the speaker mustunderstand the meaning to be communicated in order to make other peopleunderstand with what they are talking about

Shortly, speaking is an activity that we always do in every time to communicatewith other people and to make a good relationship in society From theexplanation above, the researcher concludes that speaking is a process to conveyand sharing ideas and feelings orally Speaking involved some skills such asvocabulary, pronunciation, accuracy and fluency Students need to master all ofthose elements Speaking, especially in a foreign language, is a very necessaryactivity for all ages of learners because from this activity people can understandwhat others said who use a foreign language too

1.2.The Basic Types of Speaking [5]

According to Brown, types of speaking are

1.2.1 Imitative.: At one end of a continuum of types of speaking performance is

the ability to simply parrot back (imitate) a word or phrase or possibly asentence while this is a purely phonetic level of oral production, a number ofprosodic, lexical, and grammatical properties of language may be included in thecriterion performance

1.2.2.Intensive It is frequently employed in assessment contexts is the

production of short stretches of oral language designed to demonstratecompetence in a narrow band of grammatical, phrasal, lexical, or phonologicalrelationships (such as prosodic elements, intonation, stress, rhythm, juncture

1.2.3 Responsive Interaction and test comprehension but at the somewhat

limited level of very short conversations, standard greetings and small talk,simple request and comments, and the like The stimulus is almost always aspoken prompt (in order to preserve authenticity), with perhaps only one or twofollow up questions

1.2.4 Interactive The difference between responsive and interactive speaking is

in the length and complexity of the interaction, which sometimes includesmultiple exchanges and or multiple participants, interaction can take the twoforms of transactional language

1.2.5 Extensive (monologue) Extensive oral production tasks include speeches,

oral presentations, and storytelling, during which the opportunity for oralinteraction from listeners is either highly limited (perhaps to nonverbalresponses) or ruled out altogether Language style is frequently more

deliberative (planning is involved) and formal for extensive tasks, but we

cannot rule out certain informal monologues such as casually delivered speech

1.3.Aspects of Speaking [5]

Speaking is necessary in all activities of life In speaking, there are aspects use

to make language right, the aspects of speaking are

Note: At this page, the types and aspects of speaking is consulted from Reference number [5]

Grammar 1 Error in grammar and word order so severe as to

make speech virtually unintelligible

2 Grammar and word order errors make

comprehension difficult Must often rephraseand or restrict him/herself to basic pattern

3 Make frequent errors of grammar and word order

that occasionally obscured meaning

4 Occasionally makes grammatical and or word

orders errors that do not obscure meaning

5 Grammar and word order approximate that of a

native speaker

Vocabulary 1 Vocabulary limitation so extreme so extreme as to

make conversation virtually impossible

2 Misuse of words and very limited vocabulary,

comprehension quite difficult

3 Students frequently uses wrong words,

conversation somewhat limited because ofinadequate vocabulary

4 Students occasionally uses inappropriate term and

or must rephrase ideas because of lexicalinadequacies

5 Use of vocabulary and idioms approximate that of

the native speaker

Fluency 1 Speech so halting and fragmentary as to make

conversation virtually impossible

2 Usually hesitantly, often forced into silence by

language limitations

3 Speech in everyday conversation and classroom

discussion generally fluently disrupted by thestudent’s search for the correct mannerexpression

4 Speech in everyday conversation and classroom

discussion generally fluent with occasionallapses while the students searches for the correctmanner of expression

5 Speech in everyday conversation and classroom

discussion fluent and effortless Approximatingthat of a native speaker

1.4 The Problems of Speaking [3]

According to (Wang, 2014), students have difficulty speaking due to avariety of factors, including trust, listener support, students’ listening capacity,

Note: At this page, the criteria is consulted from Reference number [7], the problems of speaking in Reference number [3

speaker) and receptive skills (of those who are listening or understanding thespeech) The speakers convey their ideas in an appropriate language and otherways which can make their massage understood-the ways which calledcommunicative strategies.

Teaching speaking skill to the students should be based on the aboverecommendations Besides, teaching speaking skill should also be oriented toenable students to speak in English in different situations and genres Proposedfour recommendations for teachers who are going to teach speaking skill First,whatever the activity chosen, it should allow students to talk a lot Teachersshould select speaking activities that demand students to talk a lot The activityshould also be able to involve all the students in the activity It does not onlybetter students who dominate the class Besides, that the activity should be able

to motivate students to participate

2 Practical background

2.1 Background of the study

2.1.1 Description of the English syllabus at upper secondary schools

The new textbooks chosen are English 10, 11- Global Success by Nha XuatBan Giao Duc Each consists of 10 lessons which have been covered through outthe school year with mid-term and end –of- term tests in between Each lesson isdivided into 8 periods with the aim of giving the students basic knowledge ofEnglish and practice four skills: speaking, listening, reading and writing skill

By using this textbook, we can develop our students’ communicativecompetence and our students can learn real things from daily life At the end ofeach term, students have an exam for four skills

2.1.2 Description of the students at upper secondary schools

Most of students of LamKinh high school have already learned English for atleast four years at lower secondary school but many of them are at the low level

of English proficiency Another fact is that most of the students are from ruralareas in Tho Xuan district Consequently, individual differences in learningstyles, identities, attitudes, motivation, etc are unavoidable and may cause theteachers some problems during their teaching In addition, their lack ofawareness on the importance of English as well as motivation makes them notinterested in learning English Although most of them have already learntEnglish for at least four years at lower secondary school, their knowledge ofEnglish is still poor and limited Some students can even hardly say a completesentence in the target language

2.1.3 Description of the teachers at upper secondary schools

At Lam Kinh High School, there are totally 6 teachers of English,including me, aged from 36 to 46 Half of us graduated from Hong DucUniversity in Thanh Hoa province and none of us have been to any Englishspeaking countries The number of female teachers formed the majority (5female teachers and only one male teacher) All of us are enthusiastic with theircareer and had at least 15 years experienced in teaching English

However, in terms of methodology, the teachers in our school usuallyemploy the traditional methods of teaching especially Grammar-translation

method They often apply this method in teaching English In other words, theyfocus on analyzing the grammar rules, not on the acquisition of language skills.

