JIMMA UNIVERSITY
COLLEGE OF SOCIAL SCIENCE AND LAW
DEPARTMENT OF ENGLISH LANGUAGE AND
LITERATURE
CONTRIBUTION OF PRIVATE SCHOOLS IN IMPROVING
THE SPEAKING SKILL OF ENGLISH LANGUAGE IN
WOLKITE
A RESEARCH PROPOSAL SUBMITTED TO JIMMA
UNIVERSITY DEPARTMENT OF ENGLISH LANGUAGE AND
LITERATURE IN PARTIAL FULLFILLMENT OF THE
REQUIREMENT FOR B.A. DEGREE IN ENGLISH
LANGUAGE
PREPARED BY: ABDULHAMID AWEL
ADVISOR: GEMECHIS TESHOME (Ass. Professor )
December, 2015
Jimma, Ethiopia
1
ACKNOWLEDGEMENT
I would like to owe my heartfelt gratitude to the almighty Allah first. Then I want to
thank my advisor Gemechis Teshome (Ass. Prof.) who enriched me with important
feedbacks. For the private school students of Wolkite, for the private schools & the
population at all I’m grateful. Besides for those who participated in the conduction of
this proposal by data collecting and other tasks I want to say “thank you”.
LIST OF TABLES
Table 1. Time plan of the Study
Table 2. Budget plan of the Study
APPENDIX
1:Questionnaire for the students
2:Questionnaire for the teachers
2
Table of Contents
ACKNOWLEDGEMENT....................................................................................................................2
LIST OF TABLES................................................................................................................................2
APPENDIX...........................................................................................................................................2
CHAPTER ONE..................................................................................................................................5
INTRODUCTION................................................................................................................................5
1.1 Background of the study..........................................................................................................5
1.2. Statement of the Problem......................................................................................................5
1.3. Objectives of the study...........................................................................................................7
1.2.1 General Objectives...........................................................................................................7
1.2.2 Specific objectives.............................................................................................................7
1.4. Research Questions...............................................................................................................7
1.5. Significance of the study........................................................................................................7
1.6. Scope of the study..................................................................................................................7
CHAPTER TWO.................................................................................................................................8
LITERATURE REVIEW.....................................................................................................................8
A. The Nature of Speaking.................................................................................................................8
1. The Concept of Speaking...........................................................................................................8
2. Teaching Speaking.....................................................................................................................8
3. Goals and Techniques of Teaching Speaking.............................................................................9
4. Developing Speaking Activities..................................................................................................9
5. Strategies for Developing Speaking Skill..................................................................................10
6. Characteristic of Successful Speaking Activity..........................................................................10
7. Testing Speaking......................................................................................................................10
CHAPTER THREE...........................................................................................................................12
RESEARCH METHODOLOGY.......................................................................................................12
3.1. Types and sources of data...................................................................................................12
3.2. Methods of Data collection...................................................................................................12
3.3. Target Population and Sampling Method......................................................................12
3.7. Data Analysis.........................................................................................................................12
3.7. Dissemination of results.......................................................................................................12
CHAPTER FOUR..............................................................................................................................13
TIME AND BUDGET........................................................................................................................13
4.1. TIME........................................................................................................................................13
3
4.2 BUDGET..................................................................................................................................14
REFERENCES..................................................................................................................................15
Appendix A:.........................................................................................................................................18
The Students’ Questionnaire...............................................................................................................18
Teachers’ questionnaire:.....................................................................................................................22
4
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Speaking a foreign language represents one of the essential requirements of today´s
society. Besides other skills and knowledge, it is considered as one of the most
influencing factors while applying for a job or sustaining in a particular work position
under the condition of advancing the language level.
The main reason for choosing this topic for my paper was realizing how important
speaking is in everyday situations. No matter where we are, English conversation
plays a crucial role in understanding each other and dealing with different kinds of
uncovered problems.
Being able to keep a fluent conversation with a native speaker is viewed as the main
goal of students, which underlines the importance of speaking skills in a student´s
point of view. Therefore, in my paper I decided to concentrate on speaking activities
which might be helpful for English teachers and enhance their students´
communicative skills.
