LANGUAGE SKILL-1

, 2014 CODE.5659
DEPARTMENT OF ENGLISH LANGUAGE & APPLIED LINGUISTICS ALLAMA
IQBAL OPEN UNIVERSITY ISLAMABAD

LANGUAGE SKILL-1
Ideas to Improve Teaching
Submitted
to honorable:
Speaking Skill
Situation
By

RAFAQAT
Mr.AbeerHUSSAIN
Aslam
AU 516727
Course Facilitator
Course Code: 5659

LANGUAGE SKILL-1
, 2014 CODE.5659
TABLE OF CONTENTS
Chapter 1: INTRODUCTION
1.1: Study
Background 4
1.2: Problem
Statement 4
1.3:
Hypothesis
.. 4
1.4:
Delimitation
4
1.5: Objective of the
Study. 4
Chapter 2: LITERATURE REVIEW
2.1:

.5-6
Chapter 3:RESEARCH METHODOLOGY
3.1: Design of
Research.. 7
3.2: Research
Population7
3.3: Sample
Size.7
3.4: Research
Instrument.7
Chapter 4:DATA ANALYSIS
4.1: Type of
Data8
4.2: Tabulation/ Statistical analysis of
Data8-9
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LANGUAGE SKILL-1
, 2014 CODE.5659
Chapter 5:CONCLUSION
5.1:
Findings
10
5.2:
Recommendation
. 10

Appendix(s)
.
11

Abstract
Practice is considered an important part of language learning. Students
are always encouraged to practice as much and as often as possible.
However, some students do not know how to practice well and feel
disappointed as practice does not always help them make much progress
in their studies. Thus, as teachers, we should give them guidance on
effective practice. This paper reports what and how guidance for practice
should be provided for effective improvement of students speaking skills.
Encouraging preliminary results show that a set of appropriate activities to
practice speaking and good management of group work can enhance
students speaking skills and increase their autonomy.

LANGUAGE SKILL-1
, 2014 CODE.5659

Chapter No 1
INTRODUCTION
1.1 Study Background
Language is the medium of human communication. No society can live
or survive without a language. Human being felt the need to express
his feelings and thoughts so he invented different mediums for
communication, language are one such medium of human
communication. There are four language skills in English i.e. listening,
speaking, reading and writing. Speaking is an important skill but most
neglected skill in Pakistani institutions. There is sufficient background
for the situation of neglect of speaking skill; teachers are not used to
with the strategies to improve their teaching of speaking skill. Present
study focuses on different ideas of the teachers to improve their
teaching speaking skill.
1.2 Problem Statement
What techniques should be adopted to improve the situation of
teaching speaking skill?
1.3 Hypothesis
Speaking is a skill so that it should be taught just like other skills

LANGUAGE SKILL-1
, 2014 CODE.5659

Practice, drills and so many other techniques ( Role play,

dialogues etc.) are a few techniques to improve the teaching of
speaking skill
1.4 Delimitation
The study was restricted to 10 English language teachers of Govt/
Private sector in order to know their opinions about different ideas to
improve the situation of teaching speaking skill.
1.5 Objectives of the Study
The study is of a great importance because it will enable teachers to

Know the importance of speaking skill.

Enable teachers to adopt different strategies for improving their
teaching regarding speaking skill.
Know their views how to improve the present situation of
teaching speaking skill in Pakistani institutions.

Chapter No 2
LITERATURE REVIEW
English teaching and learning have the goal of focusing students so that
they are able to use English for communication and as a tool for furthering
their studies. In the process of teaching and learning, the four language
skills (listening, speaking, reading, and writing) are
simultaneously performed. Normally, learners in an EFL context do not use
the language in authentic situations. They possess inability in
communicating appropriately and correctly. This leads to learners lack of
self-confidence and avoidance when communicating with native English
speakers. In foreign language teaching and learning, ability to speak is the
most essential skill since it is the basic for communication and it is the
most difficult skill.
One important notion of developing speaking skills is to use the language
for learning as well as communication. It needs to be noted that speaking
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LANGUAGE SKILL-1
, 2014 CODE.5659
holds a very significant place in foreign language learning because
through speech messages are conveyed. Of all the four skills (listening,
speaking, reading, and writing), speaking seems intuitively the most
important. Reading outside the classroom is the most significant influence
on oral communication. Learners through reading improve in both fluency
and accuracy of expression in their speaking. Davis and Pears stresses the
importance of communication as: Real success in English teaching and
learning is when the learners can actually communicate in English inside
and outside the classroom. Speaking is a productive aural/ oral skill and it
consists of producing systematic verbal utterances to convey meaning.
Speaking is the way in which we express or exchange thoughts and
feelings through using language. Harmer notes down that from the
communicative point of view, speaking has many different aspects
including two major categories accuracy, involving the correct use of
vocabulary, grammar, and pronunciation praised through controlled and
guided activities; and fluency, considered to be the ability to keep going
when speaking spontaneously.
Practice is considered an important part of language learning. Students
are always encouraged to practice as much and as often as possible.
However, some students do not know how to practice well and feel
disappointed as practice does not always help them make much progress
in their studies. Thus, as teachers, we should give them guidance on
effective practice.
According to Renandya (2010), only perfect practice makes perfect. This
implies that students might not be practicing well. What should teachers
do to help students practice well? What guidance is needed? In this
paper, the author would like to offer some guidance to enhance students
practice of speaking skills. The main reason why speaking was chosen
is . . . of all the four skills (listening, speaking, reading and writing),
speaking
seems intuitively the most important: people who know the language are
referred to as speakers of that language, as if speaking included all
other kinds of knowing; and many if not most foreign language learners
are primarily interested in learning to speak. (Ur, 1996, p. 120)
The main goal of teaching speaking is communicative efficiency. Teaching
speaking means
helping learners develop their ability to interact successfully in the target
language. To do so, one must have communicative competence.
Richards, Platt, and Weber (as cited in Nunan, 1999, p. 226)