They spend most of the classroom time explaining new words, analyzinggrammar structures and translating texts into Vietnamese Students often listenand take notes passively This leads to low motivation in students and createsvery few chances for them to improve their communicative competence

2.1.4 Description of physical setting

In most upper secondary schools, English teaching and learning activitiesare mostly carried out inside the classrooms which are designed for lecturelessons with the only classroom equipment: a blackboard, tables and a desk Theonly type of teaching aid that the English group has is some cassette recordersand pictures In term of class size, the number of students in an English class isquite large, from 40 to 50 This large number causes a great deal of difficultiesfor the teaching and learning activities The materials for reference and self-study are not available for teachers and students at schools In the school library,there are only some English books that are not really helpful for teachers andstudents

2.2 Difficulties

2.2.1 Students’difficulties in learning speaking skill

The information from the data collected clearly shows students havemany difficulties in learning grammar, pronouncing, especially in learningspeaking Students’ limitation of grammar , vocabulary, pronunciation , ideasleads to the difficulties in mastering speaking skills Even they can’t find outany suitable methods to follow when they want to concentrate on learningspeaking

In addition, many teachers of English at high schools don’t care muchabout teaching speaking They only pay attention to grammar and reading forthe final exams That is the reason why speaking skill is ignored

2.2.2 Teachers’ difficulties when teaching speaking

Not only the students but also the teachers at LamKinh high school

coped with numerous problems when teaching speaking The difficulties the teachers at LamKinh high school were coping with were the factors from the students such as the low level of English proficiency of the students, low

background knowledge and their low motivation The next difficulty was the problem of large class There are so many students in a class that teachers are dificult to control the students They had to face difficulties in shortening a biggap among their students’ different abilities In the same class, some students who were good at English were attentive and active while many others were de-motivated and ignore the lesson The good ones usually dominated the

activities that pair work and group work were needed while the weaker ones were shy and even contributed nothing

With all the difficulties mentioned above, it was necessary to have

workable solutions to overcome the existing problems for further

improvement of teaching and learning speaking in English lessons

3 Applying IELTS Speaking test format in lessons

method They often apply this method in teaching English In other words, theyfocus on analyzing the grammar rules, not on the acquisition of language skills.

They spend most of the classroom time explaining new words, analyzinggrammar structures and translating texts into Vietnamese Students often listenand take notes passively This leads to low motivation in students and createsvery few chances for them to improve their communicative competence

2.1.4 Description of physical setting

In most upper secondary schools, English teaching and learning activitiesare mostly carried out inside the classrooms which are designed for lecturelessons with the only classroom equipment: a blackboard, tables and a desk Theonly type of teaching aid that the English group has is some cassette recordersand pictures In term of class size, the number of students in an English class isquite large, from 40 to 50 This large number causes a great deal of difficultiesfor the teaching and learning activities The materials for reference and self-study are not available for teachers and students at schools In the school library,there are only some English books that are not really helpful for teachers andstudents

2.2 Difficulties

2.2.1 Students’difficulties in learning speaking skill

The information from the data collected clearly shows students havemany difficulties in learning grammar, pronouncing, especially in learningspeaking Students’ limitation of grammar , vocabulary, pronunciation , ideasleads to the difficulties in mastering speaking skills Even they can’t find outany suitable methods to follow when they want to concentrate on learningspeaking

In addition, many teachers of English at high schools don’t care muchabout teaching speaking They only pay attention to grammar and reading forthe final exams That is the reason why speaking skill is ignored

2.2.2 Teachers’ difficulties when teaching speaking

Not only the students but also the teachers at LamKinh high school

coped with numerous problems when teaching speaking The difficulties the teachers at LamKinh high school were coping with were the factors from the students such as the low level of English proficiency of the students, low

background knowledge and their low motivation The next difficulty was the problem of large class There are so many students in a class that teachers are dificult to control the students They had to face difficulties in shortening a biggap among their students’ different abilities In the same class, some students who were good at English were attentive and active while many others were de-motivated and ignore the lesson The good ones usually dominated the

activities that pair work and group work were needed while the weaker ones were shy and even contributed nothing

With all the difficulties mentioned above, it was necessary to have

workable solutions to overcome the existing problems for further

improvement of teaching and learning speaking in English lessons

3 Applying IELTS Speaking test format in lessons

Grammar 1 Error in grammar and word order so severe as to

make speech virtually unintelligible

2 Grammar and word order errors make

comprehension difficult Must often rephraseand or restrict him/herself to basic pattern

3 Make frequent errors of grammar and word order

that occasionally obscured meaning

4 Occasionally makes grammatical and or word

orders errors that do not obscure meaning

5 Grammar and word order approximate that of a

native speaker

Vocabulary 1 Vocabulary limitation so extreme so extreme as to

make conversation virtually impossible

2 Misuse of words and very limited vocabulary,

comprehension quite difficult

3 Students frequently uses wrong words,

conversation somewhat limited because ofinadequate vocabulary

4 Students occasionally uses inappropriate term and

or must rephrase ideas because of lexicalinadequacies

5 Use of vocabulary and idioms approximate that of

the native speaker

Fluency 1 Speech so halting and fragmentary as to make

conversation virtually impossible

2 Usually hesitantly, often forced into silence by

language limitations

3 Speech in everyday conversation and classroom

discussion generally fluently disrupted by thestudent’s search for the correct mannerexpression

4 Speech in everyday conversation and classroom

discussion generally fluent with occasionallapses while the students searches for the correctmanner of expression

5 Speech in everyday conversation and classroom

discussion fluent and effortless Approximatingthat of a native speaker

1.4 The Problems of Speaking [3]

According to (Wang, 2014), students have difficulty speaking due to avariety of factors, including trust, listener support, students’ listening capacity,