Schools are institutions where youths are prepared to address economic,
environmental, and cultural problems of their world. This requires active participation
and proper communication with every individual in the society which they are going
to join. In order to be active problem solvers, they should be able to think with clarity,
imagination, and empathy. Literacy instruction is one avenue through which such
contemporary critical thinking might be taught (Kress, 2003). To accomplish this in
global manner, need to have citizens who express their critical thoughts in English
language which is becoming a tool for global communication. These days, there is
no doubt on the fact that the English language is becoming something of a
forerunner in global communication. It is the language of choice in most countries of
the world. Almost 70% of the Internet is in English (Hasman, 2009). A good volume
of the services rendered through the internet is also in English. Thus, English is
playing a very significant role in bringing the world together.
Therefore my paper will try to analyze the contribution of private schools in improving
the speaking skills of students in wolkite town.
1.2. Statement of the Problem
When students learn a foreign language, they very often accumulate a lot of
knowledge (grammatical rules, lists of vocabulary items), but then they find out that
they cannot actually use this language to communicate when they want to. Scrivener
(2005, 147) claims that there seems to be some difficulty in moving language from
passive knowledge into active usage. Without experience in using the language,
learners may tend to be nervous about trying to say things. Partly they may fear
seeming foolish in front of others; they may worry about getting things wrong; they
may want to avoid teacher’s comments or correction and so on. It takes quite a long
5
time for some students to express themselves, which leads to long embarrassing
pauses while learners are trying to find out how to say what they really want to say.
Speaking is an important skill because one of the keys in English communication is
speaking ability. Indonesian has to be able to master English as an international
language. By mastering speaking skill, they can carry out conversation with others,
give ideas and change the information with interlocutor and people are able to know
the situation that happen in the world.
English language is not only taught and learned, but it is used as a habit. Now,
English is not only taught in big cities but also in remote villages. So, English
speaking is taught in all Junior High Schools in Indonesia. The students should
master speaking in English especially in daily conversation because conversation is
foundation to communicate with foreigners.
In speaking class, the students should be taught how to speak. The components of
English speaking skill that should be given and studied in English speaking class are
pronunciation, vocabulary, grammar, fluency, accuracy and comprehension.
Speaking is the most important skill, because it is one of abilities to carry out
conversation on the language. Speaking is an interactive process of constructing
meaning, receiving, and processing information.
Teaching speaking is not an easy job. There are many problems in teaching
speaking. First, it relates to the condition of the students who are lack of vocabulary
that will make them unable to say words during speaking class. Second, most of
students are not confident to use English in speaking class. Sometimes the students
feel not confident to speak. Third, the students often speak their mother tongue
language. During teaching learning process, the teacher should make the students
conducive and interested in with the materials. It needs hard work for getting the
students attention and speaking ability.
In the context of our country the private schools are working better in creating
students whose speaking skill is developed than the government schools. Sir
Michael Barber (2010) in his paper points out towards the unfortunate experiences
the parents have regarding poor facilities, locations and learning outcomes which
reduces parents’ enthusiasm for government schools.
Furthermore, numerous other studies illustrate the cost effectiveness of the private
schools as compared to the government schools in providing decent education
facilities and better quality of learning levels.
What is the private schools contribution in improving the speaking skill of students in
Wolkite? This study tries to analyze this question
6
1.3. Objectives of the study
1.2.1 General Objectives
To analyze the roles played by private schools of Wolkite town in improving the
speaking skill of English language.
1.2.2 Specific objectives
Identify whether the private schools improve the speaking skill of the students.
Explain the major factors that influence students’ achievement in learning the
speaking skill of English language; and
Discuss and summarize the implications of the findings for improvement of
school quality and effectiveness.
1.4. Research Questions
The following research questions have been formulated to guide the study:
(a) Do the school teachers use instructional resources frequently in teaching the
speaking skill of English language?
