Chapter I. The importance of language teaching

2.2.Improving of language teaching
Language teaching are essential communication skills that enable individuals 
to express their thoughts, ideas, and feelings effectively. It is a vital aspect of 
communication that plays a significant role in various aspects of life, such as 
education, employment, socialization, and personal relationships. Effective 
language teaching require a combination of different elements such as clarity of 
speech, appropriate tone and pace, good vocabulary and grammar, confidence, and 
the ability to engage the audience. This article explores the implementation of 
language teaching in different settings. 
Effective language teaching are crucial in education settings. Students need 
to develop their language teaching to participate fully in classroom discussions and 
present their ideas confidently. Teachers can implement various strategies to 
improve students' speaking abilities. One effective strategy is assigning group 
projects where students work together to research and present their findings. This 
15
"Role-Play and the World as Stage in Commedia dell'Arte and Shakespeare" by Robert Henke, 2018, 
p-28

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not only helps students improve their language teaching but also builds teamwork 
and collaboration. 
Language teaching are essential for success in the workplace. Employees 
must communicate effectively with colleagues, clients, and stakeholders to achieve 
organizational goals. Employers can implement training programs that focus on 
improving employees' communication skills. These programs can include 
workshops on public speaking, one-on-one coaching sessions, or team-building 
activities that require effective communication. 
Effective language teaching are also crucial for socialization. People who can 
communicate well can build stronger relationships with others by expressing 
themselves clearly and confidently. In social situations such as parties or networking 
events, individuals with good speaking abilities can engage others in meaningful 
conversations that can lead to new opportunities or friendships 
In personal relationships such as romantic relationships or family 
relationships, effective language teaching are crucial for building strong 
connections between individuals. Good communication enables individuals to 
express themselves honestly and openly with their loved ones while also being able 
to listen actively to the other person's needs and concerns. 
Practice: Practice speaking in front of a mirror, recording yourself, or 
speaking with friends or family members to gain confidence and identify areas that 
need improvement. Use appropriate tone and pace: Speak at a pace that is easy for 
others to follow and use appropriate tone to express different emotions. 
Build vocabulary: Expand your vocabulary by reading books, newspapers, or 
magazines, and learn new words every day. Attend public speaking events: Attend 
public speaking events such as conferences or workshops to learn from experienced 
speakers. Seek feedback: Ask for feedback from others on your language teaching
to identify areas that need improvement. 
In conclusion, effective language teaching are crucial in various settings such 
as education, employment, socialization, and personal relationships. Individuals 
must develop their speaking abilities by implementing various strategies such as 

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practice, using appropriate tone and pace, building vocabulary, attending public 
speaking events, and seeking feedback. Developing effective language teaching can 
lead to increased confidence, improved communication abilities and better 
relationships with others. The communicative approach is an umbrella term to 
describe the methodology which teaches students how to communicate efficiently. 
It also lays emphasis on students’ responsibility for their own learning. It involves 
cooperation within group, self-activity, dictionary work. 
The first concern of communicative approach is language acquisition rather 
than conscious learning. Acquisition is a natural process, similar to the way children 
develop ability in their first language. It is a subconscious process when students are 
not aware of the fact they are acquiring language but are using the language for 
communication. 
To sum up, communicative approach refers to classroom activities in which 
students use language as a vehicle of communication, and the main purpose is to 
complete some kind of task. Students are required to use any and/or all the language 
that they know, and they gradually develop their strategies in communication. There 
is a place for both controlled presentation and semi- controlled language practice, 
which brings optimal development of students’ language skills. 
Many teachers agree on that students learn to speak a foreign language by 
"interacting". Communicative language teaching serves best for this aim. By using 
this method in class, students will have the opportunity of communicating with each 
other in the target language. In brief, teachers should create a classroom environment 
where students have real-life communication, authentic activities, and meaningful 
tasks that promote oral language. This can occur when students collaborate in groups 
to achieve a goal or to complete a task. 
To help students develop communicative efficiency in speaking, teachers 
should first give some ground for further discussion. This technique is called 
language input. It comes in the form of teacher talk, listening activities, reading 
passages, and the language heard and read outside of class. It gives learners the 
material they need to begin producing language themselves. Language input may be 