Note: At this page, the criteria is consulted from Reference number [7], the problems of speaking in Reference number [3

Teaching speaking to students in the target language is assumed a difficult task

to do since teachers should invite students to get involved in speaking One of

the aims of teaching speaking is to improve students’ speaking ability A teacher should be aware of some following aspects:

- Using techniques that should be intrinsically motivating

- Helping students to acquire language by letting them speak a lot and byproviding information, feedback and encouragement.Drawing on students’positive knowledge and helping them to be active.Consciously maintainingcontrol of exercises

Lewis and Hill further give seven steps to teach speaking moreenjoyable

They were as followed:

* Teacher should exploit opportunities for short spontaneous conversations.Classroom conversation will be most effective if it arises naturally andspontaneously from the text, For example a remark made by a student orsomething which happens during the lesson Teachers should try to create anatural conversation similar to one outside the classroom which happens andflows spontaneously and in which different people contribute in different ways

* The teacher must choose the interesting topic for the students

As soon as the topic turns to be boring for students, drop it immediately andfind other topics that interest students since one of the purposes of speaking is togive students a chance to talk about something that interest them

* Teachers should encourage contributions without interfering

Natural conversation is a relaxed activity in which teachers often take aback seat and students have time to formulate their thought and to decide whatthey wish to say and how to say it

* Conversation does not to be about serious issues

Conversation about very banal topics like a film, news about a mutualfriend, the fact, the bus late, can help students to talk a lot instead of the role ofwomen, population or other topics which student do not care about

* Provocative statements are often better than question

A wrong tagged statement is more effective to stimulate students to involve

in a natural and lively conversation

* Problem solving is often an excellent basis for conversation

Problem solving activities are arrange from simple puzzles to the kind offull-scale management training problems The most important thing is bygenerating natural information gap teachers ensure that language use is aspontaneous, natural activity and more helpful for students to talk a lot

* Teacher should encourage active listening

Teachers should always to teach kinds of responses which encourage students toexpand the statements given Byrne points out that oral communication is aprocess involving both speakers and listeners, as well as productive skills (of the

Note: At this page, the teaching speaking is consulted from Reference number [4]

speaker) and receptive skills (of those who are listening or understanding thespeech) The speakers convey their ideas in an appropriate language and otherways which can make their massage understood-the ways which calledcommunicative strategies.

Teaching speaking skill to the students should be based on the aboverecommendations Besides, teaching speaking skill should also be oriented toenable students to speak in English in different situations and genres Proposedfour recommendations for teachers who are going to teach speaking skill First,whatever the activity chosen, it should allow students to talk a lot Teachersshould select speaking activities that demand students to talk a lot The activityshould also be able to involve all the students in the activity It does not onlybetter students who dominate the class Besides, that the activity should be able

to motivate students to participate

2 Practical background

2.1 Background of the study

2.1.1 Description of the English syllabus at upper secondary schools

The new textbooks chosen are English 10, 11- Global Success by Nha XuatBan Giao Duc Each consists of 10 lessons which have been covered through outthe school year with mid-term and end –of- term tests in between Each lesson isdivided into 8 periods with the aim of giving the students basic knowledge ofEnglish and practice four skills: speaking, listening, reading and writing skill

By using this textbook, we can develop our students’ communicativecompetence and our students can learn real things from daily life At the end ofeach term, students have an exam for four skills

2.1.2 Description of the students at upper secondary schools

Most of students of LamKinh high school have already learned English for atleast four years at lower secondary school but many of them are at the low level

of English proficiency Another fact is that most of the students are from ruralareas in Tho Xuan district Consequently, individual differences in learningstyles, identities, attitudes, motivation, etc are unavoidable and may cause theteachers some problems during their teaching In addition, their lack ofawareness on the importance of English as well as motivation makes them notinterested in learning English Although most of them have already learntEnglish for at least four years at lower secondary school, their knowledge ofEnglish is still poor and limited Some students can even hardly say a completesentence in the target language

2.1.3 Description of the teachers at upper secondary schools

At Lam Kinh High School, there are totally 6 teachers of English,including me, aged from 36 to 46 Half of us graduated from Hong DucUniversity in Thanh Hoa province and none of us have been to any Englishspeaking countries The number of female teachers formed the majority (5female teachers and only one male teacher) All of us are enthusiastic with theircareer and had at least 15 years experienced in teaching English

However, in terms of methodology, the teachers in our school usuallyemploy the traditional methods of teaching especially Grammar-translation

are expected to be able to speak English accurately, fluently, and acceptably inthe daily life Tarigan said that the main point of speaking is for communicating,

so we have to convey the thinking and feeling effectively and the speaker mustunderstand the meaning to be communicated in order to make other peopleunderstand with what they are talking about

Shortly, speaking is an activity that we always do in every time to communicatewith other people and to make a good relationship in society From theexplanation above, the researcher concludes that speaking is a process to conveyand sharing ideas and feelings orally Speaking involved some skills such asvocabulary, pronunciation, accuracy and fluency Students need to master all ofthose elements Speaking, especially in a foreign language, is a very necessaryactivity for all ages of learners because from this activity people can understandwhat others said who use a foreign language too

1.2.The Basic Types of Speaking [5]

According to Brown, types of speaking are

1.2.1 Imitative.: At one end of a continuum of types of speaking performance is

the ability to simply parrot back (imitate) a word or phrase or possibly asentence while this is a purely phonetic level of oral production, a number ofprosodic, lexical, and grammatical properties of language may be included in thecriterion performance

1.2.2.Intensive It is frequently employed in assessment contexts is the

production of short stretches of oral language designed to demonstratecompetence in a narrow band of grammatical, phrasal, lexical, or phonologicalrelationships (such as prosodic elements, intonation, stress, rhythm, juncture

1.2.3 Responsive Interaction and test comprehension but at the somewhat

limited level of very short conversations, standard greetings and small talk,simple request and comments, and the like The stimulus is almost always aspoken prompt (in order to preserve authenticity), with perhaps only one or twofollow up questions

