Professional Documents
Culture Documents
Problem: Inadequate methodologies and lack of didactic resources for the teaching of
speaking in high school students.
General Objective: Know the different strategies to improve the ability to speak.
The learning processes involve several factors so that the student can develop different
capacities, When difficulties arise in the teaching-learning process, it manifests itself in the
students, in their progress and in the unachieved objectives which were raised in the class,
for that reason it is necessary to develop an adequate methodology looking for different
techniques and teaching strategies. In conjunction with its didactic resources appropriate to
the subject, in this case to develop speaking in the English class in high school students to
Since developing the appropriate methodology together with its didactic resources that
always have to go hand in hand, so that students do not get distracted or bored with obsolete
methods, it is the teacher's task to use methodologies and resources such as the use of tics,
which is a methodological tool that students like, since in this new era globalization goes
hand in hand with technology and tics gives educators and students a great advantage in the
flexibility of time, space and rhythm, although carrying out the use of tics is a challenge,
since they may not have technological materials some students neither schools nor Internet
access, that is why teachers also have to put into practice all the didactic resources that are
available. And can obtain and that facilitate the teaching process for example: we have books,
textbook etc. and that helps us to motivate the student to be concentrated in class and achieve
Strategies to improve the ability to speak in high school students is of the utmost importance,
since it is the fundamental basis for new paths in English, since it is a living language that
continues to evolve, introducing many technological terms to everyday life, Thus, today's
society is very demanding in the communicative part of studies, because the development of
English speech corresponds to the social, cultural part, being of great importance that students
can express themselves correctly, providing information about them and requiring the ability
to understand, phrases and frequent expressions of their environment such as: greetings,
names of objects, etc. as well as understand the main ideas of texts and other things. For all
Speaking is one of language skill that people use in communication to others. The purpose
of the teachers of speaking is to enable the student to speak and interpret the message that
occurs in the communication process. Speaking ability is an ability to express, to convey the
idea and suggestion. Talking is about how to express, it is related to the language problem
and the pronunciation of speech sound. Therefore, the ability of speaking is very Important
in the life. Currently the students have the problem to the moment of speak in public or
possibilities of work, study, social relationships and improvement depend, in large part, on
our ability to interact with others, having oral expression as a fundamental tool. the learning
need students who can express themselves fluently and clearly, with optimal pronunciation,
English is a living language and has not stopped evolving to this day. New terms are
constantly being incorporated into the language. The technological revolution, scientific,
advances and the need for new words mean that Lating and Greek continue to be valid as
a reference source. The migratory flows and the mixture of cultures also suppose a
contribution of new words that enrich the language more and more.
Today's world requires speaking skills to relate and be able to develop job opportunities,
social relations, since today oral expression opens many doors for us in the world of work.
And this starts from the schools with our students who graduate with the ability to interact
using the appropriate times, since we remember that today technology is advancing in a
great way and the technological terms it is necessary to know them in a great way to be
Oral expression is of the utmost importance, since the world depends on the interaction
with each other to be able to know the new words that the world is implementing, let us
remember that technology makes the world work faster than normal for that reason it is It
is necessary that from high school students develop speaking skills so that when they reach
2) (Zambano, 2017) The methodology strategy based on music and movies to develop the
of such magnitude that the history of human life would not have occurred without
language; would not have existed possibility of memory, of relationships, of societies, there
At the global level, learning English “is a priority from primary levels of education, reaching
the peak of education superior, where his knowledge and qualities in the different aspects
One of the methodological strategies to develop Speaking is music and movies since it is
vitally important to know the expressions of each speaker, let us remember that
Using music and movies as a methodological strategy is an excellent strategy since students
like to listen to music and watch movies, it is excellent for the development of oral
comprehension, since communication today is something that worries many, for It is of the
utmost importance that English, especially the speaking part, be developed at an early age,
beginning in primary school and continuing in secondary school, where students prepare to
go to university.
3) (North, 2020) All people feel some physiological reactions like pounding hearts and
trembling hands. Do not associate these feelings with the sense that you will perform poorly
or make a fool of yourself. Some nerves are good. The adrenaline rush that makes you sweat
also makes you more alert and ready to give your best performance.
The best way to overcome anxiety is to prepare, prepare, and prepare some more. Take the
time to go over your notes several times. Once you have become comfortable with the
material, practice a lot. Videotape yourself, or get a friend to critique your performance.
all the people when trying to speak another language in public, it is normal for them to feel
nervous and for their heart to beat very strongly and all this makes the students, when they
feel all these physiological reactions, think that they will make a fool of themselves before
others.