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content-oriented or form-oriented. Content-oriented input focuses on information, 
whether it is a simple weather report or an extended lecture on an academic topic. 
Content-oriented input may also include descriptions of learning strategies and 
examples of their use. 
Form-oriented input focuses on ways of using the language: guidance from 
the teacher or another source on vocabulary, pronunciation, and grammar (linguistic 
competence); appropriate things to say in specific contexts (discourse competence); 
expectations for rate of speech, pause length, turn-taking, and other social aspects of 
language use (sociolinguistic competence); and explicit instruction in phrases to use 
to ask for clarification and repair miscommunication strategic competence.
16
In the presentation part of a lesson, an instructor combines content-oriented 
and form-oriented input. The amount of input depends on students' listening 
proficiency and also on the situation. Only after this part of the lesson the students 
should be encouraged to speak. It may be done, as an example, in one of the 
following ways. 
After a content-based lesson or a part of it, a discussion can be held for various 
reasons. The students may aim to arrive at a conclusion, share ideas about an event, 
or find solutions in their discussion groups. Before the discussion, it is essential that 
the purpose of the discussion activity is set by the teacher. In this way, the discussion 
points are relevant to this purpose, so that students do not spend their time chatting 
with each other about irrelevant things. For example, students can become involved 
in agree/disagree discussions. In this type of discussions, the teacher can form groups 
of students, preferably 4 or 5 in each group, and provide controversial sentences like 
“people learn best when they read vs. people learn best when they travel”. Then each 
group works on their topic for a given time period, and presents their opinions to the 
class. It is essential that the speaking should be equally divided among group 
members. At the end, the class decides on the winning group who defended the idea 
in the best way.
16
"Role Play in Teaching Speaking" by Jack C. Richards, 2002, p-60

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This activity fosters critical thinking and quick decision making, and students 
learn how to express and justify themselves in polite ways while disagreeing with 
the others. For efficient group discussions, it is always better not to form large 
groups, because quiet students may avoid contributing in large groups. The group 
members can be either assigned by the teacher or the students may determine it by 
themselves, but groups should be rearranged in every discussion activity so that 
students can work with various people and learn to be open to different ideas. Lastly, 
in class or group discussions, whatever the aim is, the students should always be 
encouraged to ask questions, paraphrase ideas, express support, check for 
clarification, and so on. 
One other way of getting students to speak is role-playing. Students pretend 
they are in various social contexts and have a variety of social roles. In role-play 
activities, the teacher gives information to the learners such as who they are and 
what they think or feel. Thus, the teacher can tell the student that "You are David, 
you go to the doctor and tell him what happened last night, and…" 
Simulations are very similar to role-plays but what makes simulations 
different than role plays is that they are more elaborate. In simulations, students can 
bring items to the class to create a realistic environment. For instance, if a student is 
acting as a singer, she brings a microphone to sing and so on. Role plays and 
simulations have many advantages. First, since they are entertaining, they motivate 
the students. Second, they increase the self-confidence of hesitant students, because 
in role play and simulation activities, they will have a different role and do not have 
to speak for themselves, which means they do not have to take the same 
responsibility. 
In everyday communication, spoken exchanges usually take place because 
there is some sort of information gap between the participants. Communicative 
activities may involve a similar real information gap. In this activity, students are 
supposed to be working in pairs. One student will have the information that other 
partner does not have and the partners will share their information. Information gap 
activities serve many purposes such as solving a problem or collecting information. 

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Also, each partner plays an important role because the task cannot be completed if 
the partners do not provide the information the others need. 
Depending on the context, either individual or group brainstorming is 
effective and learners generate ideas quickly and freely in a limited time. The good 
characteristics of brainstorming is that the students are not criticized for their ideas 
so students will be open to sharing new ideas
17
. 
Students can briefly summarize a tale or story they heard from somebody 
beforehand, or they may create their own stories to tell their classmates. Story telling 
fosters creative thinking. It also helps students express ideas in the format of 
beginning, development, and ending, including the characters and setting a story has 
to have. Students also can tell riddles or jokes. For instance, at the very beginning of 
each class session, the teacher may call a few students to tell short riddles or jokes 
as an opening. In this way, not only will the teacher address students’ speaking 
ability, but also get the attention of the class. 
Students can conduct interviews on selected topics with various people. 
Conducting interviews with people gives students a chance to practice their speaking 
ability not only in class but also outside and helps them becoming socialized. After 
interviews, each student can present his or her study to the class. Moreover, students 
can interview each other and "introduce" his or her partner to the class. 
This is a very enjoyable, whole-class, free-speaking activity for which 
students sit in a circle. For this activity, a teacher starts to tell a story, but after a few 
sentences he or she stops narrating. Then, each student starts to narrate from the 
point where the previous one stopped. Each student is supposed to add from four to 
ten sentences. Students can add new characters, events, descriptions and so on. 
Before coming to class, students are asked to read a newspaper or magazine 
and, in class, they report to their friends what they find as the most interesting news. 
17
"Drama Techniques in Language Learning: A Resource Book of Communication Activities for 
Language Teachers" by Alan Maley and Alan Duff, 1978, p-24

