|
DEDICATION
I dedicate this work :
l To my beloved parents that helped me a lot
l To my brothers and sisters
II
ACKNOWLEDGEMENTS
This dissertation would not have been written without the help of
some people to whom I owe acknowledgements.
I am particularly grateful to my lecturer, Professor Estelle
Bankole Minaflinou, who has kindly accepted to supervise this research work.
I also owe deep gratitude to my teachers and lecturers who have
taken care of me since my first year at school.
I am very grateful to all the members of my family for their
moral and material assistance.
I also owe special regards to you, members of the board of
examiners, who did honour me by agreeing to judge and correct my work in order
to improve its quality.
And I cannot end my acknowledgments without thanking Dominique N
Adounme who did a great job from which my dissertation was inspired.
May God bless all of them.
III
TABLE OF CONTENTS
Dedication i
Acknowledgements ...ii
Table of Contents iii
List of Tables vii
List of Figures viii
List of Acronyms .ix
INTRODUCTION 1
CHAPTER ONE: IDENTIFICATION OF THE STUDY
...3
1.1 Statement of the Problem 3
1.2 Purpose of the Study 4
1.3 Research Questions .5
1.4 Significance of the Study .5
1.5 The scope of the Study .6
CHAPTER TWO: LITERATURE REVIEW 8
2.1 Communicative Skills .8
2.2 Repetition Method ..9
2.3 Total Physical Response (TPR) ..9
2.4 The Audio-Lingual method 9
2.5 The Importance of Linguistic Immersion .10
2.6 Learners' involvement in the Learning Process .12
iv
2.6.1 Interactions in Language Class .12
2.6.2 Role of Interactive Activities 13
2.6.3 Ways of Promoting Interactive Activities .13
2.6.4 Role of Teachers and Learners in the Interactive
Classroom ...14
2.7 Motivation and Class Dynamics ..14
2.7.1 Games in Language Class .17
2.7.1.1 What are Games? 17
2.7.1.2 Deciding which Game to Use? 18
2.7.1.3 The Advantages of Games 18
2.7.1.4 When to use Games? 20
2.7.2 Songs in Language Class ..21
2.7.2.1 Affective Reasons . .22
2.7.2.2 Cognitive Reasons 23
2.7.2.3 Linguistic Reasons 24
2.8 Summary and Comments 24
CHAPTER THREE: METHODOLOGY OF THE STUDY
.26
3.1 Target Population .26
3.2 Procedures of Investigation 27
3.2.1 Questionnaires 27
3.2.2 Interviews 28
3.2.3 Classrooms Observations .....28
3.2.4 Procedure of Data Collection . .29
V
CHAPTER FOUR: PRESENTATION AND DISCUSSION OF THE
COLLECTED
DATA 30
4.1 Presentation of the Collected Data .30
4.1.1 Data Collected from Teachers' Questionnaire 30
4.1.1.1 Data related to EFL Teachers' Number of Years of
Experience .30
4.1.1.2 Teachers' Feeling about Teaching English to
intermediate Learners 31
4.1.1.3 Different kinds of Speaking Activities Teachers
do with their intermediate EFL
learners ..32
4.1.1.4 Speaking French or Mother tongue to help
Learners understand English
Words 33
4.1.1.5 Intermediate EFL learners' Motivation ...33
4.1.1.6 Approach Preferred in EFL intermediate Learners' Class
34
4.1.1.7 Suggestion to correct the problem of English
acquisition 34
4.1.2 Data Collected from Learners' Questionnaire 35
4.1.2.1 Learners' view about English ..35
4.1.2.2 Learners' Expression in English 36
4.1.2.3 Practical use of English 36
4.1.2.4 Practice of English in the future by Learners ..37
4.1.2.5 Acknowledgement of the Importance of English 38
4.1.2.6 English Immersion ..38
4.1.2.7 Learners' will inside the English Class 39
4.1.3 Interviews 39
4.1.4 Classroom observation ..41
vi
4.2 Discussion of the results 41
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS, AND
SUGGESTIONS
|
5.1 Summary
|
46
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|
5.2 Recommendations
|
46
|
|
5.2.1 Recommendations to Government
|
..46
|
|
5.2.2 Teachers Recruitment and Training
|
. 47
|
|
5.2.3 Schools' Rooms
|
.47
|
|
5.2.4 Immersion towards English speaking countries
|
47
|
|
5.2.5 The problem of English language syllabus
|
...48
|
|
5.3 Suggestions to EFL teachers
|
48
|
|