1.2.4 Interactive The difference between responsive and interactive speaking is

in the length and complexity of the interaction, which sometimes includesmultiple exchanges and or multiple participants, interaction can take the twoforms of transactional language

1.2.5 Extensive (monologue) Extensive oral production tasks include speeches,

oral presentations, and storytelling, during which the opportunity for oralinteraction from listeners is either highly limited (perhaps to nonverbalresponses) or ruled out altogether Language style is frequently more

deliberative (planning is involved) and formal for extensive tasks, but we

cannot rule out certain informal monologues such as casually delivered speech

1.3.Aspects of Speaking [5]

Speaking is necessary in all activities of life In speaking, there are aspects use

to make language right, the aspects of speaking are

Note: At this page, the types and aspects of speaking is consulted from Reference number [5]

method They often apply this method in teaching English In other words, theyfocus on analyzing the grammar rules, not on the acquisition of language skills.

They spend most of the classroom time explaining new words, analyzinggrammar structures and translating texts into Vietnamese Students often listenand take notes passively This leads to low motivation in students and createsvery few chances for them to improve their communicative competence

2.1.4 Description of physical setting

In most upper secondary schools, English teaching and learning activitiesare mostly carried out inside the classrooms which are designed for lecturelessons with the only classroom equipment: a blackboard, tables and a desk Theonly type of teaching aid that the English group has is some cassette recordersand pictures In term of class size, the number of students in an English class isquite large, from 40 to 50 This large number causes a great deal of difficultiesfor the teaching and learning activities The materials for reference and self-study are not available for teachers and students at schools In the school library,there are only some English books that are not really helpful for teachers andstudents

2.2 Difficulties

2.2.1 Students’difficulties in learning speaking skill

The information from the data collected clearly shows students havemany difficulties in learning grammar, pronouncing, especially in learningspeaking Students’ limitation of grammar , vocabulary, pronunciation , ideasleads to the difficulties in mastering speaking skills Even they can’t find outany suitable methods to follow when they want to concentrate on learningspeaking

In addition, many teachers of English at high schools don’t care muchabout teaching speaking They only pay attention to grammar and reading forthe final exams That is the reason why speaking skill is ignored

2.2.2 Teachers’ difficulties when teaching speaking

Not only the students but also the teachers at LamKinh high school

coped with numerous problems when teaching speaking The difficulties the teachers at LamKinh high school were coping with were the factors from the students such as the low level of English proficiency of the students, low

background knowledge and their low motivation The next difficulty was the problem of large class There are so many students in a class that teachers are dificult to control the students They had to face difficulties in shortening a biggap among their students’ different abilities In the same class, some students who were good at English were attentive and active while many others were de-motivated and ignore the lesson The good ones usually dominated the

activities that pair work and group work were needed while the weaker ones were shy and even contributed nothing

With all the difficulties mentioned above, it was necessary to have

workable solutions to overcome the existing problems for further

improvement of teaching and learning speaking in English lessons

3 Applying IELTS Speaking test format in lessons

and pressure to perform well Speaking in a foreign language is difficult for

most foreign language learners because learning to speak a foreign languageentails more than understanding its grammatical and semantic rules

Here are severals problems that fall into the category of languageproblems According (Nguyen & Tran, 2015) that students usually have

difficulty in speaking , this is due to a lack of student confidence and support from listeners (Nguyen & Tran, 2015 According to Rababa (2014), there are

many factors that cause students to have difficulty speaking English as a foreignlanguage Factors relate to students who do not have mastery of vocabulary find

it difficult to get meaning or understand conversations Motivation is also a

factor that causes students to have difficulty in speaking English Some students

usually have low motivation to speak English

According to (Education & Program, n.d.) psychological problems ofteninterfere with children's emotional and physical health, life adjustments such asnervousness, lack of confidence and fear of speaking These problems can affect

students' speaking performance So it can be concluded that the problems occur

in students' speaking are lack of vocabulary, lack of confidence when speaking

in front of the class or in public places, lack of motivation from various parties,and psychological problems experienced by a child [3]

1 5.Teaching Speaking [4]

Teaching is learning to be Teaching is an exciting adventure in whichboth the teacher and the students participate Learning means questioning andrepositioning Teachers should always work hard kindle a spark of intellectualcuriosity to stimulate their interest and get them genuinely involved in theprocess of learning Students are urged to actively participate in the class inseveral ways Every students is asked to give a class proved to be beneficial notonly as a learning endeavor, but also as an activity which enhances the student’sself-confidence and helps them far beyond the scope of class.Car says thatteaching cannot be reduced into such skill Academic teacher trainers greatlyoverplayed skills in professional educational circles I agree to his opinion thatteaching merely a skill

Webster’s Collegiate Dictionary says that skill is the ability to use one’sknowledge effectively and readily in execution or performance.The word skillhas two distinctive meanings; first, skill, generally refers to any kinds ofactivities Second, skill that refers to teaching activity, but the skill here isdifferent from others Because the word skill, in the teaching activity, has certaincharacteristics, one must be able to manage the class well, creating goodatmosphere, flexible in using technique or methods, develop, complex students’intellectual, moral, and different from others Teaching speaking is activitieswhich are purposed to make normative, of life Later on, teaching is a skillactivity, but it is special skill that is students are able to speak in foreignlanguage accurately communicatively, and bring the elements of speaking

Note: At this page, the problems of speaking is consulted from Reference number [3], the teaching speaking is consulted from Reference number [4]

Teaching speaking to students in the target language is assumed a difficult task

to do since teachers should invite students to get involved in speaking One of

the aims of teaching speaking is to improve students’ speaking ability A teacher should be aware of some following aspects:

- Using techniques that should be intrinsically motivating

- Helping students to acquire language by letting them speak a lot and byproviding information, feedback and encouragement.Drawing on students’positive knowledge and helping them to be active.Consciously maintainingcontrol of exercises

Lewis and Hill further give seven steps to teach speaking moreenjoyable

They were as followed:

* Teacher should exploit opportunities for short spontaneous conversations.Classroom conversation will be most effective if it arises naturally andspontaneously from the text, For example a remark made by a student orsomething which happens during the lesson Teachers should try to create anatural conversation similar to one outside the classroom which happens andflows spontaneously and in which different people contribute in different ways

* The teacher must choose the interesting topic for the students

As soon as the topic turns to be boring for students, drop it immediately andfind other topics that interest students since one of the purposes of speaking is togive students a chance to talk about something that interest them

* Teachers should encourage contributions without interfering

Natural conversation is a relaxed activity in which teachers often take aback seat and students have time to formulate their thought and to decide whatthey wish to say and how to say it

* Conversation does not to be about serious issues

Conversation about very banal topics like a film, news about a mutualfriend, the fact, the bus late, can help students to talk a lot instead of the role ofwomen, population or other topics which student do not care about

* Provocative statements are often better than question

A wrong tagged statement is more effective to stimulate students to involve

in a natural and lively conversation

* Problem solving is often an excellent basis for conversation

Problem solving activities are arrange from simple puzzles to the kind offull-scale management training problems The most important thing is bygenerating natural information gap teachers ensure that language use is aspontaneous, natural activity and more helpful for students to talk a lot

* Teacher should encourage active listening

Teachers should always to teach kinds of responses which encourage students toexpand the statements given Byrne points out that oral communication is aprocess involving both speakers and listeners, as well as productive skills (of the

Note: At this page, the teaching speaking is consulted from Reference number [4]

are expected to be able to speak English accurately, fluently, and acceptably inthe daily life Tarigan said that the main point of speaking is for communicating,

so we have to convey the thinking and feeling effectively and the speaker mustunderstand the meaning to be communicated in order to make other peopleunderstand with what they are talking about

Shortly, speaking is an activity that we always do in every time to communicatewith other people and to make a good relationship in society From theexplanation above, the researcher concludes that speaking is a process to conveyand sharing ideas and feelings orally Speaking involved some skills such asvocabulary, pronunciation, accuracy and fluency Students need to master all ofthose elements Speaking, especially in a foreign language, is a very necessaryactivity for all ages of learners because from this activity people can understandwhat others said who use a foreign language too

1.2.The Basic Types of Speaking [5]

According to Brown, types of speaking are

1.2.1 Imitative.: At one end of a continuum of types of speaking performance is

the ability to simply parrot back (imitate) a word or phrase or possibly asentence while this is a purely phonetic level of oral production, a number ofprosodic, lexical, and grammatical properties of language may be included in thecriterion performance

1.2.2.Intensive It is frequently employed in assessment contexts is the

production of short stretches of oral language designed to demonstratecompetence in a narrow band of grammatical, phrasal, lexical, or phonologicalrelationships (such as prosodic elements, intonation, stress, rhythm, juncture

1.2.3 Responsive Interaction and test comprehension but at the somewhat

limited level of very short conversations, standard greetings and small talk,simple request and comments, and the like The stimulus is almost always aspoken prompt (in order to preserve authenticity), with perhaps only one or twofollow up questions

1.2.4 Interactive The difference between responsive and interactive speaking is

in the length and complexity of the interaction, which sometimes includesmultiple exchanges and or multiple participants, interaction can take the twoforms of transactional language

1.2.5 Extensive (monologue) Extensive oral production tasks include speeches,

oral presentations, and storytelling, during which the opportunity for oralinteraction from listeners is either highly limited (perhaps to nonverbalresponses) or ruled out altogether Language style is frequently more

deliberative (planning is involved) and formal for extensive tasks, but we

cannot rule out certain informal monologues such as casually delivered speech

1.3.Aspects of Speaking [5]

Speaking is necessary in all activities of life In speaking, there are aspects use

to make language right, the aspects of speaking are

Note: At this page, the types and aspects of speaking is consulted from Reference number [5]

1.3.1 Grammar: There are several definitions of grammar First, according to

(Richards & Schmidt, 2018)grammar is a description of the structure of

language, such as words and phrases that can become sentences The nextdefinition from (Structure, n.d.) grammar is a set of language system rules andlanguage structures, while from the definition above , it can be concluded thatgrammar is a structure set to make sentences have unified meaning

1.3.2 Pronunciation: According to Harmer (2001), pronunciation is the ability

to produce sounds or expressions from the mouth, which aims to make studentsable to produce clear language.(Kuliah & Kuiah, 2019)

1.3.3 Vocabulary: According to Barnhart (2008), vocabulary is a collection of

distinct words that people employed to carry out operation and communicate.The participation in communication is sustained by vocabulary, which is a keycomponent of language

1.3.4.Fluency.: According to Harmer (2007),fluency is when a person focus on

speaking using clear and effective sentences When a person speaks confidently

without being nervous, it is called fluency The word fluency refers to the ability

to use language quickly and confidently without worry or fear of makingmistakes So it can be said that fluency is a person's focus on speaking clearlyand effectively as possible

1.3.5 Comprehension : According to Hughes (2003), comprehension is a personwho knows about everything Someone who has good comprehension issomeone who is smart in understanding any topic after which they will get asatisfactory score

Pronunciation 1

Pronunciation problems so severe as to makespeech virtually unintelligible

2 Very hard to understand because of

pronunciations problems Must frequently repeat

in order to make him or herself understood

concentrations on the part of listeners andoccasionally lead to misunderstanding

4 Always intelligible, although the listeners are

conscious of a definite accent and occasionalinappropriate intonation patterns

5 Pronunciation and intonation approximate that of a

native speakers

Note: At this page , the aspects of speaking is consulted from Reference number

[5] and the criteria in Reference number [7]

and pressure to perform well Speaking in a foreign language is difficult for

most foreign language learners because learning to speak a foreign languageentails more than understanding its grammatical and semantic rules

