Theme :The role of the teacher in the class and the importance of student groupings in the development

of speaking as a language skill.

OUTLINE

I- Abstract in English

II- Summary in French

III-INTRODUCTION

IV-STUDY OBJECTIVE

V-METHODOLOGY OF THE STUDY OR RESEARCH

A- Observation

B- Documentation

C-Interview

D- Questionnaires

E-Internet

VI- LITERARY REVIEW

VII-CONCLUSION

VIII- BIBLIOGRAPHY
I- Abstract in English

The role of the teacher in the class and the importance of student groupings in the development of
speaking as a language skill is a crucial aspect of language learning. This research aims to explore the
effectiveness of various student groupings in promoting speaking skills and the role of the teacher in
facilitating these groupings. The study will employ a mixed-methods approach, including observation,
documentation, interviews, questionnaires, and internet research. The findings will contribute to a
better understanding of how teachers can create an environment that fosters speaking skills and how
student groupings can be optimized for language learning.

The present study is based on one main hypothesis that if teachers use cooperative learning technique
in the oral expression course; then learners will feel more comfortable to use English spontaneously and
their speaking skill will be enhanced. The method of this research is descriptive. That is, it aims to
describe two aspects: cooperative learning as the independent variable, its benefits in developing
learners" oral proficiency as the dependent variable and the teacher's task for its accomplishment. To
confirm our hypothesis, we will administrated two questionnaires, one for 4 year students and another
one for teachers in the English discipline of CEG 6 BANIKANNI. The main conclusion drawn from this
study Can show that using cooperative learning Can help students in developing their self-confidence
and reducing their classroom anxiety and inhibition. Finally, this study recommended some suggestions
for teachers to guide them for effectively implementing this technique, and others for students that may
help them to improve their speaking skill.

II- Summary in French

Ce sujet porte sur le rôle du professeur dans la classe et l'importance des groupes d'étudiants dans le
développement des compétences orales en langue étrangère. Cette recherche a pour objectif d'étudier
l'efficacité des différents groupements d'étudiants dans la promotion des compétences orales et le rôle
du professeur dans la facilitation de ces groupements. L'étude utilisera une approche mixte, incluant
l'observation, la documentation, les entretiens, les questionnaires et la recherche sur internet. Les
résultats apporteront des connaissances sur la manière dont les professeurs peuvent créer un
environnement favorable au développement des compétences orales et sur la façon de optimiser les
groupements d'étudiants pour l'apprentissage des langues.

La présente étude repose sur une hypothèse principale selon laquelle si les enseignants utilisent la
technique d'apprentissage coopératif dans le cours d'expression orale ; les apprenants se sentiront alors
plus à l’aise pour utiliser l’anglais spontanément et leurs compétences orales seront améliorées. La
méthode de cette recherche est descriptive. Autrement dit, il vise à décrire deux aspects :
l'apprentissage coopératif comme variable indépendante, ses avantages dans le développement de la
compétence orale des apprenants comme variable dépendante et la tâche de l'enseignant pour sa
réalisation. Pour confirmer notre hypothèse, nous administrerons deux questionnaires, un pour Les
élèves de 4e année et un autre pour les enseignants de la discipline anglaise du CEG 6 BANIKANNI. La
principale conclusion tirée de cette étude peut montrer que l'utilisation de l'apprentissage coopératif
peut aider les élèves à développer leur confiance en eux et à réduire leur anxiété et leurs inhibitions en
classe. L'étude a recommandé quelques suggestions aux enseignants pour les guider dans la mise en
œuvre efficace de cette technique, et d'autres aux étudiants qui peuvent les aider à améliorer leurs
compétences orales.

INTRODUCTION
A language is the way by which human beings can communicate with one another. We have in fact
many languages namely French, German, Spanish, English, etc

Among these different languages, English has become the most widely spoken language in the world. It
is taught all over the world today even in French spoken countries.

In a Foreign Language Teaching context where English is the target language, communication relies on
the four skills: listening, speaking, reading and writing. Of the four skills, speaking is very important
because learners can't be able to speak or understand any spoken message.

