TEACHING SPEAKING By Farida (B.Abdallah) Jlidi FIRST PUBLISHED IN 2009 ON: http://issuu.com/search?q=teaching%20speaking&si=50&ps=10&sb=visual&rp=*&origin=webfrontend
I- INTRODUCTION
The Tunisian Education Act defines the mission of education as a top national priority in which the learner is central to the educational activity. This is based on the guidelines and criteria which have been developed on the basis of international meetings organized by the UNESCO in 1988 and 1991. Among the main skills to stress, I ( am, in this article, interested in and ) cite the following: 1. Self-assertiveness: ability to communicate in a clear and assertive
way with others 2. Competence in communication: ability to communicate in a foreign language to facilitate international contacts and to facilitate the understanding of other cultures The learner needs tools of communication. English, as a foreign language, is for him a means of direct access to the universal thought. The use of this language in oral communication (voluntary or involuntary) allows him to grow. Moreover, when the learner uses English and its use is evaluated, he is prepared to ( and can) follow his development, which helps him interact with others. The more the learner is exposed to the language, the less it is difficult for him to hear and understand. The more the learner practices the language, the easier he finds it to speak and the better he includes useful expressions in the interaction with others. In recent years, new programmes have been published in our country, taking into account the social, economic, cultural and universal change. These programmes are giving more importance to Speaking, or more precisely, Speaking has had the value it deserves. 1
II- WHAT IS REALLY HAPPENING IN OUR CLASSROOMS?
Many Tunisian teachers still find themselves working hard and facing learners who are not spontaneous or who dare not speak in class. I do not think that the problem lies in our programmes or textbooks. I think the problem is mainly related to: 1- the behavior of the teacher in class 2- the practices of the teacher in class When a learner does not communicate or interact with his classmates or his teacher, it is because he is afraid of any of the following factors in the classroom: 1- unfamiliar or ambiguous situations 2- difficult tasks he can not prepare 3- speaking entirely in English 4- ridicule when making errors 5- teacher over correction (losing confidence ) 6- authoritarian teacher 7- tests and evaluation 8- fear of failure These factors _ and perhaps others _ produce a learner who does not feel safe. And it is the role of the teacher to help and make him feel safe. The teacher has to have an idea about Maslow's Motivations. Here, I emphasize the necessity that the teacher respect the following needs among the learner: 1- the need for security 2- the need for social relations (learner/learner – learner/teacher)
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Needs of Accomplishment
Needs of Esteem Social Needs Security Needs Survival Needs
1- Survival; physiological needs: hunger, thirst, sleep, ... 2- Security; security needs: physical and moral protection ... 3- Socialization; social needs: friendship, affection, exchange ... 4- Esteem: esteem needs; self-respect, consideration, prestige ... 5- Accomplishment
(These 5 needs form the basis of the motivations of individuals. They are present in all of us. They are hierarchical. One can not be aware of any higher need only when the lower needs are met. ) The teacher has to take into account the needs of the learner in communication (this is a way to acknowledge them) and it is on this basis that he should prepare the atmosphere and the activities to teach Speaking. By such doing, 'Self-esteem' and 'Accomplishment' are guaranteed.
III- WHAT MUST THE TEACHER DO TO TEACH SPEAKING EFFICIENTLY?
1- First of all, the teacher must be creative not to cause boredom. 2- He must be flexible. The learner does not like the authoritarian
teacher because he blocks his desire to speak. 3- He must provide a good atmosphere in the classroom. 4- He must respect the learner’s need for autonomy. 3
5- He must be convinced that errors are simply an exploration of
meaning. 6- Most importantly, the teacher must use some techniques to help and incite the learner to speak. Examples of these techniques are: equipping the learner with fillers to give him thinking time • teaching and encouraging the learner to start by getting the language he needs from his peers • exposing the learner to listening activities using as many authentic materials as possible to enable him to use the language naturally •
V- CONCLUSION
To teach Speaking efficiently, to lead the learner to a better acquisition of the language and to enable him to communicate in a clear and assertive way with others, I think that the teacher has to reflect on his non verbal behavior and his practices in class, and work hard 1- to establish an atmosphere of motivation and security 2- to get into context
3- not to give much importance to accuracy 4- to encourage imagination 5- to encourage spontaneity
Resources: - Tunisian Education Act, 23rd July, 2002 - http://www.simplypsychology.org/maslow.html
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