For your own knowledge, what is the best method of learning Speaking skill for Vietnamese high school students? Why?

In this day and age, according to the latest statistics of the current speaking English language of high school students in Vietnam, there are 42% of learners struggling to use English to communicate with other people. Specifically, it shows that 38% of them are getting used to writing more than speaking, and 87% are hesitant to communicate in English because the scare of mispronunciation discourages them. In terms of high schools, the study found that most lessons lack a certain level of practical knowledge related to an individual's daily lives; thus, 43% of seniors do not know the exact Speaking tasks they must do and are uninspired with these classes. Moreover, English is also considered as a core subject in school rather than a vital means of communication, so it somehow puts high school students under considerable pressure to cope with this subject. Based on real-time research, previous educators conducted a valuable method called Communicative Language Teaching.

To begin with, regarding linguistics, being able to communicate required more than linguistics competence; it requires communicative competence - knowing when and how to say what to whom. Considering the goals of this method, Communicative Language Teaching aspires to apply the Communicative Approach's theoretical perspective by making communicative competence the primary goal of instruction through the use of effective techniques. Thanks to these classroom activities, the learners can effortlessly practice and hone their Speaking skills with classmates. In addition, the most crucial aspect of this method is that students always play a central role or are student-centered, and educators will plan a lesson, decide on topics depending on the demands of learners. To exemplify, classroom activities such as role-playing, picture strip story, scrambled sentences, and so on, stick to using English; as a result, students are able to communicate English competently in daily circumstances such as asking for directions, greetings, predictions by stating, for example, it may rain. In terms of making advantages of this method effectively, the teachers will limit their speaking time in class and instead increase possibilities for pupils to utilize a foreign language for students. Specifically, students will be practiced to solve problems and exploited current culture, society knowledge by using English on their own.

As stated so far, the most evident characteristic of this method is everything done with communicative intent. Therefore, high school learners can use the language a great deal through communicative activities such as games, role plays, and problem-solving tasks. However, these exercises have to be truly communicative, including information gap, choice, and feedback, so that speakers can evaluate whether or not their speaking purposes have been achieved. In particular, it is believed that an activity called Role-playing will help students find greater enjoyment in learning progress, and it is also employed frequently in the Communicative Approach. Due to the use of English in a number of social contexts and roles, Role-playing is particularly crucial for students in this method. By using this method effectively, role-playing can be set up in a less structured way. In other words, students will be told who they are, what scenario they are in, and what they are talking about, but more special, the learners have to determine their own speech. This type of role-playing is taken into consideration to be a truly communicative exercise to help students improve their Speaking skill because it gives them more of one choice when it comes to talking, it also provides information gaps since students cannot be sure what the other person or people will say and they receive feedback from the others in the end.

The student role would be one of the benefits of this method for increasing Speaking abilities. The learners can actively participate in numerous activities using this technique while still acquiring the necessary knowledge connected to their lives. Moreover, high school learners are able to communicate consciously and fluently without learning by heart because they interact a great deal with one another. For instance, they do this in various configurations such as pairs, triads, small groups, and whole groups. Vice versa, faults of this form are tolerant during fluency-based activities and are regarded as a natural outcome of the growth of communication skills. Specifically, owing to focusing on meaning and fluently performing ability, Teachers sometimes overlook language patterns such as grammatical structures, vocabularies, and other aspects of language learning. As a result, the pupils will be fossilized and find it complicated to develop English skills, especially Speaking when they are not familiar with language systems.

To conclude, high school students should adopt the Communicative Approach to develop their Speaking abilities. Of all the different approaches for language learning, the Communicative Approach is a popular one in many countries and has been used in Bangladesh since 2001 to enhance speaking abilities. The pupils will be more motivated to study foreign languages if they employ this technique since they feel they are gaining practical knowledge by using these languages. Furthermore, students are given the chance to show their individuality by regularly expressing their ideas and thoughts with their peers through cooperative contact.

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