Abstract
Teaching speaking is perhaps one of the major challenges for teachers teaching in English as a Second Language (ESL) classroom environment. Like writing, speaking is not linear and easy approach to ensure the best utilization among learners. Since speaking is a real life event and face to face conversation, it needs more sophisticated care, practice oriented session for the students and effective means to implement it in the ESL situation. Even language experts often grope to outline effective and mediocre way to help learners have a good understanding in speaking. This paper attempts to delineate the focal points where teachers and students face problems in teaching and learning speaking. It immensely chalks out with methodological study, qualitative data analysis and the underlining factors ESL teachers face enormously in the pedagogy of speaking for second language learners. My paper will outline the pedagogical tenets of speaking in the realistic non-native set ups and diagnose the impediments faced by learners when they are supposed to speak and by teachers when they teach speaking for their students.
Highlights
Speaking is a conversational activity that requires both transactional and interactional approach for ensuring its effectiveness and smooth performance
This study shows the practical scenario of teaching speaking technique in the English as a Second Language (ESL) classroom indicating what impression the ESL learners have towards the ESL teachers and what performance teachers demonstrate in speaking
Results of the study give specimen picture which might be even poorer in the economically back warded community like the least developed countries (LDCs) where English is taught as second language
Summary
Speaking is a conversational activity that requires both transactional and interactional approach for ensuring its effectiveness and smooth performance. Many non-native teachers consider this activity as an unwanted lesson because they are required to speak in target language with students which very often seem to be a form of reluctance and a kind of anxiety Blaming students from this perspective regarding pedagogical activity in speaking would be unjustified and baseless because many non-native teachers of English skip speaking and they encourage learners to focus on working out grammatical drills and exercises, reading comprehension followed by question-answer section and writing composition on numerous topics which are considered as a yardstick of performance and marker of qualification. It is a usual picture to be seen that most of the ESL teachers consider teaching speaking as an additional pressure and a form of burden in their smooth language teaching profession Students understanding their teachers’ impression about teaching speaking find a good scope to be demotivated in learning and communicating in English language and they almost remain forgettable and ignorant about this essential skill throughout their academic life
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