(b) Do the English Language teachers use appropriate methods in teaching the
speaking skill of English Language frequently?
(c) Do the private school students in Wolkite learn the speaking skill of English
language in environment conducive to learning?
1.5. Significance of the study
The main purpose of conducting this study is to provide information about the
speaking skill of English language learning attainments by the private sectors in
wolkite town and the factors that determine those attainments in the primary
education so that attention is paid to the improvement of the system as a whole.
1.6. Scope of the study
This paper will focus on the contribution of private schools in improving the speaking
skill of English language in Wolkite. It is delimited in Wolkite town, private schools
and the speaking skill of English language.
7
CHAPTER TWO
LITERATURE REVIEW
A. The Nature of Speaking
1. The Concept of Speaking
Byrne (1997: 8) describes “Oral communication is a two way process between a
speaker and listener and involves the productive skill of speaking and receptive skill
of listening”.
Chaney (1998: 13) defines that speaking as “the process of building and sharing
meaning through the use of verbal and non-verbal symbol in variety context”.
Speaking involves three areas of knowledge. They are mechanics (pronunciation,
grammar, and vocabulary). It is the ability to use the right words in the right order
with the correct pronunciation, function(transaction and interaction): knowing when
clarity of message is essential(transaction/information exchange) and when precised
understanding is not required(interaction/relation building) and also social culture
rules and norms.
Mackey in Magiono (2007: 3) defines that speaking is oral expression that involves
not only the use of right patterns of rhythm and intonation but also right order to
convey the right meaning. According to the definition it means in speaking people
must have ability to use the words in the right order with the correct pronunciation, to
design the correct grammar for the utterances, and to choose the diction or choice of
words.
Brown (2001: 267-269) emphasizes clearly whole language and meaningful context
(fluency) rather than details (accuracy) in teaching speaking. He also states that it is
necessary to teach the details of language such as phonology, grammar,
pronunciation in appropriate portion especially for intermediate and advanced level
class.
From the definitions above, it can be concluded that speaking is ability to say
something which involved the ability in using the words in the correct order, correct
pronunciation, right grammatical form, and meaningful context (fluency) and
choosing the choice of words (vocabulary) in the process of interpreting and
negotiating meaning in conveying messages to establish and maintain social
relationship.
2. Teaching Speaking
Ur (1996: 120) states that:
“Of all the four skills (listening, speaking, reading and writing), speaking seems
intuitively the most important : people who know a language are referred to as
“speakers” of that language, as if speaking included all other kinds of knowing, and
many if not most of foreign language learners are primarily interested in learning to
speak”.
8
Mackey in Magiono (2007: 3) states that teaching speaking involves three areas of
knowledge:
a. Mechanics (pronunciation, grammar and vocabulary). It’s the ability to use the
right words in the right order with the correct pronunciation.
b. Function (transaction and interaction): knowing when clarity of message is
essential (transaction/information exchange) and when précised understanding is not
required (interaction/relation building).
c. Social and cultural rules and norms. It consists of the knowledge of turn taking,
rate of speech; length of pauses between speakers, relative’s roles of participants,
understanding how to take into account who is speaking to whom, in what
circumstances, about what and for what reason.
3. Goals and Techniques of Teaching Speaking
Byrne (1997: 9) states that the main goal in teaching the productive skill of speaking
should be oral fluency, the ability to express oneself intelligibly, reasonably,
accurately, and without hesitation.
Ur (1996: 124-128) states there are some techniques and activities in speaking in
the classroom.
a. Discussion
1) Describing pictures
2) Picture differences .
3) Things in common .
