Oral production in the Foreign Language classroom: Teachers, Reflections and Suggestions
-
1
Universidad de La Laguna
info
ISSN: 1857-8187
Año de publicación: 2018
Volumen: 7
Número: 6
Páginas: 10-16
Tipo: Artículo
Otras publicaciones en: ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies
Resumen
The teaching of foreign languages has proved to be as necessary as the current globalizedworld demands more and varied codes to keep communication between individuals from different places. Thus, we could state thatEnglish has become a kind of 'lingua franca' which, somehow, enables communication at a higher level as its influence expands toevery corner on Earth. However, the oral production is still considered the most difficult linguistic skill to be developed, accordingto most foreign language learners. Therefore, as foreign language teachers, we need to inquire into those reasons why our pupils donot feel comfortable when speaking in English; what our part is respect to that circumstance and what we can do to solve it. Then,the following pages seek to promote a reflective thinking and provide certain alternatives to ease the process of speaking andinteracting orally in the class of English as a Foreign Language.
Referencias bibliográficas
- Bygate, M. (1987). Speaking. Oxford University Press.
- Dörnyei, Z. (2005). The psychology of language learner: Individual differences in second language acquisition. Mahvah, NJ: Lawrence Erlbaum.
- Krashen, S. D. & T. D. Terrell (1983). The Natural Approach: Language Acquisition in the Classroom. Hertfordshire: Prentince Hall Europe.
- Pavón, V. (2006). Análisis de las causas por las que la enseñanza de las destrezas orales obtiene resultados insatisfactorios ene le entorno del aula y propuesta de mejora. En M. Amengual, M. Juan-Garau, J. Salazar (coord.), Adquisición y aprendizaje de lenguas en contextos plurilingües. Ensayos y propuestas aplicadas (pp. 417-431). Edicions UIB.
- Pica, T. (1987), Second language acquisition, social interaction and the classroom, Appplied Linguistics. EnApplied Linguistics, 8, 1-25.
- Salaberri, M.S. (2002). El discurso de los docentes en el aula como mediador en la reflexión sobre la lengua. En J. Cots, L. Nussbaum (eds.), Pensar lo dicho. La reflexión sobre la lengua y la comunicación en el aprendizaje de lenguas (pp. 71-85). Milenio.
- Young, R. F. (2011) Interactional Competence in Language Learning, Teaching and Testing. En E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning. 2, 426-443. London Routledge.