It is generally accepted that knowing a language and being able to speak it are not synonymous because
speaking is a skill which has to be developed and practiced inside and outside the classroom.
Unfortunately the majority of students of English have many difficulties to speak it and use it whether
inside or outside the classroom and this weak production may be a result of many reasons but the most
important one is because of the lack of practice of the language, Teachers of English as a foreign
language are in a constant search of what may help their learners increase their level of language
proficiency because using the language in class frequently should be through active participation
techniques and procedures, by using the appropriate method to enhance the learners level of language
fluency, because teaching a foreign language is an interactive process, which involves active
participation of both teachers and learners since language is learned best when students interact with
each other in groups. Teachers may face situations in which students are unwilling to speak, because
many reasons such as; shyness and anxiety, fear of making mistakes, and lack of self-confidence.
Therefore, we will propose cooperative learning as suitable solution for teachers to create
communication environment and successful learning atmosphere in the classroom in order to give more
opportunities to the learners to speak and improve their proficiency level by developing their self-
esteem and reducing their inhibition.

The research work is made up of three chapters. The first chapter deals with the study objective.. The
second one deals with the methodology of the study and the last one is the literature review.
IV - STUDY OBJECTIVE

The objective of this study is to investigate :

- The role of the teacher in promoting speaking skills in the classroom

- The impact of student groupings on language development.

By examining current literature on this topic and conducting observations, interviews, and
questionnaires, the study aims to identify the most effective strategies for enhancing students' speaking
abilities.

V - METHODOLOGY OF RESEARCH

This study will utilize a combination of observation, documentation, interviews, questionnaires, and
internet research to gather data on the role of the teacher in promoting speaking skills and the
importance of student groupings in language development. By analyzing existing literature and
conducting primary research, the study will draw conclusions on the most effective methods for
fostering speaking skills in the classroom.

A - Observation
In order to see how this theory is practiced and better be aware of how speaking is taught is
classes, I used to play a role of observer of teaching/learning in some classes in CEG 6
Banikanni.

On each occasion, I used to sit in the class so as to better observe every step of the
teaching/learning process. I paid a special attention to such aspects as speaking materials,
especially teachers' instruction and learners' intervention, problems encountered by learners
and teachers, mistakes and corrections when learner take the floor.

B- Documentation

To succed in this study we used some documentations :

- The Role of the Teacher in Promoting Speaking Skills: A Review of Literature" by H.P. Özçelik
and A.Y. Özçelik (2010)

- The Influence of Teacher and Peer Feedback on EFL Learners' Speaking Skills Development by
M. Mousavizadeh and M. Tavakoli (2013)

- The Role of Group Work in Promoting Oral Fluency: A Case Study of an EFL Classroom by M.
Hosseini and M. Sharifian (2012)

C-Interview

This study has to deal with the role of the teacher in the class and the importance of student
groupings in the development of speaking as a language skill in 4 year classes. So, in order not
to have only their answers, viewpoints and suggestions through written form some parts of the
study have been devoted to interviews. Both permanent teachers and part-time teachers have
been interviewed. Many of them have willingly accepted to take part in the interview. I have
got appointments and have met them at school and sometimes at home and the discussions
and the information released have been carried out so deeply and open-mindedly that they
have been enriching. The teachers have been fully interested in this work of improving students
speaking skills.

D- Questionnaires

The study relies on the following questions:

1. Why do the majority of learners have difficulties in speaking English in the classroom?
2. What is meant by group learning?

3. Are teachers aware of the role of using group learning?

4. How can group learning technique affect the learners" speaking skill?

E-Internet

We are in the technology Era, none research can be done without internet.

So, much of time we used google, to go far in our study.

We go in site such as :

-https://www.researchgate.net/publication/
322112785_The_Role_of_Teachers_in_Developing_Learners'_Speaking_Skill

- https://files.eric.ed.gov/fulltext/EJ1270075

VI- LITERARY REVIEW

1- The speaking skill

Speaking is one of the four macro skills in addition to listening, reading and writing that are necessary
for effective communication language in both first and second language learning contexts. As it was
noted at the beginning of this work, the main objective of learning any foreign language is to be able to
speak and communicate in that language. So speaking is very important since it provides learners with
the opportunity to hold successful conversation as well as manage interaction.