4) Solving problems
b. Role plays
1) Dialogues
2) Plays
3) Simulation
4) Role play
Harmer (1991: 50) suggests three stages in teaching speaking, namely introducing
new language, practice, and communicative activities.
a). Introducing new language
b). Practice
c). Communicative activities
4. Developing Speaking Activities.
Types of classroom speaking performance to develop speaking activities in the class
stated by Brown (2001: 271) are as follows:
a. Imitative
b. Intensive
c. Responsive
d. Transactional
e. Interpersonal .
f. Extensive
Ur (1996: 121-122) suggests the teacher should use activities as follows:
a. Use group work
9
b. Base the activity on easy language
c. Make a careful choice and of topic and task to stimulate interest
d. Give some instructions or trainings in discussion skills
e. Keep students speaking the target language
5. Strategies for Developing Speaking Skill
Oxford (2001: 166) defines learning strategies as follows:
“Learning strategies are effort used by students to aid the acquisition, storage,
retrieval and use of information, specific action taken by students to make learning
easier, faster, and more enjoyable, more self-directed, more effective and more
transferable to new situation”.
Speaking strategies can also help students learn to speak so that students can use
speaking to learn (www.nelre.org). Speaking strategies include things as follows:
a. Using minimal responses
b. Recognising Script
c. Using Language to Talk about Language
From the explanation above, it can be said that speaking strategies are needed by
teachers to help the students at any level of proficiency in performing their speaking
class. They are very important to empower the students’ motivation as well as to
build their confidence to speak English.
6. Characteristic of Successful Speaking Activity
Ur (1996: 120) states that there are four characteristics of successful speaking
activities as follows:
a. The students talk a lot
b .Every students has an even chance to talk
c. The motivation is high
d. The language is within students’ proficiency level
7. Testing Speaking
Oller (1979: 1) defines language test as a device that tries to assess how many
students have learned a foreign-language course, or some parts of course. In this
definition Oller refers to the measurement of how far students master the learning
materials and reach to the objectives of language course.
According to Ur (1996: 34), there are nine reasons for conducting a test. A test can
be used as a means to:
give the teacher information about where the students are at the moment, to
help to decide what to teach next;
give the students information about what they know, so that they also have an
awareness of what they need to learn or review;
assess for some purpose external to current teaching (a final grade for the
course, selection);
motivate students to learn or review specific materials;
get a noisy class to keep quite and concentrate;
provide a clear indication that class has reached a “station” in learning, such
as the end of a unit, thus contributing a sense of structure in the course as a
whole;
10
get students to make an effort (in doing the test itself), which is likely to lead to
better result and feeling of satisfaction;
give students task which themselves may actually provide useful review or
practice, as well as testing;
provide students with a sense of achievement and progress in their learning.
Ur (1996:39-41) suggests that the techniques of speaking test to test oral proficiency
are as follows:
a. Questions and answers
b. Monologue
c. Making dialogues
d. Role plays
e. Debate
There are many techniques to conduct oral or spoken test. The most commonly used
spoken test types are suggested by Thomburry (2005: 124-125) as follows:
a. Interviews
b. Live monologues
c. Recorded monologues
d. Role plays
e. Collaborative tasks and discussions
f. Collaborative tasks and discussions
Underhill (1987: 66) proposes another type of speaking test using picture.
Thornberry (2005: 127) proposes two main ways of scoring in spoken test, holistic
scoring and analytic scoring.
In line with the description above, Madsen (1983: 167) states that holistic scoring is
used to evaluate a wide variety of criteria simultaneously such as appropriateness,
fluency, grammar, vocabulary, and pronunciation. He states that the holistic scoring
concentrates on communication while not overlooking the components of speech. In
this type of scoring, the rating scale can be adapted for the use of teachers, and
teachers can prepare their own scale (Madsen, 1983: 169170).
11
CHAPTER THREE
RESEARCH METHODOLOGY
3.1. Types and sources of data
There are two types of data used by the researcher for the study. These are primary
data and secondary data. Primary data is obtained from primary sources which
include the actual information received from the private schools directly concerning
the study. Secondary data is data collected from secondary sources such as
extensive review of available literature on the subject, books, published materials
and etc.
3.2. Methods of Data collection
In the study both primary and secondary data will be used simultaneously for the
purpose of collecting information for investigating. The study’s population is the
private schools’ students in Wolkite town. The source of primary data is collected
from the students through questionnaires. The secondary source of data is extracted
from both published and unpublished materials.