5.3.1 Motivation of learners
|
48
|
|
5.3.2 Involvement of learners in the learning process
|
49
|
|
5.3.3 The role of the teacher in an interactive class
|
50
|
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CONCLUSION
|
51
|
|
BIBLIOGRAPHY
|
53
|
|
ANNEXES
|
.57
|
VII
List of tables
Table 1: Secondary Schools Involved in the Study 26
Table 2 : Sample of Observed Classes 29
Table 3: Teachers' Feeling about Teaching English to
Intermediate EFL learners 31
Table 4: Different Kinds of Speaking Activities 32
Table 5: Speaking French or Mother Tongue to Help Learners
Understand English
Words 33
Table 6: Intermediate EFL Learners Motivation 33
Table 7: Approach Preferred in EFl Intermediates Learners'
Class 34
Table 8: Suggestions to Correct the Problem of English
Acquisition by Intermediate
Learners 34
Table 9: Learners' views about English ..35
Table 10: Results of the Teachers'
Interviews 40
VIII
List of Figures
|
|
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Figure 1 : EFL Teachers' Number of Years of Experience
|
30
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|
Figure 2: Learners' Expression in English
|
36
|
|
Figure 3: Practical use of English
|
.36
|
|
Figure 4: Practice of English in Future by Learners
|
37
|
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Figure 5: Acknowledgement of the Importance of English
|
38
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Figure 6: English Immersion
|
.38
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|
Figure 7: Learners' Will inside the English Class
|
39
|
ix
List of Acronyms and Abbreviations EFL: English
as a Foreign language
TPR: Total Physical Response
US: United States
ESL: English as a second language
CEG: Collège d'Enseignement Général(
secondary school)
INTRODUCTION
1
INTRODUCTION
Language is the most important means of communication and
interaction existing among human beings living either in the same or in the
different areas. The globalization of economy and the increasing prosperity of
the American economy make English the most spoken worldwide language. Then, in
order to cooperate with the super-power, the United States of America, and to
be informed about technical and scientific discoveries, every country worldwide
feels the need to understand and speak English. Thus, Benin authorities, very
soon found it necessary that English be part of the subjects taught in schools.
At the university level, students choose freely to enroll for the English unit
for further learning of such a target language. The training takes four years
and consists of courses taught by lecturers. Language learning is a hard work.
Effort is required at every moment and must be maintained over a long period of
time. Communicative strategies help and encourage many learners to sustain
their interest and work. They also help the teacher to create contexts in which
the language is useful and meaningful. The learners want to take part and in
order to do so, they must understand what other are saying and have written,
and they must speak or write in order to express their own point of view or
give information.
Unfortunately, in spite of the long years students spent
learning English and even at the end of their studies, they have much
difficulties in decoding English words uttered by English natives or people
coming from an English speaking country. The English classes being held by
English teachers who are most of the time non-native speakers of English, the
way they pronounce English words reflects their mother tongues through the tone
they use, their intonation, their speaking rate...etc. Indeed, the teaching of
English in Benin schools, either at the secondary or University level, is
affected or impoverished by many factors among which I have the non-existence
of language laboratories, the lack of in-service training of the teacher and
the lack of communicative strategies/tools.
