‘Improving Speaking Skill through Communicative Language Teaching’ by K.Pungothai

ABSTRACT

Learning a language is an amazing fact and language acquisition is one of the most impressive and fascinating aspects of human development. Second language acquisition theories emphasize the role of the environment, especially opportunities to interact with speakers who adapt their language and interaction patterns to meet learners’ needs. The ever-growing need for good communication skill and speaking skill in English has created a great demand in the methods of teaching English. People generally want to improve their spoken English as it is ‘Lingua Franca’ of the world. Spoken English is a prerequisite for a successful career in many fields of employment. This paper is an outcome of a course under UGC – CAREER ORIENTED PROGRAMME titled as CERTIFICATE COURSE IN COMMUNICATION SKILL AND SPOKEN ENGLISH, conducted at the writer’s college for the final year students who are from rural villages and who had their regional language (Tamil) as the medium of instruction at schools. They are all in need of a good job and employers, too, insist that their employees have good communication and fluency in English. Many students display a lack of confidence in speaking English and this had motivated the teachers of English to explore the possibility of introducing a course which would help them gain more confidence in communicating in English and also provide them with more job opportunities. There are many methods and opportunities to teach English, such as, travel, study abroad, media and internet. This paper shows how among all the methods, Communicative Language Teaching, CLT, facilitates and fulfills the learning process to improve the spoken skill when done with various activities, even though the teachers face many challenges, while teaching the course.

(Key words: language learning, spoken skill, communication, activities, improvement, goals, challenges and achievements.)

INTRODUCTION

The current status of English is unprecedented. It is a potential global lingua franca, as it has a preeminent global role in science, commerce, politics, finance, tourism, sport and also in various kinds of entertainments. With no challenger comparable to it, so far, English remains untouchable. So, English, which is undeniably the world’s dominant language, has become the practical language of wider communication. Any learners in any part of the world want to speak and communicate only in English. Generally, the language learners find themselves with multiple demands, as they learn to communicate and meet the need for learning that language. Their demands are always focused on accuracy, fluency, appropriacy, and flexibility. The four skills of language – listening, speaking, reading and writing – are interdependent to each other and it is felt that there is an inadequacy of a four-skill model of language. But within the last quarter century, communicative language teaching has been put around the world as the ‘new’ or ‘innovative’ approach to teach English as a second language. Broadly speaking, the best approach to teach people to use a language is to move from communication to language and then from language to communication. Communication is an important part of the goal of language teaching. People learn English for some reason, in some way; they want to communicate in English. A vital part of learning a language involves the act of communication itself. There is a general acceptance of the complexity and interrelatedness of the skills in both oral and written communication and of the need for the learners to have the experience of communication, to participate in the real- life situations by speaking and communicating in English.

Speaking a language is really difficult for foreign language learners because effective oral communication requires the ability to use the target language appropriately in social interactions. Of course, non-linguistic elements such as gestures and body language, postures, facial expressions, and so on also convey messages, with or without speech. One of the big challenges that language teachers face is promoting oral language. An English teacher should know what counts as speaking in language learning and how to promote such skills. This paper explores the interrelatedness of speaking skill and communication by including both speaking and communicative activities which bring out the challenges and benefits of their use. Here it becomes necessary to examine the aspects and factors which provide effective guidance in developing proficiency in speaking and competence in communication.

SPEAKING AS THE KEY TO COMMUNICATION

Speaking is not the oral production of written language, but rather, it involves learners in the mastery of a wide range of sub skills, which constitute an overall competence in the spoken language. As English has become the global language of communication, many learners want to speak and interact in a multiplicity of situations through the language. People form judgments about our language competence only by our speaking skill rather than any other language skills. Speaking is desire-and purpose driven when genuinely communicated. We want to communicate something to achieve a particular end, which may involve expressing ideas and opinions wish or desire to do something, negotiating or solving a particular problem, establishing or maintaining social relationships and friendships.

Speaking is very rarely carried out in isolation and naturally it becomes an interactive skill. Widdowson (1978: 58) comments; ‘what is said is dependent on an understanding of what else has been said in the interaction’. If one cannot understand what is said, one is certainly unable to respond. Language is a form of social action because when communication takes place in the context of structured exchange, meaning is thus socially regulated. To speak a language, one must know how the language is used in a social context. In fact, oral communication involves a very powerful nonverbal communication system.