Speaking has been extensively defined by many authors in the literature from different perspectives.
Harmer (1998) defines speaking as the process by which students try to use any and all the language
forms at their command to perform some type of oral tasks. Nunan (1999, as cited in Nazara, 2011, p.
31) argues that: Speaking is defined as a way to verbally communicate for mostly interpersonal and
somewhat transactional purposes. We usually speak to accomplish some personal needs, as well as
conducting or carrying out some social or any other transactional reasons. Spratt, Pulverness, and
Williams (2011) reports that:

Speaking involves a lot more than just using grammar and vocabulary accurately in speech. When we
speak we constantly have in mind the person we are speaking to and our wish to communicate our
meaning successfully to them. We use interactive strategies to help us achieve this. These include using
body language such as gestures, eye contact, facial expression and movement to put our message across
more strongly and elearly, and functions such as clarifying our meaning (...), asking for opinions (...),
agreeing (...) to keep the interaction (communication) going and check that is successful. (p. 48-49)
2- Group work

Traditionally, teachers have ignored the importance of group norms in the classroom. They have focused
their attention more on individuals, and have considered that teaching students to behave appropriately
depends only on the teacher and the individual student (Rothstein-Fisch and Trumbull, 2008). Group
work is considered as one of the important factors to improve students classroom communication and
collaboration (Richards and Lockhart, 1996). Different individuals have created varied approaches to
group work over the last time. Harmer (2001) pointed out that there are some classroom tasks for which
pair work is not sufficient and seems to be ineffective. Thus, it will be better to organize them in groups
through which students in a situation of five students can write a group story or role-play, they can also
write, perform, or watch a video sequences, or concluding a group judgment after discussing some
academic issues. Larger groups seem to be ineffective or inappropriate sometimes, and small groups
activities help students in creating more interactional environment. Similarly Ur (2000) postulates, In
group work, learners perform a learning task through small group interaction. It is a form of learner
activation that is of particular value in the practice of oral fluency: learners in class that is divided into
five groups get five times as many opportunities to talk as in full-class organization. (p. 232) The use of
group work improves learning outcomes, because it fosters learner responsibility and independence, as
well as creating interactional classroom atmosphere in the classroom. Through participating in group,
learners will practice more the language, since they do not just listen to their teachers, but rather speak,
interpret, and discuss academic issues together.

VII- CONCLUSION

The present study has dealt with the relationship that exists between speaking skill and group learning
as well as teacher role. Its main concern was investigating whether the use of cooperative group work
motivates students and improve the oral performance of 4 year students of CEG Kaboua. Through this
study, we hypothesized that if we are going to develop the students speaking skill, we should provide
them with more opportunities to interact and get the practice they need to use the English language
easily without any kind of shyness or fear of making mistakes.
This research work is made up of three chapters. The first chapter deals with the study objective. The
second one deals with the methodology of the study and the last one is the literature review. The
obtained results from the existing research has provided a valuable insight into language and confirmed
our hypothesis that there is a strong relationship that exists between group learning and oral
performance through a specific teacher task. It is not surprising that our research show that well
planned, organized, and effective cooperative groups may help students become more comfortable,
independent, confident and responsible, since they overcome their shyness and anxiety and express
their thoughts easily in front of their classmates. Less talkative students who feel inhibited and afraid of
making mistakes will never develop their performance individually. Consequently; Teachers need to
provide more opportunities for students to collaborate with each other in interactional classroom
situation, in which all students have the chance to speak and participate in order to improve their oral
production.

As a final point, the research finding confirmed that the implementation of group learning may comprise
some negative aspects like students noise in groups or student's conflicting ideas. Both teachers and
students should help each others to avoid such difficulties. This study is significant because we believe
that the present application of group work to the field of language learning is very important for
developing students participation and communication in English Foreign Languages classes because it
creates interactional atmosphere where learners are expected to help each other, correct each other
mistakes, exchange ideas and information in a situation that everybody feel comfortable to speak and
participate.

VIII- BIBLIOGRAPHY

- The Role of the Teacher in Promoting Speaking Skills: A Review of Literature" by H.P. Özçelik and A.Y.
Özçelik (2010)

- The Influence of Teacher and Peer Feedback on EFL Learners' Speaking Skills Development by M.
Mousavizadeh and M. Tavakoli (2013)

- The Role of Group Work in Promoting Oral Fluency: A Case Study of an EFL Classroom by M. Hosseini
and M. Sharifian (2012)