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Students can also talk about whether they have experienced anything worth telling 
their friends in their daily lives before class. 
In this game, students should form groups of four. Each suit will represent a 
topic. For instance: Each student in a group will choose a card. Then, each student 
will write 4-5 questions about that topic to ask the other people in the group. For 
example: If the topic "Diamonds: Earning Money" is selected, here are some 
possible questions: 
However, the teacher should state at the very beginning of the activity that 
students are not allowed to prepare yes-no questions, because by saying yes or no 
students get little practice in spoken language production. Rather, students ask open-
ended questions to each other so that they reply in complete sentences. 
This activity is based either on several sequential pictures or on just one 
picture. Students are asked to tell the story taking place in the picture. The teacher 
may give the vocabulary or structures they need to use while narrating. This activity 
fosters the creativity and imagination of the learners as well as their public language 
teaching . Find the Difference. For this activity students can work in pairs and each 
couple is given two different pictures. Students in pairs discuss the similarities 
and/or differences in the pictures. Suggestions For Teachers in Teaching Speaking 
Here are some suggestions for English language teachers while teaching oral 
language: 
Provide maximum opportunity to students to speak the target language by 
providing a rich environment that contains collaborative work, authentic materials 
and tasks, and shared knowledge. 
Try to involve each student in every speaking activity; for this aim, practice 
different ways of student participation. Reduce teacher speaking time in class while 
increasing student speaking time. Step back and observe students. Indicate positive 
signs when commenting on a student's response. Ask eliciting questions such as 
"What do you mean? How did you reach that conclusion?" in order to prompt 
students to speak more. 

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Provide written feedback like "Your presentation was really great. It was a 
good job. I really appreciated your efforts in preparing the materials and efficient 
use of your voice…" Do not correct students' pronunciation mistakes very often 
while they are speaking. Correction should not distract student from his or her 
speech. Involve speaking activities not only in class but also out of class; contact 
parents and other people who can help. Circulate around classroom to ensure that 
students are on the right track and see whether they need your help while they work 
in groups or pairs
18
. 
Provide the vocabulary beforehand that students need in speaking activities. 
Diagnose problems faced by students who have difficulty in expressing themselves 
in the target language and provide more opportunities to practice the spoken 
language. To sum up, teaching speaking is a very important part of language 
learning. Therefore, it is essential that language teachers’ pay great attention to it. 
Rather than leading students to pure memorization, the teachers should provide a 
rich environment where meaningful communication takes place. With this aim, 
various speaking activities can contribute a great deal to students in developing basic 
interactive skills necessary for life. These activities make students more active in the 
learning process and at the same time make their learning more meaningful and fun 
for them. 
To be able to communicate fluently in a foreign language is the number one 
goal for many language learners. However, it seems that the teaching of oral skills 
in language classrooms does not have an important role. There are many reasons: 
the higher status of written language, teaching to the tests of written language, 
teaching the textbook with emphasis on written language and lack of knowledge of 
how to teach speaking. The purpose of the article is to discuss the issue of how 
foreign language speaking can be taught based on how speaking is learned and how 
speaking proficiency is defined. More specifically, How do learning theories 
translate into teaching speaking at classroom level? and What is the significance of 
18
"Role-Play in Language Learning" by Gillian Porter Ladousse, 1987,p-92

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the current understanding of language proficiency as reflected in the models of 
communicative competence and the Common European Framework and its 
Companion Volume with New Descriptors to the teaching of speaking in formal 
foreign language contexts? On the basis of the theoretical and research reviews, 
some pedagogical implications and suggestions for research are provided.
The pedagogical implications concern the teaching of fluency and formulaic 
sequences, the teaching of spoken grammar, the teaching of linguistic, 
sociolinguistic and pragmatic competences. Classroom applications of the 
sociocultural theory include pair and group work, communicative activities with 
opportunities for the negotiation of meaning, and creative spoken production. It is 
suggested that teachers· pedagogical content knowledge be applied as a means to 
integrate theory with classroom applications. Suggestions for related research are 
provided. 
Teaching foreign language oral skills in the classroom has traditionally been 
informed by the cognitive psycholinguistic tradition with a focus on individual 
learning processes. Psycholinguistic processes, such as implicit and explicit 
learning, declarative and procedural knowledge, proceduralist and automatization, 
are related to fluent language production.
Fluent speaking is learnt as a result of proceduralist. Proletarianization takes 
place when learners draw on declarative knowledge by picking a declarative 
morphosyntactic rule, using it in communication a number of times, and by the 
repeated use of the same rule, they gradually form procedural knowledge, 
establishing a habit after some repetition, then gradually automatizing this habit, and 
perhaps eventually forming implicit knowledge. The end products are not always 
full automatization and implicit knowledge for all rules and for all language learners, 
but proletarianization is a necessary prerequisite for fluent language use. This view 
represents an interface position which allows a facilitative relationship between 
declarative and procedural knowledge.