Taking into account all those factors, the Beninese language
learners may not be prepared enough to hold a conversation with native speakers
of English. Indeed, the way English is taught in Benin schools does not enable
the learners to decode easily formal
2
message from native speakers of English whose way of speaking
is totally if not basically different from our own. The major difficulty that
hinders a fluent inability conversation between native and non-native speakers
of English is to speak with understanding one another. This kind of
conversation always turns to be a dialogue of the deaf. Such a situation may be
due to the methodology and materials used to teach English, and particularly
speaking in English classes.
The main reason for choosing this topic for my bachelor thesis
were realizing how important communication is in everyday situations. No matter
where we are, either in Benin republic or in a foreign country, English
conversation plays a crucial role in understanding each other and dealing with
different kinds of uncovered problems. I mean, both EFL students and English
teachers need English to communicate with their colleagues and near-native
speakers for real communicative ability's performance.
CHAPTER ONE:
IDENTIFICATION OF THE STUDY
3
CHAPTER ONE: IDENTIFICATION OF THE STUDY
In the current chapter, I present the purpose of the study, the
statement of the problem, the significance of the study, the scope of the study
and the research questions. As such, the chapter functions as the background of
the study.
1.1 Statement of the problem
When I talk about teaching, I take into account the methods
used to motivate students to learn. Most of the time teachers just come to
their respective classes without any idea of how students would like to be
taught, they teach English to students following the classical way of teaching.
The classical method of teaching is full of grammatical rules imposed by
English teachers that students should keep automatically in mind and apply them
without even knowing the meaning of those rules, why they are necessary, and in
what kind of situation they are going to use them. In short they do not know
what they are learning.
An English teacher must be a facilitator for his students, he
must show them a clearer way of understanding the new language taught without
providing them with lots of useless rules. So, what I realized is that students
do not really know the `'why» they are learning the language because
basically teachers force them to learn what is unuseful to them. First of all
classes should be students-centered so that they can get engaged in the course
process and be active during the delivery of the lesson. Teachers should show
students that they should learn English with goal, they should know why they
are learning it, when goals are known by students, teachers must find a way to
motivate them to learn the target language for achieving their respective goals
in real-life.
Classroom observations, interviews and questionnaires realized
for English teachers and students in some secondary schools( CEG Suru-Lere, CEG
le Littoral) revealed that most students where taught English with the
classical method where grammatical rules and the teacher's voice are most used.
Students find it very difficult to hold a good conversation in English because
they are not prepared to it, teachers should then apply good tests to motivate
students to learn for real-life communication. Students should both know about
grammar and communication in order to be able to defend themselves in
real-life
4
communication. The main objective of this study is to tackle
the issue of tests used in classes and to find solutions in order to better the
teaching in schools.
1.2 Purpose of the Study
Motivating students to learn for real-life just means to value
speaking in our schools. Speaking is not valued as it should be in the teaching
and evaluation of English teaching/learning in Beninese schools. In fact,
teachers nearly take into account this skill in their language classes. Even
when they teach it, the amount of time they allot to it and the quality of the
work have much to be desired. In schools, during the listening activities,
which are only when the teacher is reading a text or when he is speaking,
students are only offered opportunities to listen to the teacher.
Pupils, who are taught English in such conditions, experience
problems when they meet native speakers of English. In fact they see native
speakers way of speaking totally different from their teachers' way. In order
to give pupils opportunities to experience natives' pronunciation which is the
authentic one, and therefore to improve their listening comprehension, I have
suggested the use of `' games, English language immersion, a year abroad in an
English speaking country etc...». Teachers in so doing, will motivate
their students and will create more interactive and more exceptional learning
condition.
Another purpose of my study is to show positive reinforcement
tactics which can foster leaners to take an active part in the classroom
speaking tasks. Precisely here, emphasis will be put on motivation which
involves learners in discovering a sense of self-effort in their language
acquisition. Consequently, learners exchange through this means will encourage
their speaking skills.
In addition, my study projects to help teachers of English
become aware of pre-communicative tasks in the English classroom. In other
words, focus must not only be on grammar and lexicon of English, but also on
how the language is used to communicate meaning through dialogues and simple
interactive activities. For that objective, time allocated to conversation may
be diminished so as to give learners opportunities to interact and to be
successful in their conversation.
