Abstract
The paper deals with the importance of teaching speaking skills in foreign language lessons and it compares theoretical backgrounds and objectives of language teaching with the reality observed at some primary and lower-secondary schools and gymnasia in the Zilina Region. It also presents the results of the research which prove that in the observed lessons, speaking skills were not developed sufficiently.
Highlights
This article draws on the principles of teaching and learning foreign languages and on the proceduralization of explicit language knowledge – the process that learners need to go through in order to develop the communicative competence
In the research carried out in primary and secondary schools in the Zilina Region in Slovakia, we investigate if the classroom communication enables learners to proceed from gaining explicit language knowledge through gaining language habits to gaining implicit language knowledge which enables them to use language structures automatically in productive creativity
The research shows that when teaching English, the observed teachers direct their attention, as well as the attention of their learners, to the development of the learners’ linguistic competence, emphasizing teaching mainly grammar and vocabulary
Summary
This article draws on the principles of teaching and learning foreign languages and on the proceduralization of explicit language knowledge – the process that learners need to go through in order to develop the communicative competence. In the research carried out in primary and secondary schools in the Zilina Region in Slovakia, we investigate if the classroom communication enables learners to proceed from gaining explicit language knowledge through gaining language habits to gaining implicit language knowledge which enables them to use language structures automatically in productive creativity. In this process of proceduralization, learners achieve the communicative competence which is the objective of language learning
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