Spoken communications are essentially ‘transactional’ or ‘interactional’. ‘Transactional’ in the sense, the language used by the participants is primarily message based and it contains factual information. Examples of transactional language may be: a policeman giving directions to a driver or giving instructions to someone to fill a money order form. The intention here is that the message has to be clearly communicated. Spoken language is also used to establish and maintain social relationships and this is termed ‘interactional’ communication. In fact much of our daily communication remains interactional only. Being able to interact in a language is essential. Therefore it becomes the responsibility of the language teachers to provide learners with opportunities for meaningful communicative behavior about relevant topics by using learner- learner interaction as the key to teach language for communication because ‘communication derives essentially from interaction’. The aim of language (L2) teaching in any part of the world is to develop understanding of language and culture through a foreign language and to develop a positive attitude towards communication in L2 by providing basic practical communication ability in hearing and speaking.

COMMUNICATIVE APPROACH

There are various reasons why this new, innovative approach has become very popular among the learners. To enumerate a few:

1. Communicative is relevant to all four language skills.
2. The concept of Communication can refer both to the properties of language and to social behavior.
3. The concept is a dynamic and intensely practical skill, providing the learners opportunities for thorough and meaningful rehearsal of the English they will need for effective communication.
4. It enables the learners to use the target language to communicate in real life.
5. It places emphasis on developing skills, particularly, speaking skill, within a wide range of communicative settings.

This ‘Communicative revolution’ was mistaken as valid only for teaching the spoken skill, when learners needed to make conversations in English. Of course, the notion is partially acceptable one, since face-to-face interaction is the most obvious kind of communication with other people and learners are made to feel the need of oral skills, when given the greater opportunities for travel and for communication with English speakers.

The Communicative Approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence”. This approach seeks to formulate design for an instructional system, for materials, for teacher and learner roles and behaviours, and for classroom activities and techniques.

SPEAKING AND COMMUNICATION: INTERRELATED

In their analysis of the theoretical base of communicative language teaching, Richards and Rodgers (2001:161) offer the following four characteristics of a communicative view of language:

1. Language is a system for the expression of meaning.
2. The primary function of language is for interaction and communication.
3. The structure of language reflects its functional and communicative uses.
4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

The interactive behavior of ESL learners is influenced by a number of factors. To speak a language one must know how the language is used in a social context. The affective factors related to L2 learning are emotions, self-esteem, empathy, anxiety, attitude, and motivation. Speaking a foreign language in public is often anxiety provoking. Sometimes, extreme anxiety occurs when ESL learners become tongue-tied or lost for words in an unexpected situation which often leads to discouragement and a sense of failure. The interference of L1 is very commonly seen among ESL learners. Keeping all these issues as key factors, the research was undertaken in the writer’s college, where 99% of the learners possess L1 (Tamil) as their medium of instruction at schools. Really it is a challenge for us, English teachers to teach these learners English and to make them understand what we teach. Of course this is a great job laid before us, but we are able to succeed in our endeavor by making our students learn English and speak English and get placed in reputed BPO companies also.

The paper reports on the impact of CLT in improving speaking skill among college students who have hailed from rural atmosphere with L1 as the medium of instruction at schools. 

METHODOLOGY

AIM OF THE COURSE

In our college, our English department is conducting a Certificate course under UGC- Career Oriented Program titled ‘Spoken English and Communication’ for the past Five years and this is the last year. The course was started with the intention of making the students eligible for employability, particularly those who want employment immediately after their degree course. The aim of this course is to produce qualified Government college students for IT jobs which they would not have dreamt of when they entered the college on the first day.

PARTICIPANTS

The intake of the course is limited to 40 students per year. The students are from various major subjects, excluding English major. Only the final year students are taken into the course. We can notice a thirst for knowing the language and a yearning to speak in English is very much seen among the students. In order to quench their thirst for this language acquisition, we adopt certain methods and frameworks. Here we understand our roles very well and we provide learners with many opportunities to take up learner-learner interaction. Our methods are usually learner-centered. Communication in the classroom is embedded in many activities. Since these learners learn the target language in their own culture, practice can be given only in the classrooms. So, a key factor in L2 development is the opportunity given to them to speak in the language promoting interactions. The teachers motivate them and create willingness and make them realize the need to speak in the target language.