Here are severals problems that fall into the category of languageproblems According (Nguyen & Tran, 2015) that students usually have

difficulty in speaking , this is due to a lack of student confidence and support from listeners (Nguyen & Tran, 2015 According to Rababa (2014), there are

many factors that cause students to have difficulty speaking English as a foreignlanguage Factors relate to students who do not have mastery of vocabulary find

it difficult to get meaning or understand conversations Motivation is also a

factor that causes students to have difficulty in speaking English Some students

usually have low motivation to speak English

According to (Education & Program, n.d.) psychological problems ofteninterfere with children's emotional and physical health, life adjustments such asnervousness, lack of confidence and fear of speaking These problems can affect

students' speaking performance So it can be concluded that the problems occur

in students' speaking are lack of vocabulary, lack of confidence when speaking

in front of the class or in public places, lack of motivation from various parties,and psychological problems experienced by a child [3]

1 5.Teaching Speaking [4]

Teaching is learning to be Teaching is an exciting adventure in whichboth the teacher and the students participate Learning means questioning andrepositioning Teachers should always work hard kindle a spark of intellectualcuriosity to stimulate their interest and get them genuinely involved in theprocess of learning Students are urged to actively participate in the class inseveral ways Every students is asked to give a class proved to be beneficial notonly as a learning endeavor, but also as an activity which enhances the student’sself-confidence and helps them far beyond the scope of class.Car says thatteaching cannot be reduced into such skill Academic teacher trainers greatlyoverplayed skills in professional educational circles I agree to his opinion thatteaching merely a skill

Webster’s Collegiate Dictionary says that skill is the ability to use one’sknowledge effectively and readily in execution or performance.The word skillhas two distinctive meanings; first, skill, generally refers to any kinds ofactivities Second, skill that refers to teaching activity, but the skill here isdifferent from others Because the word skill, in the teaching activity, has certaincharacteristics, one must be able to manage the class well, creating goodatmosphere, flexible in using technique or methods, develop, complex students’intellectual, moral, and different from others Teaching speaking is activitieswhich are purposed to make normative, of life Later on, teaching is a skillactivity, but it is special skill that is students are able to speak in foreignlanguage accurately communicatively, and bring the elements of speaking

Note: At this page, the problems of speaking is consulted from Reference number [3], the teaching speaking is consulted from Reference number [4]

Teaching speaking to students in the target language is assumed a difficult task

to do since teachers should invite students to get involved in speaking One of

the aims of teaching speaking is to improve students’ speaking ability A teacher should be aware of some following aspects:

- Using techniques that should be intrinsically motivating

- Helping students to acquire language by letting them speak a lot and byproviding information, feedback and encouragement.Drawing on students’positive knowledge and helping them to be active.Consciously maintainingcontrol of exercises

Lewis and Hill further give seven steps to teach speaking moreenjoyable

They were as followed:

* Teacher should exploit opportunities for short spontaneous conversations.Classroom conversation will be most effective if it arises naturally andspontaneously from the text, For example a remark made by a student orsomething which happens during the lesson Teachers should try to create anatural conversation similar to one outside the classroom which happens andflows spontaneously and in which different people contribute in different ways

* The teacher must choose the interesting topic for the students

As soon as the topic turns to be boring for students, drop it immediately andfind other topics that interest students since one of the purposes of speaking is togive students a chance to talk about something that interest them

* Teachers should encourage contributions without interfering

Natural conversation is a relaxed activity in which teachers often take aback seat and students have time to formulate their thought and to decide whatthey wish to say and how to say it

* Conversation does not to be about serious issues

Conversation about very banal topics like a film, news about a mutualfriend, the fact, the bus late, can help students to talk a lot instead of the role ofwomen, population or other topics which student do not care about

* Provocative statements are often better than question

A wrong tagged statement is more effective to stimulate students to involve

in a natural and lively conversation

* Problem solving is often an excellent basis for conversation

Problem solving activities are arrange from simple puzzles to the kind offull-scale management training problems The most important thing is bygenerating natural information gap teachers ensure that language use is aspontaneous, natural activity and more helpful for students to talk a lot

* Teacher should encourage active listening

Teachers should always to teach kinds of responses which encourage students toexpand the statements given Byrne points out that oral communication is aprocess involving both speakers and listeners, as well as productive skills (of the

Note: At this page, the teaching speaking is consulted from Reference number [4]

speaker) and receptive skills (of those who are listening or understanding thespeech) The speakers convey their ideas in an appropriate language and otherways which can make their massage understood-the ways which calledcommunicative strategies.

Teaching speaking skill to the students should be based on the aboverecommendations Besides, teaching speaking skill should also be oriented toenable students to speak in English in different situations and genres Proposedfour recommendations for teachers who are going to teach speaking skill First,whatever the activity chosen, it should allow students to talk a lot Teachersshould select speaking activities that demand students to talk a lot The activityshould also be able to involve all the students in the activity It does not onlybetter students who dominate the class Besides, that the activity should be able

to motivate students to participate

2 Practical background

2.1 Background of the study

2.1.1 Description of the English syllabus at upper secondary schools

The new textbooks chosen are English 10, 11- Global Success by Nha XuatBan Giao Duc Each consists of 10 lessons which have been covered through outthe school year with mid-term and end –of- term tests in between Each lesson isdivided into 8 periods with the aim of giving the students basic knowledge ofEnglish and practice four skills: speaking, listening, reading and writing skill

By using this textbook, we can develop our students’ communicativecompetence and our students can learn real things from daily life At the end ofeach term, students have an exam for four skills

2.1.2 Description of the students at upper secondary schools

Most of students of LamKinh high school have already learned English for atleast four years at lower secondary school but many of them are at the low level

of English proficiency Another fact is that most of the students are from ruralareas in Tho Xuan district Consequently, individual differences in learningstyles, identities, attitudes, motivation, etc are unavoidable and may cause theteachers some problems during their teaching In addition, their lack ofawareness on the importance of English as well as motivation makes them notinterested in learning English Although most of them have already learntEnglish for at least four years at lower secondary school, their knowledge ofEnglish is still poor and limited Some students can even hardly say a completesentence in the target language