The physiological reactions that the human being feels, for example, nerves, sweating in the
hands, strong palpitations in the heart, is normal when people try to develop the ability to
speak, since communication is one of the most important things in the world. , these
physiological reactions help people to perform their best when speaking, the best way to feel
good is to prepare, practice, before each lesson and find a partner to share and who can give
classroom technique has purpose. Discussion technique is to improve fluency of the students
and to improve grammar of the students. Role play technique is to improve vocabulary of the
students and to make the students more concentrate. Game technique is to encourage student
to think and express their ideas, to make student pay attention to the teacher and the material,
and to make the student enjoy on teaching learning process. The teacher has roles as
The students have some roles such as subject learning, the learner is member of a group and
learn by interacting with others, the learner is the planner of his or her own learning program,
the learner is a tutor for others learners, the learner is monitor and evaluator of his or her own
progress, and the learners learn from the teacher, from the other students and other teaching
sources. There are some materials used by English teacher, such as: book, textbook, and
another source from internet as supplementary material. The roles of instructional materials
are as a resource for presentation materials (spoken or written), as a reference source for
learners on grammar, vocabulary, pronunciation, and so on, and a source of stimulation and
To teach the classes there are several techniques that teachers can use, each with its own
purpose, for example, there is the discussion technique among students to improve the
fluency and grammar of the students, other techniques are games since most of the students
like to play and through this they can learn more vocabulary and grammar and make students
To improve the fluency and grammar of the students, teachers must put into practice the
different techniques, for example we have the discussion technique, the game technique, all
these techniques make the teaching-learning process of students easier since they develop to
oral expression, grammar without the students getting bored of the process, the teacher has
to try to make the student feel good, since the teacher has different roles within this process.
5) (Macias Mendoza, 2017) Oral expression plays an important role in the development of
oral language. Besides contemplates a set of techniques that determine the general guidelines
that must be followed to communicate orally effectively, that is, it is the way to express
without obstacles what is thought, because it is used on a daily basis, most people do not give
the language the importance it has in all senses, so many times, it is used incorrectly.
Therefore, it is essential for educators to develop the expression oral in students because we
live talking, requesting and giving information, giving opinions, discussing, commenting,
and conversing. Through oral communication they satisfy the elementary needs of the human
being, both material and spiritual. For students learning a language, oral expression is one of
the more difficult skills. Students in generally present always different deficiencies such as
organizing and structuring the discourse in a coherent way (in order chronological), State
clearly which are the main ideas and which are secondary.
Oral expression plays an important role in the development of another language in oral
rules, most people do not give importance to the correct use of the language and that is why
they use inappropriately. Inadequate way, taking into account that language is important for
ourselves understood what we need and thus we can do things well by carrying out the
communication process correctly, expressing what we feel, it is of the utmost importance that
people follow up on the oral improvement, with oriented practice and aware of its
importance.
6) (Wallence, 2004) Students improve formal speech when teachers provide elements to
organize your ideas when preparing a presentation. Oral presentations by students can
improve when they organize their display in different ways, for example in sequences, or
problems and solutions, causes and results, similarities and differences. After deciding on the
best means of organizing, will be able to practice their presentations with other classmates or
Teachers will also be able to help students tailor their presentations and informal talks to
match with the intended interlocutors, the information that must be communicated and the
circumstances of the occasion in which they will speak. The Teachers can illustrate how
Teachers can give students tools to Present ideas to peers individually, to groups of peers or
to entire groups of students. They can learn to talk about a topic they have chosen themselves
or a topic assigned by the teacher. Preparing for and participating in debates helps students
see both perspectives on different topics. Students also benefit from the interviews they
they can take advantage of the teaching about the elements of a good oral narration. Teachers
and students can contribute suggestions for the oral presentations of the latter. By
constructively criticizing others, students can learn to apply criteria for optimal oral
expression and employ social skills with touch. With this, they can increase and improve
their own skills oral. Students can also learn oral skills and social media by suggesting
higher acquisition Skills and confidence when speaking in front of larger groups.
7) (Gonzalez , 2015) The belief in basic education is that in the traditional school students
are taught to read and write and it is taken for seated that they already know how to speak.
