Beiträge zum universitären Fremdsprachenunterricht
Edited By Sylwia Adamczak-Krysztofowicz and Anna Szczepaniak-Kozak
Aspects of the learner-oriented and discourse-based teaching of speaking – from the theoretical and students’ perspectives
The article presents the idea of the practical teaching of speaking through identifying and developing subskills that may be differentiated within the general concept of speaking ability. It also discusses some selected aspects of teaching interaction and argues in favour of a discourse-based methodology in teaching oral communication. Special emphasis is put on recognizing the individual dimension of developing speaking skills and the complex nature of the process. The theoretical reflections are illustrated with a report from an action research project which focused on examining students’ current problems in speaking, their perception of the effectiveness of particular speaking activities and readiness to define learning objectives.
Speaking is generally considered to be the most fundamental language skill to acquire and, at the same time, the most difficult one to develop in classroom conditions, where the exposure to authentic discourse and opportunities for meaningful and contextualized language practice are much restricted in comparison to real-life conditions. Yet, in spite of all the difficulties involved in the process of developing speaking abilities and a widespread conviction that native-like competence is rather an unattainable or unrealistic goal, a great majority of language teachers would probably claim that their general teaching aim is to prepare learners for successful, unassisted and autonomous language use in natural communicative settings. The complex nature of spoken language and the multiplicity of problems involved in instructed acquisition of speaking are also reflected in the abundance of theories, hypotheses and...
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