2.1.3 Description of the teachers at upper secondary schools

At Lam Kinh High School, there are totally 6 teachers of English,including me, aged from 36 to 46 Half of us graduated from Hong DucUniversity in Thanh Hoa province and none of us have been to any Englishspeaking countries The number of female teachers formed the majority (5female teachers and only one male teacher) All of us are enthusiastic with theircareer and had at least 15 years experienced in teaching English

However, in terms of methodology, the teachers in our school usuallyemploy the traditional methods of teaching especially Grammar-translation

and pressure to perform well Speaking in a foreign language is difficult for

most foreign language learners because learning to speak a foreign languageentails more than understanding its grammatical and semantic rules

Here are severals problems that fall into the category of languageproblems According (Nguyen & Tran, 2015) that students usually have

difficulty in speaking , this is due to a lack of student confidence and support from listeners (Nguyen & Tran, 2015 According to Rababa (2014), there are

many factors that cause students to have difficulty speaking English as a foreignlanguage Factors relate to students who do not have mastery of vocabulary find

it difficult to get meaning or understand conversations Motivation is also a

factor that causes students to have difficulty in speaking English Some students

usually have low motivation to speak English

According to (Education & Program, n.d.) psychological problems ofteninterfere with children's emotional and physical health, life adjustments such asnervousness, lack of confidence and fear of speaking These problems can affect

students' speaking performance So it can be concluded that the problems occur

in students' speaking are lack of vocabulary, lack of confidence when speaking

in front of the class or in public places, lack of motivation from various parties,and psychological problems experienced by a child [3]

1 5.Teaching Speaking [4]

Teaching is learning to be Teaching is an exciting adventure in whichboth the teacher and the students participate Learning means questioning andrepositioning Teachers should always work hard kindle a spark of intellectualcuriosity to stimulate their interest and get them genuinely involved in theprocess of learning Students are urged to actively participate in the class inseveral ways Every students is asked to give a class proved to be beneficial notonly as a learning endeavor, but also as an activity which enhances the student’sself-confidence and helps them far beyond the scope of class.Car says thatteaching cannot be reduced into such skill Academic teacher trainers greatlyoverplayed skills in professional educational circles I agree to his opinion thatteaching merely a skill

Webster’s Collegiate Dictionary says that skill is the ability to use one’sknowledge effectively and readily in execution or performance.The word skillhas two distinctive meanings; first, skill, generally refers to any kinds ofactivities Second, skill that refers to teaching activity, but the skill here isdifferent from others Because the word skill, in the teaching activity, has certaincharacteristics, one must be able to manage the class well, creating goodatmosphere, flexible in using technique or methods, develop, complex students’intellectual, moral, and different from others Teaching speaking is activitieswhich are purposed to make normative, of life Later on, teaching is a skillactivity, but it is special skill that is students are able to speak in foreignlanguage accurately communicatively, and bring the elements of speaking

Note: At this page, the problems of speaking is consulted from Reference number [3], the teaching speaking is consulted from Reference number [4]

are expected to be able to speak English accurately, fluently, and acceptably inthe daily life Tarigan said that the main point of speaking is for communicating,

so we have to convey the thinking and feeling effectively and the speaker mustunderstand the meaning to be communicated in order to make other peopleunderstand with what they are talking about

Shortly, speaking is an activity that we always do in every time to communicatewith other people and to make a good relationship in society From theexplanation above, the researcher concludes that speaking is a process to conveyand sharing ideas and feelings orally Speaking involved some skills such asvocabulary, pronunciation, accuracy and fluency Students need to master all ofthose elements Speaking, especially in a foreign language, is a very necessaryactivity for all ages of learners because from this activity people can understandwhat others said who use a foreign language too

1.2.The Basic Types of Speaking [5]

According to Brown, types of speaking are

1.2.1 Imitative.: At one end of a continuum of types of speaking performance is

the ability to simply parrot back (imitate) a word or phrase or possibly asentence while this is a purely phonetic level of oral production, a number ofprosodic, lexical, and grammatical properties of language may be included in thecriterion performance

1.2.2.Intensive It is frequently employed in assessment contexts is the

production of short stretches of oral language designed to demonstratecompetence in a narrow band of grammatical, phrasal, lexical, or phonologicalrelationships (such as prosodic elements, intonation, stress, rhythm, juncture

1.2.3 Responsive Interaction and test comprehension but at the somewhat

limited level of very short conversations, standard greetings and small talk,simple request and comments, and the like The stimulus is almost always aspoken prompt (in order to preserve authenticity), with perhaps only one or twofollow up questions

1.2.4 Interactive The difference between responsive and interactive speaking is

in the length and complexity of the interaction, which sometimes includesmultiple exchanges and or multiple participants, interaction can take the twoforms of transactional language

1.2.5 Extensive (monologue) Extensive oral production tasks include speeches,

oral presentations, and storytelling, during which the opportunity for oralinteraction from listeners is either highly limited (perhaps to nonverbalresponses) or ruled out altogether Language style is frequently more

deliberative (planning is involved) and formal for extensive tasks, but we

cannot rule out certain informal monologues such as casually delivered speech

1.3.Aspects of Speaking [5]

Speaking is necessary in all activities of life In speaking, there are aspects use

to make language right, the aspects of speaking are

Note: At this page, the types and aspects of speaking is consulted from Reference number [5]

speaker) and receptive skills (of those who are listening or understanding thespeech) The speakers convey their ideas in an appropriate language and otherways which can make their massage understood-the ways which calledcommunicative strategies.