Therefore, the ability of production or oral expression has been somewhat forgotten. The
only way that correct speaking is valued and remember that it is an essential and basic skill
in the training of students, it is when one of them has a very marked deficiency, example
The absurdity of this matter is that in the globalized world in which we live, the oral
production is put on the highest rung of the ladder to success. Now the difference between a
person's failure or achievement can be made by how well they do in a job interview, a person's
innocence or guilt could largely depend measure of how it performs before a jury or oral trial;
marriage with loved person may depend on how the declaration or proposal of love turns out,
etc.
It is believed that teaching in basic education is enough for students to speak, since they teach
them to read and write, and they leave the oral part a bit forgotten, forgetting that the ability
In the traditional school it is believed that it is enough to teach reading and writing to develop
the ability to speak and they have not put emphasis on the oral part of the students and thus
be able to realize if some of the students have any deficiency in pronunciation. of some letter
8 ) (Peña Garcia, 2013) It seems clear that the introduction of new technologies in our lives
is revolutionizing the world of education and, with all certainty, in the near future, language
teaching will be different from what we have today day. The incorporation of the digital
whiteboard, computers or tablets for each student seems to be a reality, although the current
In the Secondary Classrooms the exercises that are generally carried out in class in terms of
oral skills are those that involve face-to-face interaction, that is, those that involve the
students, the teacher and the context is the class. However, the new technologies provide the
New technologies are revolutionizing education, the only thing that is stopping its progress
is the economy, the future of teaching will be very different in a short time, and this will help
teachers to have better tools using the technological part that students like so much since they
the very near future technology will be the main base of teachers since the only thing that
stops its progress is the economy but little by little It is being introduced as a tool that comes
to evolve the teaching of teachers, and that will be of great help in the development of their
classes, innovating in each subject and thus the students will develop the ability to speak
more quickly.
9 ) (Thornbury, 2005)These quotes identify some key factors that can contribute to a lack of
L2 fluency , and in particular how a lack of automaticity can inhibit face to - face interaction
, quite independently of how much grammatical and lexical knowledge a speaker has .
speaking failure. And by practice is meant, not practice of grammar and vocabulary, but
practice of interactive speaking itself. The combined effect of these deficiencies is a lack of
confidence and often an acute sense of anxiety when it comes to speaking ( ' my heart is in
my boots ' ) . What can be done about this? The comment that ' this skill [ i.e. speaking ] is
always forgotten when someone teaches English ' is astute . All language teaching methods
( apart from the most bookish ) prioritize speaking , but less as a skill in its own right than as
speaking activities are often simply ways of rehearsing preselected grammar items or
functional expressions. If speaking as kill is dealt with, it is often dealt with only at the level
of pronunciation. Frequently, training and practice in the skill of interactive real - time talk,
with all its attendant discourse features, is relegated to the chat stage at the beginning and
end of lessons. It is this lack of genuine speaking opportunities which accounts for many
students ' feeling that, however much grammar and vocabulary they know, they are
How then does L2 speaking differ from L1 speaking? In terms of the stages of mental
processing involved, there is probably not much difference at all. Like L1 speakers, L2
speakers also produce speech through a process of conceptualizing, then formulating, and
finally articulating, during which time they are also self - monitoring. At the same time, they
will be attending to their interlocutors, adjusting their message accordingly, and negotiating
the management of conversational turns. The skills of speaking, therefore, are essentially the
same and should, in theory, be transferable from the speaker’s first language into the second.
You can find some factors that prevent fluency when speaking in students, one of them is the
lack of practice with another person, but when this is done one of the mistakes is trying to
practice pronunciation and grammar, it is for this reason that students feel that although they
know a lot of grammar they are not prepared to speak outside their class sections since all
10) (Aleksandrzak, 2011) the position of speaking in the hierarchy of language skills has
evolved over the centuries. Rather ignored in the Grammar – Translation Method, it became
a primary skill in the Direct Method. Audiolingualism brought even more focus on speaking,
although the linguistic principle it was based on viewed oral discourse as imitative routine
behavior in typical and predict able situations. The grammatical syllabus of the Cognitive
Method incorporated activities in all language skills, attaching equal importance to each of
practicing the language in natural or probable situations which demanded defining of the
speaking is generally perceived as the most fundamental skill to acquire. Since the onset of
the communicative era it has been treated as the ultimate goal of language training and its
proper development has become the focus of attention of both teachers and learners.
language speaking in classroom conditions is not an easy task. Even advanced learners often
finish a language course with the conviction that they are not sufficiently prepared for
speaking beyond the classroom. This difficulty results basically from the character and
abundance of natural varieties and genres of oral communication. In fact, selecting the most
appropriate types of spoken discourse for classroom practice in a particular language course
is a very hard decision which, unfortunately, hardly ever reflects the natural occurrence and
The position of speakers in linguistics has evolved over the centuries, although in the method
of grammar and translation he did not put so much emphasis on it, but even the direct method
that made it a primary skill, the communicative teaching of language. Language added the
realistic part to the discourse in oral teaching in classrooms using daily living in real
situations.