Questionnaires are prepared based on questions regarding the various aspects of
the topic of the study.
3.3. Target Population and Sampling Method
The population of this study will include private school students in Wolkite. There are
5 private schools in the town. Participants will be drawn from each school through a
simple random sampling technique. From the 5 schools, 300 students were
randomly selected for the study. This selection is bound to work within grade 8
students of the 5 private schools. 60 students from each grade 8 students of each
private school will be selected. For instance 5*60=300 will be the sample size.
3.7. Data Analysis
After the data (information) collected, it will be verified, grouped and analyzed. For
the analysis purpose, tables will be used. Creating of relation between different
variables (factors) are mainly given emphasis. These will be done manually and
numerically by using a calculator.
After the completion of analysis and interpretation of data summary of the findings
will be made and short discussion will be drown from the finding and finally based on
conclusion recommendations in the scope of the researcher will be given.
3.7. Dissemination of results
The finding of the study will be provided to the Wolkite towns’ private schools.
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CHAPTER FOUR
TIME AND BUDGET
4.1. TIME
Table 1. Time plan of the Study
N Activity Month of the year
o No De Ja Fe Ma A Ma Ju Ju Au Se Responsi
v c n b r p y n l g p ble Body
1 Topic
selection X
and
Approval
2 Finding the
related X
Literature
3 Proposal
developme X
nt&
submission
4 Literature
review X
&data
collection
5 Data X
Processing
& analysis
6 Submission
of the first
draft paper X
receiving
comment
7 Submission X
final
research
8 Defense X
13
4.2 BUDGET
The budget to conduct this research is covered individually as follows.
Table 2. Budget plan of the Study
No Budget Unit cost Multiplying Total cost
category factor
Supplies Cost per item
1 Questionnaire 3birr\quest 120
duplication
2 Printing 3birr\ques 40 210
paper(back)
3 Pen 3birr 70 60
4 Pencil 2birr 20 6
5 marker 10birr 3 20
6 Easer 2birr 2 4
7 Sharper 2birr 1 2
8 Photo copying 0.60c 140 84
cost
9 Printing & 50birr 2 100
binding
research
finding
10 Posting of the 20birr 6 120
research copy
11 Computer cost 200
to write the
report
TOTAL 926.00birr
SUPLIES
14
REFERENCES
Brown, H Douglas. (2001). Teaching by Principle: An Interactive Approach to
Language Pedagogy. New York. Longman.
_____________. (2004). Language Assessment Principles and Classroom
Practices. New York: Longman.
Brown, Gillia & Yule, George. (1997). Teaching the Spoken Language. Cambridge:
Cambridge University Press.
Bukart, Grace, Stoval, Teaching Speaking. Available at http: // www.
Colostate.edu.com.
Burns, Anne. (1999). Collaborative Action Research for English Language Teacher.
Cambridge: Cambridge University Press.
Byrne, Donn. (1986). Teaching Oral English. England: Longman Group Limited.
Byrne, Donn. (1997). Teaching Oral English. Edinburgh: Longman Limited.
Bygate, Martin. (1997). Speaking Oxford. New York: Oxford University Press.
Cole, Peter G. and Lorna Chan. (1994). Teaching Principle and Practice. New York:
Prentice Hall.
Cross, David. (1991). Practical Handbook of Language Teaching. London: Cassel.
Elliot, John. (1991). Action Research for Educational Change. Buckingham: Open
University Press.
Hadley, Alice Omaggie. (1993). Teaching Language in Context. Boston: Heinle &
Heinle Publisher.
Harmer, Jeremy. (1998). How To Teach English. An Introduction to the practice of
English Language teaching. Longman: Wesley Longman.
______________. (1998). The Practice of English Language Teaching. Longman:
Wesley Longman.
______________. (1991). The Practice of English Language Teaching. New York:
Longman.
Heaton J.B. (1988). Writing English Language Test. London and New York:
Longman Group UK Limited.
Hughes, Rebecca. (2000). Teaching and Researching Speaking. London: Pearson
Education.