5
1.3 Research Questions
The goal of this research work is to find answers to these
questions:
1- What are the strategies known by English teachers that can
help their learners to master oral practice in English ?
2- How can the teacher use the proposed strategies to
facilitate effective speaking skills of intermediate students?
3- How far can learners benefit from the proposed
strategies?
1.4 Significance of the study
The educational system nowadays is old-fashioned, inefficient
and inappropriate to the actual need of our society. The significance of this
study, lies in the fact that the results of my investigation give useful
suggestions on how best the syllabi, the curricula, and the methodology can be
reviewed in order to improve the teaching and learning of English as foreign
language. It also provides the individuals and the educational authorities with
useful information about recent research work in the same area. This work may
also help future researchers.
In Benin, young students are able after six years of French
study, to speak it. But as far as English language is concerned, learners are
unable of speaking it even after seven years of study. English language is the
dominant language of medicine, trade, advertisement, technology etc... Most
valuable books are written or translated into English. In fact the Beninese
English teachers' teaching materials are very often the English textbooks, a
piece of chalk, a duster and a blackboard. They scarcely teach speaking skill
in their classroom and the few time they do, the merely read the books for the
pupils to listen. Most of the time English teachers in Benin are non-native
speakers and thus speak English variously. Lessons are not based on the
students need. Thereby, pupils at school are taught many `'English»,
depending on how many teachers they have had.
6
Students are shaken, and consequently at the end of their
studies they are not trained enough to be able to hold a conversation in
English language.
A study on `'using motivational activities to promote oral
communication in EFL language classes in Benin» can be an important
contribution, not only in the sillabi and curricula but also in the methodology
used to teach foreign languages in Benin, namely English. First, my study will
make learners and teachers aware of strategies which can help learners master
lexical syntactic and phonological knowledge in oral practice. Teachers of
English will be supplied with a certain organization of communicative
activities. This organization will permit to learners to interact or to take an
active part in English language learning. Teacher who most of the time imparts
knowledge, must also become the organizer of the language tasks, the informant
and the motivator, decentralizing his/her role and guiding his or her learners
to gain a good knowledge of English.
1.5 The scope of the study
First, the scope of the study is limited to some secondary
schools of Littoral region. As such, the results cannot be applied to any other
setting without the same rural features.
Second, the results population is limited to intermediate
students. These were the ones interviewed, observed and to whom questionnaires
were distributed. Therefore, students of other levels such as beginners and
advanced as well as students in schools of the same areas are not concerned.
Third, the teachers targeted and involved in the current study
were selected because they were teaching intermediate classes at the time the
research were being conducted.
Fourth, as far as the research instruments used are concerned,
I have used questionnaires, interviews and classroom observation. As such, the
participants' honesty is presumed but not certain.
7
All these and other aspects left aside constitute limitations
that prevent a hasty generalization of the results derived from this study. The
following chapter will deal with the literature review about the research work
on study.
CHAPTER TWO:
LITERATURE REVIEW
8
CHAPTER TWO: LITERATURE REVIEW
This research work aims at finding out effective strategies to
motivate intermediates' speaking skills in EFL classes in Benin, a francophone
country. To reach this goal, I read what some pioneers have written concerning
the topic under consideration. The fruit of these readings can help teachers of
English to carry out practical oral activities in their classrooms.
2.1 Communicative Skills
Communicating is an ability which allows someone to
communicate. Then, communicative competences are skills which promote oral
communication. Communicative competence is most of the time the objective of
language teaching. Communication also includes non-verbal behaviours. As
Francis Johnson (1981:31) has pointed out; communication `'requires
interpersonal responsiveness, rather than the mere production of language which
is truthful, accurate, honest, stylistically pleasing, etc...»