11) (Hobz, 2018) identifies a number of features that come into play to make speaking
challenging. The first reason why it is difficult for learners to learn how to speak a foreign or
second language is that they are not familiar with reduced speech or have not had enough
practice with reduced forms, such as contractions, vowel reduction weak form, and elision,
etc. Thus, students need to be exposed to natural speech through listening; otherwise, they
will retain their formal-sounding full forms. Students need not only have listening integrated,
but also should practice orally through role plays, class discussions, simulations, and debates,
etc. Similarly, the official contend that students need to have enough practice with what is
called ‘clustering’ (i.e. fluent speech organized in chunks/phrases rather than in words), as
well as with proper use of idiomatic expressions. Another aspect of difficulty relates to
pronunciation. Students need to learn about stress, intonation and rhythm. A third aspect of
difficulty is the fact that speaking often presupposes more than one speaker. Interaction needs
to be accomplished with at least one other speaker, thus requiring the learner, as contended
feedback, sending messages and adapting them accordingly, avoiding topics, clarifying,
comprehensibility, and monitoring its effect. Therefore, learners need to be trained to deal
The important thing is to identify a series of characteristics that come into play and make
speech a challenge for students, students must enter into the nature of the language in a way
that they do so in discussions, conversations with another classmate, try to make them think
in real life situations, starting with learning the pronunciation, intonation of each sentence,
Methodology
development of oral language, oral expression plays an important role, which contemplates
a set of techniques that determine the general guidelines that must be followed to
communicate orally effectively, that is, it is the way to express what is thought without
obstacles. Because it is used daily, most people do not give language the importance it has in
every way, so many times, it is used incorrectly. Sometimes they do not realize that it is
So it is essential for educators the development of oral expression in students because we live
Through oral communication, the elementary needs of the human being are met, both
material and spiritual. For students who learn a language, oral expression is one of the most
difficult skills. Students generally always have different deficiencies such as organizing and
structuring the discourse in a coherent way (in chronological order), clearly exposing which
are the main ideas and which secondary ones transmit a message fluently (without excessive
hesitation, pauses, false beginnings, correction: phonetics, grammar and lexical and
precision: conceptual, lexical), adapt to the situation in which the discourse develops (Tone,
registration, theme, clarify, expand, summarize, value. Therefore, in education you should
use a very varied, motivating and participatory teaching, for this it is very necessary, use
different styles as a means of teaching the English language since it plays an important role
in the class process. The use of songs allows the student to relax, be interested and familiarize
with the language, at the same time stimulates the discrimination; In the background while
working, better results are achieved in his work and discipline, this also serves to mark a
change of activity and make the class more enjoyable and fun. The methodological strategy
based on music and films to develop oral comprehension in English is a current topic since
the importance of communication is of such magnitude that the history of human life would
not have occurred without language; There would have been no possibility of memory,
study individuals in their role as speakers of a language. Among the different skills that are
handled in the learning of the English language is that of “speaking” which in Spanish is
process in which we are constantly involved in our society. It is worth mentioning that this
ability cannot be separated from the other skills involved in the teaching of languages such
as listening, which is a very good skill that it does when listening is effective, writing, which
makes us enhance our writing, reading, makes our reading more effective and understandable
since there is always a close relationship between them. David Nunan (1995) in his book
language teaching, saying that ´´Oral comprehension is vital in the classroom because it
provides input to students. Access to native language speakers is essential since students must
interact to understand what is expressed. In addition, the failure of students to understand the
language they study is an incentive, not an obstacle, to interaction and learning, authentic
spoken language presents a challenge for students to try to understand the language that
native speakers really use. Oral comprehension exercises that provide teachers with the
means to attract the attention of their students to new forms (vocabulary, grammar, new
interaction patterns) of the language. Oral communicative quality is essential for the best
relationship of people who speak the English language. In English language schools in the
world, emphasis is placed. Therefore, the quality of oral communication skills, the same ones
that do not become alone, but on the basis of increasingly precise and appropriate techniques.