 FRAMEWORK OF SYLLABUS

Generally a traditional L2 English syllabus focuses on the vocabulary the students need to learn and the grammatical items they should master, grading from their beginning level to advanced level. But our course syllabus is framed with various proposals by us. It is a skill based syllabus that focuses on the four language skills and breaks each skill into its component micro skills. The syllabus was framed by us with the motive that whoever undertakes this course should start loving English besides feeling at ease and comfort, both with the teachers and the subject. The duration of the course is 180 contact hrs, which are conducted after the college hours. In this 180 hrs the students are prepared for theory exam and practical exam. Apart from this, they are given a mini project which they do on their own. It is always believed that learners learn a language through the process of communicating in it, and that communication is meaningful to the learner provides a better opportunity for learning than through a grammar based approach. So the principles of teaching this communicative course methodology can be summarized as follows:

v  Create real life situations in the class.

v  Make to realize the need to communicate.

v  Make real communication the focus of language learning.

v  Provide chances for learners to try out what they know.

v  Be tolerant of the learners’ errors as they build up their communicative competence.

v  Combine all the four language skills together, since all are interwoven.

Keeping these key factors and the capacity of the learners who are from underprivileged society, we have framed our course work.

Communicative method is a way for both teacher and students to get the most out of the classroom experiences. Our motto is, ‘utilize your own creativity’, to create activities and exercises that would engage all students with hands-on practice. It is good to incorporate quizzes and tests based on real life situations and practical combinations of fill in the blanks, multiple choice, and true or false.

NEED TO DESIGN ACTIVITiES

As a language teacher it is important to know what counts as speaking in learning and how to promote such skills. This part of the teaching tries to explore communicative activities, including challenges and benefits of their use, and the criteria for determining to what degree an activity is communicative. Communicative activities are always needed to encourage the learners to speak with and to listen to other learners, as well as with the people in society. Such activities have real purposes: to find information, break down barriers, talk about self, and learn about the culture. Even when a lesson is focused on developing reading and writing skills, by integrating communicative activities, these skills can be best brought out among the students. This research on communication and spoken skill shows that more learning takes places when students are engaged in relevant tasks within a dynamic learning (learner-centred) environment rather than in traditional teacher led (teacher-centred) environment of learning. Hands-on practice always makes the students to display comprehension by participating. And it also gives them the opportunity to work out the links naturally and this method facilitate a safe learning environment where students are comfortable, aspire to speak and want to participate in activities that strengthen their abilities.

The following guidelines for the teachers are adopted in the course to implement CLT approach in the classroom and to help the students acquire communicative competence.

Goal: Communicative competence

Method: Learner-centered teaching

Guidelines for the teachers:

Provide appropriate input

Use language in authentic ways

Design activities with a purpose

Use activity based instructions

Encourage collaboration and interaction

Provide ample opportunities for learners to use the target language

Make error corrections according to the situations.

Resources: Worksheets and Exercises

ACTIVITIES:

Tests and drills

To begin with, the students are given a small amount of drilling and testing. It is felt good to incorporate quizzes and tests in a very creative communicative way. Tests are based on real-life situations and practical combinations of fill in the blanks, multiple choice, true or false, questionnaire and small talks. At the initial stage, all ESL learners are made to feel themselves free of tension and stress by providing the following situations:

1.At a friend’s wedding party you are unexpectedly asked to give a small speech.

Do you:          Feel uneasy?                                    Feel amused?

Act coolly?                                       Blush?

Stammer?                                         Feel pleased and flattered?

Such small activities are given to ease the learning situations.  Then small tasks are given to develop speaking skill in short interactional exchanges where they could make one or two sentences at a time.

2. Small talk between students:

S1: I hate this hot, sunny weather.

S2: Me too.

S1: Do you like to go on a tour in summer?

S2: Sometimes I do like.