______________. (2002). Teaching and Researching Speaking. London: Pearson
Education.
Hughes, Arthur. (2003). Testing for Language Teachers. Cambridge: Cambridge
University Press.
15
Kayi, Hayriye. (2006). Teaching SpeakinG: Activities to Promote Speaking in Second
Language. Available at : http://unr.edu/homepage/hayriyek.
Kessler, Carolyn. (1992). Cooperative Language Learning. A Teacher’s Resource
Book. New-Jersey: Prentice Hall Regents. University of Texas at San Antonio.
Larsen, Diane and Freeman. (2000). Technique and Principles in Language
Teaching. New York: Oxford University Press.
Lee, W.R. (1997). Language Teaching Games and Contests. Oxford: Printed in
Hongkong. Oxford University Press.
Littlewood, William. (1981). Communicative Language Teaching. Cambridge:
Cambridge University Press.
Madsen, Harold S. (1983). Techniques in Testing. London: Oxford University Press.
Matthews, Alan. Mary Spratt and Les Dangerfield. Practical Techniques in Language
Teaching. (1985). London: Thomas Nelson, (Hongkong) Ltd.
Mcniff, Jean. (1992). Action Research: Principles and Practice. New York:
Routledge.
Newby, et al. (2000). Instructional Technology For Teaching and Learning. London:
Prentice Hall International.
Nunan, David. (1998). Designing Tasks For The Communicative Classroom.
Cambridge: Cambridge University Press.
Nunan, David. (1993). Designing Tasks for Communicative Classroom. Cambridge:
Cambridge University Press.
Oller JR, John W. (1979). Language Test at School. London: Longman.
Richards. Jack C & Rodgers, Theodore S. (2001). Approaches and Methodin
Language Teaching. Cambridge: Cambridge University.
Rosydi, Imam. (2008). Improving Students’ Speaking Skill Through Debate.
Surakarta: Unpublished English Education Magister Thesis of Sebelas Maret
University.
Scrivener, Jim. (1998). Learning Teaching. A guide book for English Language
Teacher. Oxford: Memillan Publisher.
Sinatra, F. Arni. (2008) Optimazing Task-Based Activity To Improve students’ Ability.
Surakarta: Unpublished English Education Magister Thesis of Sebelas Maret
University
Thurnburry, Scott. (2002). How to Teach Vocabulary. Harlow: Long Man.
______________. (2005). How to Teach Speaking. Edinburgh. Longman.
______________ Harlow : Longman. (2005). How to Teach Speaking. New York:
Longman.
16
Ur, P. (1996). A Course in Language Teaching. Cambridge: Cambridge University
Press.
Zulaika, Siti. (2008). Improving Students’ English Speaking Skill Through
Communicative Game. Surakarta: Unpublished English Education Magister Thesis
of Sebelas Maret University.
17
Appendix A:
The Students’ Questionnaire
Dear students:
We would be very grateful if you could answer the following questions for the sake of
our study. It aims at investigating the role of private schools in improving the
speaking skill of English language in wolkite.
Please, tick the appropriate box (v) and make full statements whenever necessary.
Part one: back ground information:
Age: ……..
Sex:
Male .......
Female............
Q1: was English your first choice?
Yes
No
Q2: how long have you been studying English? ………. Years.
Q3: how do you evaluate your level in English?
Very good
Good
Average
Poor
Part two: students’ perception of the speaking skill and their attitudes.
Q4: how often do you participate in the oral expression?
Often
Sometimes
Rarely
Never
Q5: whatever your answer, say why?
………………………………………………………………………………………………
18
………………………………………………………………………………………………
………………………………………………………………………………………………
Q6: do you feel comfortable in the oral class?
Yes
No
Q7: if uncomfortable say what makes you so?
The teacher ...............
Your classmate ...............
The different activities proposed by the teacher ....................
Q8: how often do you speak English outside the classroom?
Often
Sometimes
Rarely
Never
Part three: learners’ preferences.