In that context, the success in learning the English language depends not only on having
methodological strategic strategies, together with the management of material resources for
techniques, which are varied and adaptable to many cases, do not work or simply do not
apply, there will be no good management of oral communication skills and teaching will be
done halfway. The new methodological strategies give opportunities for them to even adapt
them to favor the student as he learns best. The different social situations, the ages and the
environment in which the learning of young students develops, the innovative forms of self-
learning, are the opportunities that the student has, this indicates that it is a weakness to
continue with the traditionalist teaching of the classroom, the board and the book, processes
that for today's youth have been left behind. The application of appropriate techniques leads
to the implementation of adequate learning styles, in which the student has the opportunity
characteristics, to achieve effective instruction. There is no pure or unique style, the need of
each person is different therefore the interest in learning is also different, the styles are several
but there is always one predominant. The strategies are linked to the learning style that is
used, for this reason each style needs a different strategy. One of the most exciting and best
founded theories that have appeared in recent years is the Theory of Multiple Intelligence of
Howard Gardner, which defines intelligence as the set of capabilities that allows us to solve
adolescents have difficulties learning English, especially in one of the skills of great
importance such as speaking in secondary school, as well as mathematics among those that
Among the main deficiencies are finding: not having specialized or high-level teachers,
developing inadequate methodologies for teaching the speaking of this language, using
materials
Outdated and alien to the culture of the students in addition to taking English as a Content of
the curriculum and not as a means of communication and the ineffectiveness in the
investment of resources by the State together with the erroneous idea that only with
increasing the hourly intensity of the classes is sufficient to achieve the development of
speaking, this without counting the number of students per group and the tension emotional
life inside the classroom. as well as the obsolete practices in the classroom, the lack of
transversality with the other subjects and not using technological resources appropriately.
It would be very useful for teachers to let you know how important the English language is
today in this new globalization. Since when a person sees new knowledge useful for his
of learning and appropriate context is more likely to achieve a successful learning than when
it is, from their perspective, uninteresting or that the way in which it is taught ineffective or
insufficient. If so, it can be deduced In general, there are many factors that affect a low level
levels of knowledge of the language, which can produce apathy, boredom, loss of interest,
insecurity among others, The important thing is to propose strategies based mainly on the
training of teachers of English with training, both with the implementation of pedagogical
models, study plans and adequate materials, such as the effectiveness of the hours/class
among others, The important thing is to propose strategies based mainly on the training of
teachers of English with training, both with the implementation of pedagogical models, study
plans and adequate materials, such as the effectiveness of the hours/class among others.
An article by the teacher Gloria García Galindo entitled “The anxiety before learning a
foreign language” in which he assures that the effectiveness in learning a language is directly
related to the emotional aspects that surround said learning and not only with cognitive or
pedagogical. An imbalance in this aspect can generate high levels of anxiety, which poorly
worked, directly affect the acquisition of a foreign language, especially in the communicative
processes that develop speaking skills. The expert mentions that the teacher, as one of the
teaching environment; must also create an environment in which high self-esteem is raised,
low general anxiety level, emphasizing the intrinsic value of learning a foreign language;
second language, and promote a level of decision-making risks that contribute to domain
methodology used in secondary schools that one of the important points to be implemented
are tics.
The presence of Information and Communication Technologies (TIC) in the Education of the
21st century is a reality that brings with it a series of challenges for both educators and
learners; However, the advantages and the benefits of exploiting TIC in the teaching process-
learning are incalculable and, faced with such a perspective, teachers and pedagogues we
cannot remain indifferent. Since its inception, TIC have opened new ways for teaching and
learning, evidencing its great potential in the possibility of interaction, communication and
access to information.
TICS currently enable the creation of new environments or learning environments, providing
teachers with the opportunity to transform the educational process and improve the quality
of education. In this context, virtual education appears as a modality of flexible training that
allows the student not only to access the information, but also to transmit and produce
knowledge based on data obtained through modern communication networks, without matter
when or where people are involved, which adds richness to the educational process.