Teaching speaking skill to the students should be based on the aboverecommendations Besides, teaching speaking skill should also be oriented toenable students to speak in English in different situations and genres Proposedfour recommendations for teachers who are going to teach speaking skill First,whatever the activity chosen, it should allow students to talk a lot Teachersshould select speaking activities that demand students to talk a lot The activityshould also be able to involve all the students in the activity It does not onlybetter students who dominate the class Besides, that the activity should be able

to motivate students to participate

2 Practical background

2.1 Background of the study

2.1.1 Description of the English syllabus at upper secondary schools

The new textbooks chosen are English 10, 11- Global Success by Nha XuatBan Giao Duc Each consists of 10 lessons which have been covered through outthe school year with mid-term and end –of- term tests in between Each lesson isdivided into 8 periods with the aim of giving the students basic knowledge ofEnglish and practice four skills: speaking, listening, reading and writing skill

By using this textbook, we can develop our students’ communicativecompetence and our students can learn real things from daily life At the end ofeach term, students have an exam for four skills

2.1.2 Description of the students at upper secondary schools

Most of students of LamKinh high school have already learned English for atleast four years at lower secondary school but many of them are at the low level

of English proficiency Another fact is that most of the students are from ruralareas in Tho Xuan district Consequently, individual differences in learningstyles, identities, attitudes, motivation, etc are unavoidable and may cause theteachers some problems during their teaching In addition, their lack ofawareness on the importance of English as well as motivation makes them notinterested in learning English Although most of them have already learntEnglish for at least four years at lower secondary school, their knowledge ofEnglish is still poor and limited Some students can even hardly say a completesentence in the target language

2.1.3 Description of the teachers at upper secondary schools

At Lam Kinh High School, there are totally 6 teachers of English,including me, aged from 36 to 46 Half of us graduated from Hong DucUniversity in Thanh Hoa province and none of us have been to any Englishspeaking countries The number of female teachers formed the majority (5female teachers and only one male teacher) All of us are enthusiastic with theircareer and had at least 15 years experienced in teaching English

However, in terms of methodology, the teachers in our school usuallyemploy the traditional methods of teaching especially Grammar-translation

method They often apply this method in teaching English In other words, theyfocus on analyzing the grammar rules, not on the acquisition of language skills.

They spend most of the classroom time explaining new words, analyzinggrammar structures and translating texts into Vietnamese Students often listenand take notes passively This leads to low motivation in students and createsvery few chances for them to improve their communicative competence

2.1.4 Description of physical setting

In most upper secondary schools, English teaching and learning activitiesare mostly carried out inside the classrooms which are designed for lecturelessons with the only classroom equipment: a blackboard, tables and a desk Theonly type of teaching aid that the English group has is some cassette recordersand pictures In term of class size, the number of students in an English class isquite large, from 40 to 50 This large number causes a great deal of difficultiesfor the teaching and learning activities The materials for reference and self-study are not available for teachers and students at schools In the school library,there are only some English books that are not really helpful for teachers andstudents

2.2 Difficulties

2.2.1 Students’difficulties in learning speaking skill

The information from the data collected clearly shows students havemany difficulties in learning grammar, pronouncing, especially in learningspeaking Students’ limitation of grammar , vocabulary, pronunciation , ideasleads to the difficulties in mastering speaking skills Even they can’t find outany suitable methods to follow when they want to concentrate on learningspeaking

In addition, many teachers of English at high schools don’t care muchabout teaching speaking They only pay attention to grammar and reading forthe final exams That is the reason why speaking skill is ignored

2.2.2 Teachers’ difficulties when teaching speaking

Not only the students but also the teachers at LamKinh high school

coped with numerous problems when teaching speaking The difficulties the teachers at LamKinh high school were coping with were the factors from the students such as the low level of English proficiency of the students, low

background knowledge and their low motivation The next difficulty was the problem of large class There are so many students in a class that teachers are dificult to control the students They had to face difficulties in shortening a biggap among their students’ different abilities In the same class, some students who were good at English were attentive and active while many others were de-motivated and ignore the lesson The good ones usually dominated the

activities that pair work and group work were needed while the weaker ones were shy and even contributed nothing

With all the difficulties mentioned above, it was necessary to have

workable solutions to overcome the existing problems for further

improvement of teaching and learning speaking in English lessons

3 Applying IELTS Speaking test format in lessons

Teaching speaking to students in the target language is assumed a difficult task

to do since teachers should invite students to get involved in speaking One of

the aims of teaching speaking is to improve students’ speaking ability A teacher should be aware of some following aspects:

- Using techniques that should be intrinsically motivating

- Helping students to acquire language by letting them speak a lot and byproviding information, feedback and encouragement.Drawing on students’positive knowledge and helping them to be active.Consciously maintainingcontrol of exercises

Lewis and Hill further give seven steps to teach speaking moreenjoyable

They were as followed:

* Teacher should exploit opportunities for short spontaneous conversations.Classroom conversation will be most effective if it arises naturally andspontaneously from the text, For example a remark made by a student orsomething which happens during the lesson Teachers should try to create anatural conversation similar to one outside the classroom which happens andflows spontaneously and in which different people contribute in different ways

* The teacher must choose the interesting topic for the students

As soon as the topic turns to be boring for students, drop it immediately andfind other topics that interest students since one of the purposes of speaking is togive students a chance to talk about something that interest them

* Teachers should encourage contributions without interfering

Natural conversation is a relaxed activity in which teachers often take aback seat and students have time to formulate their thought and to decide whatthey wish to say and how to say it

* Conversation does not to be about serious issues

Conversation about very banal topics like a film, news about a mutualfriend, the fact, the bus late, can help students to talk a lot instead of the role ofwomen, population or other topics which student do not care about

* Provocative statements are often better than question

A wrong tagged statement is more effective to stimulate students to involve

in a natural and lively conversation

* Problem solving is often an excellent basis for conversation

Problem solving activities are arrange from simple puzzles to the kind offull-scale management training problems The most important thing is bygenerating natural information gap teachers ensure that language use is aspontaneous, natural activity and more helpful for students to talk a lot

* Teacher should encourage active listening

Teachers should always to teach kinds of responses which encourage students toexpand the statements given Byrne points out that oral communication is aprocess involving both speakers and listeners, as well as productive skills (of the

Note: At this page, the teaching speaking is consulted from Reference number [4]