As learners get more experience, they are able to utter some of the simple exchanges and they come to know how to open a conversation. At this stage, they are given the following activity in the form of questionnaires and quizzes:

3. The students are seated and they are given the following questionnaire and asked to do        both in pairs and in groups. This activity is language focused:

S1 asks S2 the following questions:

What would you do if…..

a. you met your old friend at a wedding?

b. you found a purse with passport and visa on a train?

c. somebody hit your car in parking area?

d. you got a ticket for a reality show?

4. Here is a simple game to promote interaction among students:

A list of actions are written on a paper (for example, typing on the computer, lighting   the gas stove, putting the clothes in the washing machine, and so on).

Now one student is called upon to the front and is shown one action on the list.

The student has to mime the action and the others raise their hands as they want to speak.

The teacher nominates someone to guess the answer, for example: you are lighting a lamp.

The student miming responds: No, I’m not/ Yes, I am.

The other students go on asking various questions till they arrive at the correct activity of the student who mimed. This is passed on to others also, where the students are able to come out with their answers in full sentences.

5.A-B texts:

Two texts that relate to the same topic are chosen for the activity. S1 reads one text, S2 the other, and they orally summarize their text, exchange their information, find similarities, differences etc.

6.Vocabulary Builder:

A set of cards that show similar places are taken and each pair/ group is given a card. They brainstorm as many words relating to the subject as possible. Then all words are pooled together and others are added as necessary. Then we worked on collocations and expressions. (eg: a sandy beach, to lie in the sun, to go swimming etc.)   In 5^th and 6^th activities, the students felt that they are more benefitted and these activities seemed to be more meaningful and purposeful to them. They felt happy over the thought of improving their vocabulary.

7.This is an individual work. Look at the pictures and talk on the topics.

The students, as individuals, are allowed freely to discuss over the pictures. After two minutes, they are asked to narrate an incident based on the pictures. After the first round of narration, the students are asked to take another picture and to narrate incidents. This real-life activity interested the students and they are able to recall from their memories various incidents. Here the students are seen with overwhelming enthusiasm, since they are narrating their unforgettable memories. This activity helps the students to improve their art of narration.

8.Mini talk

Here in this activity, the students are given various topics like your favorite book, teacher, actor, present education system, child labour, female infanticide, in my spare time, a film I’d recommend, etc. The students are given maximum of 5 minutes’ preparation time after choosing one of the said topics.

This activity helped the students to share their ideas and thoughts in nutshell, omitting the unnecessary points. This enabled the students to be clear in their thought and talk. But this activity also posed some problems with the students. The students who are slow at speaking could not speak out in a successful manner, as they stammered to get sequence of ideas. Yet, repeated practice made them to speak out their minds with much confidence. This activity when given a week’s preparation time- perhaps they are able to make up for a long presentation.

These small activities showed better result of the students. We are training them theoretically also by providing them basic grammar exercises in parts of speech, tenses, degrees of comparison, connectives, conditional clause, error detection and correction. Apart from speaking skill, the students are given exercises in listening, reading and writing also. As these students come from L 2 background, they struggled hard to follow the teacher in the beginning, but later on, they picked up the speed of learning mainly by the use of such activities.

The exam pattern of this course comprises practical, where the students are compulsorily made to speak and interact. The students’ potentiality is tested in conversation, group discussion, extempore, role-play, interview skill, etc. The primary function of interactional use of language is to promote social communication. The emphasis is on creating harmonious interactions between participants rather than on communicating just information. The goal of the students is to make social interaction comfortable and non-threatening to the students.

Learning is enhanced when learners are involves in the decision making process and the content of the course is directly related to their immediate needs. For these reasons, we found that it is prudent to not only diagnose the learners’ linguistic problems, but also the communicative contexts in which they use English outside the classroom. Our students, who have no L2 (English) background, are necessitated to learn English specifically for the purposes of speaking and communicating. Almost all students want to improve their status in their lives and as college students; they realize the need for English, to settle down in their lives with good jobs. This motivated us for the introduction of the course focusing on the speaking skill and communication. Very soon we were able to find out that the spoken-skill can be developed simply by assigning students various activities discussed above and some more activities like group discussion, role-play, speaking on general topics, etc.

Sample activities are given below:

1.Spot the difference: Information-gap activity

Speech and conversational activities are learner-centered and they demand from the speakers the need to focus on the social pressures of face-to-face interaction. A conversation is truly communicative event where dynamic exchanges of information take place.