In higher education these systems present great opportunities for teachers and, above all, for
students in terms of accessibility, flexibility of time, space, rhythm, schedules, etc. and in
some cost cases (Salinas, 2005). These environments every day acquire more importance,
because to be active in the new social space require new knowledge and skills to be learned
in educational processes. The Network has progressively gone from being a repository of
information to become a social instrument for the elaboration of knowledge (Cabero, 2006).
As Salinas (2005) points out, ICTs offer a range of possibilities through computer-mediated
communication and Introduction virtual training environments for both distance education
and for the face-to-face mode. Both modalities can benefit from communication possibilities
offered by networks and the possibilities of multimedia systems, without forgetting that these
new environments of learning require new approaches to understand them, design them and
manage them, because their use affects all the elements of the teaching process (teachers,
In the methodology we have to take into account the use of a diversity of resources and tools
that allow the student to relate the information with his previous knowledge and thus generate
new knowledge, thus assuming an active role throughout the learning process.
Undoubtedly, the integration of ICTs also involves costs and problems, but the change is
absolutely essential, since we are in a new era in which ICTs become a powerful instrument
and versatile that allow the development of new skills and ways of construction of
knowledge.
resources didactic and technological in which the student can strengthen the self-learning,
esteem and motivation, in a environment in which family, work and study interact. this due
to the new pedagogical and didactic paradigms that promote the use of Information and
The methodological part is as important as the use of didactic materials to be able to develop
speaking in secondary school students. In this idea Otto(2000) advierte que en la era de la
globalización, el inglés es la gran lengua internacional, una “lingua franca” que cada día se
emplea más en casi todas las áreas del conocimiento y desarrollo humano. El 80% de toda la
información en las computadoras del mundo está en inglés y el 60% de los artículos en
The English language teaching advantages of having the ability to understand, speak and
write the English language are innumerable, among which the following stand out: increase
cooperation between countries and universities through scholarships, access to research and
having access to the information that find in this language such as: articles, magazines, books,
videos, courses, among others. Its possession can no longer be treated as a luxury, but rather
is an obvious need. Moreover, it is even said that whoever does not master this language
Speaking English is, today, an essential part of comprehensive training of a person inserted
in a world whose borders are crossed continually. Current academic and personal training
requires that a individual can relate to other societies to have access to the knowledge
development and discussion of ideas; this way, you can confront their positions and define
their insertion in the world. It is the task of the English teacher communicate it to their
students in this way, so that in the difference of cultures are enhanced and appreciate the
advantages of their own over the external one. In addition, it is important that as teachers we
motivate the student letting you know the usefulness of learning English for your future
All this is developed by addressing two essential points for the speaking of the students,
• Listening comprehension
number of cognitive and affective mechanisms. Is essential understand what others say in
order to answer or respond to another person? Despite its importance, in the past listening
comprehension was normally neglected in foreign language teaching until that the
communicative approach made the teachers understand the importance of this basic language
skill.
• Oral expression
English language teaching From a Communicative Approach, "auditory" and "oral" skills
are closely related. The acquisition of oral skills is a gradual and directed process, in which
the student practices the language in a through discussions, conversations, or other strategies
that motivate you to express themselves orally. The communicative approach has put the
ability oral as the most important objective in the process of teaching- learning a foreign
language to be able to communicate as well as possible with the native and the non-native of
the English language. However, the acquisition of this skill is very difficult and demanding,
so many apprentices feel discouraged after some time of studying the language.
EDUCATIONAL RESOURCES
The meaning of didactic educational resources has been called in various ways, such as:
didactic aids, didactic resources, and educational means. According to Morales (2012), a
didactic resource is understood as the set of material means that intervene and facilitate the
teaching-learning process. These materials can be both physical and virtual, assumed as a
condition, arouse the interest of students, adapt to their physical and mental characteristics,
in addition to facilitating the teaching activity by serving as a guide; As they have the great
The importance of the didactic material lies in the influence that the stimuli to the sensory
organs exert on the learner, that is, it puts them in contact with the object of learning, either
The functions that the didactic resources have must take into account the group to which it is
directed, with the purpose that this resource is really useful. Among the functions of teaching
resources are: a) provide information, b) meet an objective, c) guide the teaching and learning
The didactic material is usually used as a link or element of union between the teacher and/or
student and reality. Ideally, all teaching and learning should be carried out in contact with
real life, but it is not always possible or advisable and therefore we resort to a series of means,
resources or materials that serve as a bridge between what what is taught and learned and the
real world. For this reason, the didactic material replaces the reality and tries to represent it
in the best possible way, facilitating its objectification (Nerici, 1973). Specialists in this field
use a variety of terminology to referred to the materials. There are those who speak of
or “curricular material”.