The interaction with one another, debate and discussion about
some issues and how to solve them is the objective of communication. Good
communication requires that speakers share the social meaning of the linguistic
forms. Dell Hymes (1974:224), the anthropologist, argues that
`'communicative competence must include not only the linguistic forms of
language but also knowledge of when, how, and to whom it is appropriate to use
them».
This topic deals with the speaking skill which is just a small
part of linguistic requirement of communication. Learning how to speak foreign
language requires more than knowing its grammatical and semantic rules.
Learners must also acquire the knowledge of how native speakers use the
language in the context of structured interpersonal exchange in which many
factors interact. Therefore it is difficult for EFL learners, to be able to
speak the target language fluently and appropriately. Speaking a foreign
language is especially difficult for foreign language learners. Effective oral
communication requires the ability to use the language appropriately in social
interactions
9
and also to be able to notice the diversity in interaction
such as stress, intonation and so on...
2.2 Repetition Method
The repetition method is a method by which the teacher makes
his/her learners repeat the same thing several times. The repetition method as
pointed out by Gertrude Moskowitz (1976:12) `' pours the content of
teaching into the student». Many learners find this approach boring
as it considers them like containers. Learners are given English words to
memorize instead of using words to interact or to converse in a real-life
situation. Thus Moskowitz (1976:10) states: `' As a consequence of this
state of affairs, learners become poor English language
performers».
2.3 Total Physical Response (TPR)
It is based on the theory that an adult can learn a second
language similarily to how a child learns his or her first language. Krashen
(1982) reported that Kusudo and De la torse (1974:25) describe the TPR method
in the following terms: `' The first new months ( 45 hours in this case )
would consist of 70% listening comprehension (obeying commands), 20% speaking
and 10% reading and writing». In short, TPR is more concerned with
the listening comprehension.
2.4 The Audio-Lingual method
With the audio-lingual method, the emphasis was on the
memorization of series of dialogues and the rote practice of language
structures. In this method, language is speech not writing, it is also a set of
habits. It was believed that much practice of the dialogues would develop oral
language proficiency. With this method, the use of the native language was
avoided. The method became very popular in the 1960s. Language laboratories
began to emerge, and learners were required to listen to audiotapes and repeat
dialogues that is about daily living. In addition, specific structural patterns
of the language studied were embedded into dialogues.
10
The main principles that every teachers should use in
audiolingualism, according to Brooks, (1964) are:
*Minimization of vocabulary until all common and simple
structures will be learned.
*Teaching new vocabulary only in the context.
*Learning the structures of second language without
explanation, memorizing the patterns of sound, order and form.
*Subordination of the native language to the second
language by translating foreign language into mother tongue.
From my point of view, teachers must provide varieties of
drills and tasks to keep learners' motivated. Failure to learn results only
from the improper application of the method, for example, from the teacher not
providing sufficient practice or from the learner not memorizing the essential
patterns and structures. And the learners should be guided by skilled training
techniques in order to produce correct answers.
Basically, learners' results depend on the way instructors
will direct the lesson. At the beginning learners cannot always understand the
meaning of learning materials, however, in audiolingualism learners should
repeat carefully all the information that is presented by teacher, trying to
imitate the instructor's pronunciation as closely as possible.
2.5 The Importance of Linguistic Immersion
According to Gattegno (1972:125):
Only when one is really [...] soaked in the environment of
the people using the language can one express oneself in speech or writing as a
native would. It is a spirit of language that has to get hold of one's mind and
dictate the expressions that sound right and fully convey the meaning to native
listeners or readers.
