2.6.9 Fluency before Accuracy
It is important to establish whether a teacher is encouraging fluency or accuracy.
Once this has been established, he can adapt his role in the lesson appropriately. If the
main aim of the lesson is to encourage freer speaking and communication, then the
teacher should adopt a less conspicuous role, thus allowing for a freer flow of language
and ideas (fluency).
2.6.10 Necessity of Assessment in Speaking
In skills development proper testing is necessary. Hughes suggests (1989; p.8)
testing measures language proficiency, discovers students success in achieving the
objective of a course of a study, diagnoses students weaknesses and difficulties etc. If
the teacher is unable to identify and analyze the problems students make in target
language, he will not be able to give a hand at all through appropriate anticipation,
remedial work and additional practice (Heaton, 1989; p.2). Heaton adds (1989; p.2) a
test enables teacher to determine about the difficult part of the language program faced
by the class.
In countries like ours where English is the second language, students do not get
that much opportunity to use their English skills because Bangla speaking parents,
family and friends surround them (Matin, 2011; p.235). Even if they use English skills,
they cannot get proper feedback of whether they are using accurate English or not. In
this case institutions needed to play best role to implement what they have learned and
where they should be assessed and corrected (Matin, 2011; p.238). A well-constructed
test is necessary because it tells the teacher about effectiveness of the methods and
materials he is using.
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2.6.11 Correcting Mistakes
Last but not least the question of correction mistakes in speaking activities
should be discussed. There are teachers who constantly correct mistakes made during
speaking activities, either during pronunciation exercises or during discussion. But it is
important for the teachers to realize the right time to correct is. J. Harmer claims that:
“when students are repeating sentences trying to get their pronunciation exactly right,
then the teacher will often correct (appropriately) every time there is a problem.”
(Harmer, 2004, 94) On the other hand, when students hold a discussion about a chosen
topic the teacher should not interrupt the discussion by correcting. I agree with the
opinion of Jeremy Harmer who says: “Constant interruption from the teacher will destroy
the purpose of the speakin
g activity.” (Harmer, 2004, 94)
Many teachers, when talking about role-plays or discussion, prefer to watch or
observe, listen and take notes. After the role-play the teacher asks students about their
opinions and then the teacher presents his or her feedback. Generally speaking, the
principle of watching, listening and taking notes is considered to be the most
appropriate.
Here I would lik
e to present R.S Brown‟s and Nation‟s ideas why students make
errors and at the same time they offer suggestions for teachers to improve teaching (the
suggestion are in the brackets). Their ideas are presented in a full version.
a.
The learner makes an error because the learner has not had sufficient chance to
observe the correct form or to develop sufficient knowledge of the language system.
[Don't correct the learner but give more models and opportunities to observe.]
b.
The learner makes an error because the learner has not observed the form
correctly. [Give a little correction by showing the learner the difference between the
correct form and the learner's error.]
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c.
The learner makes an error because of nervousness. [Don't correct. Use less
threatening activities or; if and when appropriate, joke with the person/class/yourself to
lighten the mood.]
d.
The learner makes an error because the activity is difficult, that is, there are
many things the learner has to think about during the activity. This is sometimes called
cognitive overload. [Don't correct. Make the activity easier or give several chances to
repeat the activity.]
e.
The learner makes an error because the activity is confusing. Use of tongue
twisters, for instance, for pronunciation can be confusing. [Don't correct. Improve the
activity.]
f.
The learner makes an error because the learner is using patterns from the first
language instead of the patterns from the second language. [Give some correction. If
there has been plenty of opportunity to develop knowledge of the second language,
then some time should be spent on correction to help the learner break out of making
errors that are unlikely to change. Errors which are resistant to change are sometimes
called fossilized errors and imaginative correction is often needed to break the
fossilization. If there has not been a lot of opportunity to develop knowledge of the
second language, correct by telling the learner what to look for when observing people
using the second language. This is called consciousness rising. It does not actually
teach the correct form but makes the learner more aware of what to look for to learn it.]
g.
The learner makes an error because the learner has been copying incorrect
models. [Correct the learner and provide better models.] (“Teaching Speaking:
Suggestion for the C
lassroom”)
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