An important aspect of communication in CLT is the notion of information gap. This refers to the fact that in real communication, people normally communicate in order to get information they do not possess. This is known as information gap. In this activity the students should use their linguistic and communicative resources in order to obtain information, In doing so, they will draw available vocabulary, grammar, and communication strategies to complete the given task.

The following exercise makes use of the information-gap principle:

The students are in pairs and each member of the pair has a different picture.

Without showing each other their pictures they have to find out what is the differences are between them.

This activity is very amusing for the learners and all participated very enthusiastically. Since this activity does not elicit much speech from the students, they are able to show their full participation actively. It has made students to ask questions and give answers, agree and disagree with the answers. Here the conversations of the students are very little but this can be considered as a starter task for conversation. But we were able to succeed in making our students to do everything in collaboration with each other.

2. Group Discussion:

Usually discussion skills are not much encouraged in ESL classrooms, as a result of negative experiences.  But guided discussions are always preferable, as they provide a frame work within which learners are constrained to operate. Here the students receive content just before the discussion and they are guided by the teachers with certain language prompts and appropriate words. This guided discussion provides security for the learners and help them improve communication. Yet, this approach may not be carried out forever, because it controls the learners’ knowledge of oral practice and curtails their freedom of choice.

The success of the discussions depends on the willingness of all the participants to make substantial contributions to the process. Their active contribution depends on the knowledge of the topic under discussion. So the topic chosen must be familiar and interesting for the students’ community. Next step is the formation of partner groups or observer-evaluators. These formations ensure that students have reasonably frequent opportunities not just to participate in discussions, but also to observe, describe and evaluate the process as a whole.

This activity is substantially learner-centered. Examples:

1.   Women Empowerment

2.  Education in India

3.   International terrorism

4.  Balance between professionalism and family

5.  Is globalization really necessary?    6. Go Green

Discussions take place effectively in small groups, where the students feel less nervous about speaking and making mistakes. Informal conversation and colloquial language use is more difficult to practice in a language classroom, because it is very spontaneous. This can be avoided by encouraging the students to involve in everyday exchanges in order to build a classroom community. Such exchanges can help them to develop their communicative skill.

In group discussion activity, the students are made to speak a dialogue, by looking at the person they are addressing, and speak their lines meaningfully. In other words, they should speak, not read the dialogues. It is important to make sure that all students participate in discussion. The teacher can act only as a monitor to monitor over the language use. This could help them share their ideas and thoughts in a comfortable atmosphere.

Sometimes general topics can be given to discuss, chat, and to debate.

For example:

Discuss, chat and talk about Happiness with the given clues:

1. Talk about what makes you happy.

2. Do you think happiness is the most important thing in life?

If you don’t, what do you think?

3. Can money buy happiness? If you were rich, would that make you happy?

4. What do you think, “always look on the bright side of life” really means?

The following activity can be done either as a debate or as a group discussion:

The students are allowed freely to discuss and debate among themselves. The students are allowed to think about what they are going to argue with their oral proficiency. They are divided into two groups; one prepares the case in favour of oral testing, the other against. They are advised to prepare their case as convincingly as they do for the sake of argument.

One or two main speakers present the case for each group, and the discussion is thrown open to other participants. In this way all the participants are made to talk and the result of the debate is left to voting and the students are advised to vote according to their own inclination.

3. Role-play:

The usage of role-play in ESL classrooms is implemented when the students are asked to say the lines of a dialogue. The use of role play has got a tremendous number of possibilities for communication practice. The students are not to the kind of language used by learners in a classroom; they can be shopkeepers or buyers, bankers or customers, doctors or patients; they can be bold or frightened, amused or irritated, they can be in Royal Palace or in Mars; they can be advising, laughing, condoling. The language can vary correspondingly according to the situations, according to the profession, status, personality or mood of the character being role played. All these activities take place to serve the communicative purpose or functions required. Sample role play activities:

1.Plays:

The students are asked to choose their favourite plays they have already read or composed, or from the actual literature of the target language. They are also allwed freely to role play only a portion or a particular scene from a play. They could write out their own scripts also and perform before the audience.