One have to be in an English language setting, where English
is used at every moments in order to practice the language and to really be
able to express oneself in speech or writing as a native would. As reported by
Blair (1982), Nida also addresses the issue, he speaks ''of passive
listening'' as the first step in language learning process. For him,
people learn a language by, first listening carefully `'the tone of the
voice'', the `'strange sounds'', the
11
`'similar sounds», the `'words and
phrases» and `'grammatical forms». He refers to this
passive listening period as the period during which they make no conscious
effort of memorization, drilling and so on...to master the language. He states
that during this time brain is not so much passive as expected. It is
intensively active `'registering» noises, smells and sights, even when
people seem to have directed their attention to something else or are sleeping,
Nida adds. He thinks it is the way children and many Africans acquire the
numerous languages they speak. And Oller (1963:9) states:
We believe that language on the useful, everyday level is
situational and sequential and that the moment a learner can react
automatically...to a given situation identified with his own experience, he
`'knows» the foreign language used in that situation. The proper procedure
then is to immerse the learner in the world in which this language is used, a
world inhabited by people about whom he knows and cares. This sharing of
everyday experiences with people of a foreign tongue creates the climate of
sympathy necessary and establishes the sine qua non for the teaching of
language, the desire of the learners to learn, to communicate with people of
that language.
The lack of exposure to the target language is a source of
problems impeding communication by EFL learners at any level of study. kang
Shumin (1997:8) states: `'Due to minimal exposure to the target language
and contact with native speakers, adults EFL learners in general are relatively
poor at spoken English especially regarding fluency». In addition to
the formal learning in classroom, English language learners have to immersed in
an environment where English is the official language.
For Krashen (1986:58):
You have to live in the country in order to achieve any
real proficiency in a second language and that the informal real world
environment is always superior to the classroom, or formal environment. The
informal environment is always willing to supply comprehensible input in the
older second language learner. Input to the adults is more complicated
grammatically, contains a wider range of vocabulary, deals with more complex
topics, and is generally harder to understand.
An immersion in an English speaking country is important
because it will give learners the opportunity to practice the language, their
oral production skills as well as their receptive competence. Krashen (1986:76)
says that: `'our responsibility goes beyond the classroom... Our tasks is
to provide learners with the tools they need to continue without us. We need
to
12
provide enough input so that they can gain the linguistic
competence necessary to begin to take advantage of the informal environment,
the outside world». Teachers' role is to help learners practice what
they have learnt when they are off the classroom. An immersion is really
important for learners because it helps them to communicate with native English
speakers in the target language. Brown (1980:238) they will, `'acquire
stylistic adaptability in order to be able to encode and decode the discourse
around them». But as the chance for immersion is lacking, teachers of
English have to avoid the use of French in class in order to increase their
learners' opportunity to express themselves in English.
2.6 Learners' involvement in the Learning Process 2.6.1
Interactions in Language Class
It refers to the exchange of information between the teacher
and the students or among the students. It has long been considered important
in language learning. `'It may be quiet; it may be noisy; it may be alert
or dynamic; it may take place in large groups, small groups or pairs»
(Kramsh, 1987:18). It will make students deeply involved in activities
that draw on their creativity.
According to Swain (1985:223), `'interaction allows the
learner to practice the target language, thus enhancing fluency; to notice or
trigger a particular structural form that needs modifying;
to test hypotheses about structural points and to reflect
metalinguistically».
Brown, (1994:113) indicates that interactive classes have the
following beneficial features:
There is a large amount of pair work and group work.
Students engage themselves in spontaneous and authentic
conversations. Students work for actual audiences and purposes, not artificial
ones.
The task-based activities prepare students for the real world
outside of the classroom.
At the time of interaction, students can use all they have
learnt of the language or have casually absorbed in real life exchanges where
expressing their real meaning is
13
important to them. Thus, they will have experience in creating
messages from what they hear or read, since comprehension is a process of
creation (Rivers, 1981:160-2). It is also underscored by Richards (2001) that
second language learning is facilitated when learners are engaged in
interaction and meaningful communication.
2.6.2 Role of Interactive Activities
Interactive activities provide opportunities for learners to
use the target language in a communicative way for meaningful activities rather
than form(correctness of language and language structure). It will lead
students to acquire what they need and what they want actually to be used in
real life situations. The two types of interactive activities employed in the
classroom and focused on this paper are:
l Group discussion and presentation
l Mock Association Meeting
Both are interactive activities because they require learners'
participation and involvement and provide opportunities to produce the target
language to become effective communicators. Swain (1985), highlights the
observation that interaction also makes learners really use the language.