It can be seen that some of these means are purely visual or auditory, but others integrate
images and sound. There are media that, by their nature, require a passive attitude on the part
of the students, but others are interactive and require more activity and participation. And,
finally, there are other means that put the student in contact with the reality as it happens
when they travel and interact with native English speakers. Edgard Dale (1964) elaborated
many years ago a "cone of experience" to illustrate the sequence from the most abstract
means of teaching and learning to the more direct and experiential. At the vertex of the cone
Dale places the oral symbols, which it would be the purely verbal teaching. Visual symbols
follow; still images, radio and recordings; filming and TV; the exhibitions; visits and
experience with the reality. It is obvious that, in Dale's cone, as means and resources move
away from the apex and closer to the base, they are more intuitive, real and effective for
learning.
Solution
According to Thornbury (2007: 40), the process of developing speaking skills consists of
three stages:
• Awareness – learners are made aware of features of target language
knowledge-base,
It seems that at the advanced level of foreign language proficiency students and teachers’
efforts should be focused on the stage of appropriation and its effective movement towards
autonomy in target language use. For that purpose they need a range of speaking tasks that
(treated as a source of meaningful input and feedback) mainly in the form of student
interactions. The speaking activities presented below take into account the above
assumptions.
Conversations in foreign language classrooms are considered to be not the result of language
learning but rather the context in which learning actually occurs (Thornbury 2007). On the
other hand, it is not easy to incorporate meaningful conversational interactions into a planned
lesson as casual conversation is, by its very nature, spontaneous and unstructured. It becomes
easier when conversation activities are based on a set of selected themes which are previously
negotiated with learners. Useful conversational routines (opening and closing formulas,
interrupting, asking for clarification) and helpful communication strategies (paraphrasing and
reformulating, using vague language and hesitation fillers) should be taught and practiced
beforehand to give students the appropriate devices for successful communication but
materials, fluency practice, to feedback sessions during which students analyse their own
interactions (Nolasco and Arthur 1987). Interviews are demanding tasks in the sense that they
require from the interviewer some preparation in the form of research, the selection of
relevant questions and the prior analysis of native speaker interviews so as to properly
evaluate both the questions and the elicited information (Dakowska 2005: 245).
A class survey is a version of a collaborative interview which, if properly carried out, may
set of survey-type questions connected with a particular topic and they mill around in the
classroom, asking the questions and noting the answers. Next, they return to their original
groups to analyse the findings which are later reported to the class by a group spokesperson.
Finally, the class decides whether the original claim put forward by the group is justified or
The ability to speak has been very difficult for students. Currently, high school does not share
authentic materials implemented the ability to speak. Teachers do not apply technology as a
necessary tool to achieve this macro ability. Therefore this problem continues in the students.
It seems clear that the introduction of new technologies in our lives is revolutionizing the
world of education and, with all certainty, in the near future the teaching of languages will
be different from what we have today. The incorporation of the digital whiteboard, computers
or tablets for each student seems to be a reality, although the current crisis situation is
delaying its implementation. In the secondary classrooms, the exercises that are generally
performed in class as far as oral skills are concerned are those that involve Face-Toface
Interaction, that is, those that involve students, the teacher and the context is the class.
However, the "new" technologies give the teacher the opportunity to innovate when teaching,
as Mark Levy (2009) points out in his article "Technologies in Use for Second Language
Learning"
Skype since the use of the Internet was introduced on a daily basis. Exchanges with speakers
from other countries became common. What was done before by letter (Penfriend) is now
done through email or social networks such as the one that until now is the best known
worldwide such as Facebook. The use of programs that allow oral communication in real
time is already a reality. There are several programs whose main function is to make video
calls. Of all of them the best known is the Skype. This software was designed in 2003 by
Janus Friis and Niklas Zennström. The program allows you to make calls or video calls in
real time to any part of the world for free. This tool gives foreign language teachers an
opportunity to bring students a more real communication than they normally have in class.
In addition, it is a way of making the class "more real", to bring the real world to class.
Although, in general, in the secondary classrooms, oral skills are still working with the
exercises that involve only the students of the class and the teacher. However, teachers have
at their fingertips this tool that would allow students to expand their knowledge differently.
