dc.description.abstract |
English language ability is represented by four basic categories of skills such as
listening, speaking, reading and writing. In a modern society all these skills are
interrelated as they are all needed in one way or another for communication. The skill
of speaking is more crucial and fundamental than others as it helps to mnemonically
maintain a strong command of the relevant language that can be readily utilized in any
communicative situation arising in an emergency. Even, psycho-linguistically, its
indispensability is recognized as the ideas for communication are produced in the mind
in a process of conceptualizing various objects in the life world and formulating various
thoughts about them in terms of spoken expressions. Moreover, the skill of speaking is a
significant part of the speaker’s consciousness. Yet, very unfortunately, in the
educational system of Sri Lanka, the development of spoken skills in English is taken for
granted. As a result there is no emphasis on teaching or assessing the skill of speaking
English. Coming from a school system where the skill of speaking English is blatantly
undermined, the majority of the university students suffer from a severe handicap in the
context of English language ability. During university education they are faced with a
great demand for achieving the relevant speaking skills as they are supposed to carry
out numerous activities in English; attend English-medium lectures, gather information
from a variety of sources available only in English, produce assignments in English,
take part in presentations and discussions conducted in English, and visit various
places where the general command is English. The main objective of this research is to
investigate a method of promoting spoken skills among the undergraduate through a
mechanism implemented by means of twelve types of oral activities that are used as
teaching materials as well as test batteries namely, group discussion, role play,
simulation, information gap, brainstorming, story-telling, interviews, story completion,
reporting, playing cards, picture narrating & describing and finding the differences in
pictures. Further this research tests how effective the selected oral activities are in
promoting spoken skill, investigates the best activities to enhance speaking ability and
provides some suggestions to promote it. The quantitative and qualitative method was
conducted to reach these objectives. A questionnaire was distributed among twenty
teachers of English to identify the effectiveness of selected twelve oral activities
prescribed by language teaching professionals. And an informal interview was
conducted to derive those teachers' suggestions to improve speaking ability. The results
show that four oral activities namely group discussion, role play, interviews and storytelling are more effective activities to increase student talk time and oral performance.
Some suggestions and implications to teach oral language were taken from the informal
interviews with the teachers. |
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