2.6.3 Ways of Promoting Interactive
Activities
Lee (2004) says that promoting interactive activities seems to
be an alternative means to help the second language learners to acquire the
target language in a meaningful way.
To achieve this:
Teachers must promote the desirable ambience and good
relations among students for them to know one another.
14
Individuals must appreciate the uniqueness of others by
encouraging and education one another.
Both students and teachers must build up their confidence
and enjoyment in what they are doing.
Classrooms should not be teacher-directed and dominated.
Classrooms should be interactive by nature and never one-way.
2.6.4 Role of Teachers and Learners in the Interactive
Classroom Real interaction in the classroom requires a teacher of
English:
To facilitate learners and be in the background. To monitor
learners closely.
To provide complete authority to learners in developing
and carrying out activities.
To accept all kinds of opinions and be tolerant of errors
made by learners while they are attempting to communicate.
Brown (1994:145) points out that `'teachers must organize,
provide security, motivate, instruct, be a model, be a guide, inform, give
feedback, encourage and evaluate the language learners».
From the literature, research findings and my own experience,
I perceive that teachers are considered to be the experts in their classrooms.
Using interactive activities, teachers shape the learners' developmental
path.
Students must have strong personal motivation to learn the
target language, confidence, a positive attitude, the willingness to express
themselves even when they do not know how to express it correctly and the
willingness to take the risk of making mistakes and learning from the mistakes.
It is in their interactions with one another that both teachers and learners
work together to create the intellectual and practical activities that shape
and advance their knowledge in the target language as well as the process and
outcomes of individual development.
2.7 Motivation and Class Dynamics
When the learning of a second language takes place at home
with the support of the neighborhood and local schools, it seems to be learnt
with relative ease, sometimes automatically. But when the process happens in
the classroom, the school social context
15
and the special conditions under which such learning takes
place have a decisive influence. That is one the Gardner's hypotheses
(1985).
The importance of the learner's attitudes and motivation play
a major role. A quick look at the major theories of language acquisition will
suffice to demonstrate this:
Krashen's monitor model considers attitudes and motivation
most influential in unconscious language acquisition. The learner's
motivational level acts as an effective filter on language intake ( Krashen,
1982:102). In Carroll's conscious reinforcement model (1981), language learning
begins when the learner feels motivated to communicate something to someone.
Learners' achievement largely depends on their attitudinal and motivational
state. Schumann's acculturation model (1978), though concerned solely with
natural second language acquisition situations, also considers that affective
and personal factors are highly relevant. Some of these factors are also very
influential in Gardener's socio-educational model (1985), which considers the
learner's intelligence, aptitude, motivation and attitudes, and social anxiety
as factors which determine the learner's outcome.
Whereas intelligence and aptitude for languages play a primary
role in formal language situations. Gardner considers their influence in
informal language experiences to be secondary. Nevertheless, attitudes and
motivation as well as situational anxiety play a primary role both in language
learning situations and in second language acquisition contexts. If learners
are motivated, they is a good chance that they will learn the language they are
studying and which teachers are attempting to teach them. But if learners are
demotivated, learning and teaching will be an uphill struggle and the results
are likely to be disappointing, for learners and teachers either. In the same
vein, Felicien Baloto (1993:31) states: `'if motivation is present,
learning can be facilitated, but without it, learning becomes difficult».
This means that motivation is the basis of learning, and this is true with
young learners as well as with adult learners. For this reason, the question of
how to motivate intermediate learners is one of the main preocupations In my
research work.
16
According to Oxford (1990:140): `'the affective side of
the learner is probably one of the most important influences on language
learning success or failure». Affective factors play an essential
role in language learning.