In addition to real-time exchanges, it provides us with other tools that we can use in class.
One of them is the "videoblogs". These are made up of videos that are arranged
chronologically. Students are used to these types of tools. . In the event that the students were
not familiar with it. If it were not so, that would not represent an obstacle, then, its use is very
simple, there are numerous tutorials on the Internet. The management of the same should not
be a problem for their use in the classroom. This program allows you to upload videos that
students have recorded. When students recorded themselves and listening they should realize
the mistakes they make and thus be able to correct them. The recording technique has already
been used since the use of language laboratories began. However, with the recording of a
video and the use of a videoblog this becomes much more dynamic and current, instead of
being limited to the laboratory. In addition, these exercises can be used to develop self-
criticism, since they themselves can be judged and thus be able to improve.
Digital Posters have been used in foreign language classrooms for a long time. Recall that
one of the main elements of the Suggestopedia method that emerged in 1978 from the hand
of Bulgarian psychiatrist Georgi Lozanov are posters. There are several programs that are on
the Internet for the design of posters, see the Glogster or Wizard, the first one being the one
that allows designing posters that integrate both text and audio or audio. There are numerous
tutorials that are hosted on the Internet where the use of this program appears step by step.
These are in both video format and text document. However, the program is simple to use
and quite intuitive. This tool integrates not only oral skills, but also includes written skills.
With the audio forums, both oral comprehension and oral production are worked on. The
teacher creates a topic of conversation and the students participate in it by sending their own
opinions and comments. Students can also open their own topic of debate. However, students
do not have exclusive access to those issues that the teacher raises, but can access and
participate in anyone who is already open, being able to interact with people from different
parts of the world. With the Audio Forum students are subjected to less pressure than with
Skype since it is not a synchronous interaction but diachronic: the task is to record a message
and send it so that other people can hear their comment. The student can record the message
as many times as he deems appropriate until obtaining satisfactory results. Thus, he can
prepare his message in advance, both in the grammatical, phonetic and vocabulary aspect and
make the message correct in these three levels. In addition, stress reduction is evident, since
Conclusions
The acquisition of a second language is an expensive process that, due to its characteristics,
does not follow the same process as the acquisition of L1. The student of a second language
has already passed the "critical period" when we talk about secondary school students
(remember that academics place this period in adolescence) making this task more expensive.
In addition, the student already has a knowledge of their own language that interferes with
the acquisition of L2. As we have seen throughout this work, it is not easy to learn a second
language and even more complicated is to learn and develop oral skills such as oral
compression, oral expression and interaction. As J. Scott Payne and Paul J. Whitney (2002)
points out in their article “Developing L2 Oral Proficiency Through Synchronous CMC:
Second Language Requires Interlocutors to Perform a Complex set of cognitive tasks as they
attempt to comprehend language input, relate it to what they know about the target language
and the world, and then make decisions about where the new information should be
incorporated into their existing knowledge base in some manner. The listening exercise
should not only consist of listening to a recording or viewing a video and answering a series
of questions, but, as many academics say, it is advisable to perform exercises before and after
convenient to make students aware of their own learning process in order to obtain better
results. One of the main tools that secondary school teachers have to introduce in secondary
school classrooms are information and communication technologies (ICT). In this work we
have mentioned four in particular that are the Skype, the video blog, the digital poster and
the audio forums, aware that this is only a small representation of all the opportunities that
the Internet offers us. As we have seen you can work oral skills in a different way from what
has been done in recent years. A more current way, closer to the students and that with
certainty they will enjoy more. Of course, these tools should not be substitutes for those that
were used and were effective, but a complement. The learning of a language must be
continuous, not only should you work in the classroom. The student must be aware that their
work was going to be what really makes him learn that language. Teachers should be
considered as mere material facilitators, as guides that mark the path by which the student
should therefore go, with only a few hours a week that are dedicated to this subject in the
secondary curriculum is not enough to learn a language. Make it attractive so that the student
ends up enjoying the pleasure of learning and using a language that is not his own is the
teacher's job. With an adequate approach and with the right activities they can get their
students to keep in touch with foreign languages outside the classroom, such as watching
important to highlight the need to work oral skills in the secondary school classroom since
they are an essential part of language and today they are essential both for studying and for
working. It is the time of teaching foreign languages where teachers have more resources,
therefore, sticking to the textbook is not an appropriate methodology for the times in which
we live. High school teachers must end grammar classes to give way to a more
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