Q9: do you prefer
Group work
Individual work
Pair work
Q10: justify your answer:
………………………………………………………………………………………………
………………………………………………………………………………………………
Q11: how do you prefer to be in the classroom?
Silent
Talkative
Q12: do you feel satisfied in the different activities you perform in the classroom?
Yes
No
Q13: outside the classroom, do you prefer to be
19
Alone
In company of the others
Part 4: communicative language teaching:
Q14: how do you describe the atmosphere of your class?
Friendly
Stimulating
Boring
Q15: what is the type of the relationship between you and your teacher?
Good
Bad
Neutral
Q16: which activity does your teacher use most?
Language games
Role play
Discussion
Q17: does your teacher encourage you to speak in the classroom?
Yes
No
Q18: how often does he invite you to speak?
Always
Often
Rarely
Never
Q19: how often does the teacher correct your mistakes?
Always
Often
Sometimes
Rarely
Never
20
Q20: how often does he interrupt you to correct your mistakes?
Always
Often
Sometimes
Rarely
Never
Q21: does this hinder you to interact?
Yes
No
Q22: how would you describe your teacher?
A controller (dominant)
A guide
Q23: your teacher is:
Talkative
Less talkative
Average
Thank you!
21
Teachers’ questionnaire:
Dear teacher;
You are kindly invited to answer our questionnaire. It aims at investigating the role of
private schools in improving the speaking skill of English language in wolkite.
Please, put a tick (v) in the corresponding box and make full statements whenever
necessary.
Part one: back ground information
Sex:
A) Male
b) Female
Q1: How long have you been teaching English at university?
a- One to five years
b- Five to ten years
c- More than ten years
Q2: as a teacher of oral expression, which level have you taught throughout your
career?
a) First level
b) Second level
c) Third level
d) All levels
Q3: Do you prefer to teach oral expression?
Yes
No
Justify your answer:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Part two: the learners’ attitudes from the teacher perspective.
Q4: How often do your students participate in the oral expression?
a) Frequently
22
b) Sometimes
c) Rarely
d) Never
Whatever your answer say why?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Q5: Do your students feel comfortable in the oral expression class?
Yes
No
Q6: What makes them feel so?
a) The teachers
b) Their classmate
c) The different activities used in the classroom
Q7: Do you think that they participate because
a) They are motivated
b) They are risk takers
c) They like the different activities used in the classroom
Q7: Do you think that students do not participate because
a) They are shy
b) They are not interested in the classroom activities
c) The overcrowded classroom
Part three: the teacher role in language teaching:
Q8: What is the role of the teacher?
a) A guide
b) A controller
Q9: In the classroom, you are the one who talks?
a) Most
b) Sometimes
23
c) When necessary
Q10: Do you motivate students to speak
a) Always
b) Sometimes
d) Rarely
e) Never
Q11: Do you reward them when they answer correctly?
a) Always
b) Sometimes
c) Often
d) Rarely
e) Never
Part four: communicative language teaching:
Q12: which skill do you rely on to teach oral expression?
a) Listening
b) Speaking
c) Reading
d) Writing
Justify your answer:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Q13: Do you agree that in order to learn the language, students have to speak it?
a) Strongly agree
b) Agree
d) Not agree
Q14: What types of activities do you use most?
a) Communicative activities
b) Grammatical activities
24
Q15: According to you, language is:
a) A system of grammatical rules and lists of vocabulary
b) A social means of communication
Q16: Do you explain to your students that they are learning the communicative use
of language.
Yes
No
Q17: How often do correct their mistakes
a) Always
b) Sometimes
c) Rarely
d) Never
Q18: how often do you interrupt your students to correct their mistakes?
a) Always
b) Sometimes
c) Rarely
d) Never
Q19: Do you take their feelings into consideration when inviting them to speak?
a) Always
b) Often
c) Sometimes
d) Rarely
e) Never
Q20: do you make your learners work in:
a) groups
b) Pairs
c) Individually
d) None
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Q21: Do you give your students’ opportunities to talk about their communicative
needs?
Yes
No
Thank you!
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