2.Simulations and Role play:

In simulations the individual participants speak and react as themselves, but the group role, situation and task is an imaginary one. Sample exercise:   The students are informed that they are the committee members of a newly organized old age home. To set up the home properly with all kinds of amenities they would need more money, so they have to raise the fund.  For raising sufficient money, ways and means of collecting fund are elicited from the students and the teachers also provide their suggestions.

This task can be done in small groups, with no audience.

Next is Role play:

Participants are given a situation with problem or task but with individual roles, which are written out on cards. For example:

Role card A: The student is given the role of a customer in a cake shop. He/ she want to buy a chocolate cake for the birthday.

Role card B: Another student is allocated the   role of shop assistant in the cake shop. The shop has got varieties of cakes, except chocolate cake.

Now the students are allowed freely to open up the conversation or dialogue and to proceed with the same in the most interesting form.

3 .Interview Skill:

This is the main focus and object of our training the students for employments. The students are explained the various rules in attending an interview and tips are given to face interviews successfully. The dress code to be followed, the manner of speaking, and general etiquettes are described to them, making them to face any interview in a bold way. All the students are made to take up this model job interview activity mainly to eradicate their inferiority complex to speak in English

The students are explained why they need jobs and a list of their requirements are enumerated as follows:

With these tips and clues the students are encouraged and motivated to appear any type of job interviews, as jobs are very essential for our students who are from rural places and whose only aim in higher education is to get a job!

The materials we have examined so far have been largely within the general language teaching framework and easily available materials only can cater the needs of the rural students. This is the reason why we have hardly used hi- tech materials. But if a student wants to speak in an academic community, more use of hi-tech materials with academic purposes should be used by the teacher.

FINDINGS AND RECOMMENDATIONS

Feedback and comments from all the forty students are duly collected every year and they are analyzed and organized into two categories:

1. Students’ response to the course as a language learning experience

2. Students’ response to the course as a means to improve their speaking and communicative skill.

Generally, most of the students like the course, as it makes them learn all the four kinds of language skills. It helps them improve their vocabulary and pronunciation. They are able to think and write in English. Their shyness, inferiority complex and fear for the target language are all driven away; they gain self-confidence to face persons who speak English. They could find all activities useful and enjoyable to do, particularly when done in pairs or groups. Thus they  felt a freedom of speech in all activities. Thus they get motivated to speak in English whenever and wherever possible.

CHALLENGES FOR TEACHERS

Some of the difficulties and challenges the teachers face are listed below:

1. Pronunciation is frequently unintelligible because of the interference of their mother tongue

2. Constant errors are shown in conversational micro skills but no weakness is found that causes misunderstanding.

3. Vocabulary is limited to minimum and prevent the students speak on very public topics.

4. Speech is so halting and very slow and hesitant; sometimes sentences are left uncompleted.

5. Understanding of simplified speech is done carefully with repetition and rehearsing.

But these challenges are overcome by the teachers by their constant efforts in correcting the students whenever they commit mistakes without hurting their feelings. The repeated training of the teachers resulted in a great, remarkable changes in students, for example they could show improvement in pronunciation which does not affect understanding, no more than two grammatical errors during the conversation,  Vocabulary adequate to cope with any special interested topics or varied topics of general interest, speech on all general topics are effortless and smooth , but with nonnative speed and evenness, lastly, their understanding is tremendously increased as they could understand everything in normal and educated circumstances.

CONCLUSION

In developing the four skills, linguists constantly refer to the importance of using language from relevant sources, and producing language towards relevant ends. Skills are developed extensively and often enjoyably through communicative activities. We have looked at various types of communicative activity; word power games, games, group discussion, conversation building, role plays and interview skill. All these activities generally involve gathering, exchanging, and producing information in English. Such activities motivate   the learners, they further the learning process itself, they give the teacher information on progress, and they thereby provide a context for deciding which elements of language form the learners need help with. Thus language learning is proved as a gradual process that involves creative use of language, and trial and error. Although errors are a normal product of learning, the ultimate goal of learning is to be able to use the new language effectively and meaningfully. So successful language learning involves the use of effective learning and communication strategies.

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www.en.islcollective.com/ Free ESL worksheet