LANGUAGE SKILL-1
, 2014 CODE.5659

Chapter No 3
RESEARCH METHODOLOGY
3.1: Design of Research
Present study is descriptive in nature based on different ideas of
English language teachers of Pakistani institutions regarding how to
improve the situation of teaching speaking skill in Pakistani institutions. A
questionnaire was designed to know the opinions of the teachers. Data
was gathered and tabulated which shows that teaching is a skill so
different techniques can be adopted to improve the situation of teaching
speaking skill in Pakistani institutions.
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LANGUAGE SKILL-1
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3.2: Population of Study
A population to 20 English language teachers of Mansehra & Abbottabad
districts was selected to the study.
3.3: Sample Size of the Study
10 English language teachers (Male & Female) of Mansehra & Abbottabad
districts were selected to get their ideas regarding how to improve the
situation of teaching speaking skill.
3.4: Research Instrument
A questionnaire consisting 10 questions was designed and used as
research tool.

Chapter No: 4
DATA ANALYSIS
4.1

4.2

Type of Data
Quantitative Data
Tabulation/ statistical analysis of Data

LANGUAGE SKILL-1
, 2014 CODE.5659

Role Play
SA

SWA

DA

Creative Thinking
SA

SWA

10% 20%

30%
70%

70%

Pair Work
SA

SWA

DA

13%

Dialogues
SA

SWA

DA

30%
50%

38%

70%

Use of Target Language

SA

DA

SWA

20%

20%

DA

Discussions
SA

SWA

DA

10%
40%

20%
40%

50%

LANGUAGE SKILL-1
, 2014 CODE.5659

Group Work
SA

SWA

DA

Integration of Skills
SA

10%

SWA

DA

10%
40%
50%

90%

Students Participation
SA

SWA

DA

Language Games
SA

SWA

DA

10%
50%

50%

10%
80%

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LANGUAGE SKILL-1
, 2014 CODE.5659

Chapter No: 5
CONCLUSION
5.1

Findings

Results of the study reveals that majority of teachers at least 70% are the
opinion that role play is an effective tool for improving the speaking skill of
the students. Results also highlight that 70% of the teachers are in the
favor of developing creative thinking in their students in order to improve
their speaking ability. 40% of teachers favored the use of pair work for
improving speaking ability of the student while other 30% were against
the use of pair work. Dialogues in improving speaking skill were
considered beneficial by 70% of the teacher. 40% teachers were
somewhat in the favor of the use of target language in improving the
situation of teaching speaking skill while other 20% strongly agreed in the
favor of the use of target language.
Results of the study reveals that 50% teachers agreed while other 40%
strongly agreed the fact that discussions improve the speaking ability of
the students. 90% teachers agreed that group work provides teachers to
improve the situation of teaching speaking skill. 40% teachers strongly
agreed while other 50% agreed that integration of skills will definitely
improve the teaching of speaking skill. Half (50%) teachers strongly
agreed while remaining 50% agreed with that students participation on
teaching learning process improves the situation regarding teaching
speaking skill and finally 80% teachers shared that using language games
in classroom will definitely improve the situation of teaching speaking
skill.
5.2

Recommendation
Results of the study indicate that
Role play activities must be adopted in order to improve the
speaking skill in teaching of language.
Group work and pair work should be encouraged inside the
classroom in order to involve the students in teaching learning
activities in order to improve the speaking ability of the students.
Students should be motivated and encouraged to use the target
language inside the classroom in order to achieve objectives.
Group discussions and language games should be used
Build the confidence of the students to speak in the target
language.
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LANGUAGE SKILL-1
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Different language skills should be integrated in order to give the

students an exposure to the language.
Practice and drills further develops the speaking ability of the
learners.
Teacher should develop creative thinking of the students in order to
improve the situation regarding teaching speaking skills.

Appendix A Sample
Questionnaires

Questionnaire

Appendix

Filled

in

Sample Questionnaire
Note: this is meant for research purpose only and all the information will be kept
confidential.

Personal Information:
Name of Teacher:_________________________
Qualification______________________________
Institution Name:____________________________ Teaching
Experience____________________
ABBREVIATION USED:
SA
Strongly
Agree

A
Agree

SWA
Somewhat
Agree

DA
Disagree

SDA
Strongly Disagree

Please tick the relevant box of your choice.

1. Role play is an important technique to improve the situation of speaking
skill of the students.

SA
A
SWA
DA
2. I try to develop creating thinking in my students.

SDA

SA
A
SWA
DA
3. Pair work provides students maximum talking time.

SDA

SA
A
SWA
DA
SDA
4. Dialogue is an effective tool to build the speaking ability of the
students.
SA
A
SWA
DA
SDA
5. Using target language in classroom as medium always helps in
learning.
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LANGUAGE SKILL-1
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SA
A
SWA
DA
6. Discussions enhance students speaking ability.

SDA

SA
A
SWA
DA
SDA
7. Group work helps students in developing their confidence to learn
language.
SA

SWA

DA

SDA

8. Integration (using different language skills simultaneously) is useful for

better language learning.

SA
A
SWA
DA
SDA
9. Students participation helps to improve their speaking ability.
SA
A
SWA
DA
SDA
10.
I always reflect on what students reply to help students to
build their fluency.
SA

SWA

DA

SDA

Please mention any (other than above) activity which you usually do with
your students to build their speaking skill.

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