Cross (1992:221) states that, `'in real life we should not
react to errors which do not interfere with the comprehension of the message,
but we should react to `'global» errors, that is those which impede the
comprehension of the message, simply because they create gaps in the ongoing
conversation». I think that affective factors are emotional factors
which influence learning. They can have a negative positive effect. Negative
affective factors are called affective filters and are important ideas in
theories about second language acquisition. For example, a learner's attitude
to English, to the teacher, to other learners in the group and to herself or
himself are all affective factors and have impact on how well she or he
learns.
In the classroom, affective factors may be as important for
successful language learning, than ability to learn. Teachers can reduce
negative factors and develop positive ones by doing activities to build a
positive group dynamic, by including learners in deciding aspects of the course
and choosing activities that are motivating for the age and interests of the
learners. And I am of the opinion that classroom dynamics should involve the
interaction between students and teachers in a classroom community. The purpose
of studying classroom dynamics is to learn how to set up a positive classroom
atmosphere where learners feel comfortable learning and communicating with
other students and with the teacher. A good classroom dynamics consists in the
engagement of everybody. This not a completely natural situation, so it must be
set up according to a plan, discipline, every classroom needs a behavioral code
to maintain order; motivation, some learners are not naturally motivated to
learn within the constraints of a classroom each learner has his or her own
interest and talent so each classroom should be flexible enough to accommodate
the individuality of its learners; gender, some classes isolate, embarrass or
exclude a particular gender from the classroom by the activities or by the
discussions. Another way to settle motivation for language learning in the
intermediate learners' class is using games.
17
2.7.1 Games in Language Class
Games are fun activities that promote interaction, thinking,
learning and problem solving strategies. They are effective tools for learning
because they offer learners a hypothetical environment in which they can
explore alternative decisions without the risk of failure. Martinson and Chu
(2008:478) state that `'playing games teaches us how to strategize, to
consider alternative and to think flexibly». One useful strategy to
encourage language acquisition is using language games which are defined as a
form of play concerning rules, competition, and an element of fun. Teachers
should also consider the advantages of games: the ability to capture students'
attention; lower students' stress; and give students the chance for real
communication. Teachers need to assess how to use game appropriately in the
classroom. It is important to choose an appropriate time and integrate them
into the regular syllabus and curriculum. However, because of the limitations
of the syllabus, games often can not be used, as much as they should be.
Therefore it may be challenging for teachers to try to add some games in class
in order to develop students' English proficiency of the target language.
My impression is that, using language games is a useful
strategy to encourage, and teachers should consider the advantages of games,
the ability to capture learners attention; lower learners' stress; and give
them the chance for real communication. Teachers need to assess how to use game
appropriately in the classroom. It is important to choose an appropriate time
and integrate them into the regular syllabus and curriculum. However, because
of the limitations of the syllabus, games often cannot be used as much as they
should be. Therefore it may be challenging for teachers to try to add some
games in class in order to develop learners' English proficiency of the target
language.
2.7.1.1 What are games?
Language games are not activities mainly aimed to break the
ice between students or to kill time. Byrne (1995:16) gave the definition to
games as a form of play governed by rules. It is a way of getting learners to
use the language in the course of the game. Jill Hadfield (1990:79) defined
games as `'an activity with rules, a goal and an element of fun».
I
18
realized that, the main focus of using game in class is to
help students learn and have fun. Before playing, the rules of the game are
clearly explained and well understood by the students. Otherwise they will
misunderstand the purpose of the game and they may not get the benefits they
should from the game. In playing games, competition is very important because
it can stimulate and encourage students to participate in the activity.
Games are fun and interesting, thus motivating. This
encourages learners to not only play today but to return later to the game.
Because of the emotion and excitement involved, learners often forget that they
are learning something. By calling class activities a game when they really are
not, learners get excited and have fun without realizing that they are learning
something.
2.7.1.2 Deciding which Game to Use
There are a great number of language games. Then teachers have
a variety of choices. However, in deciding which game to use in a particular
class and which games will be most appropriate and most successful with their
students, teachers must take many factors into account. According to Carrier,
(1990:98) teachers should first consider the level of the game to fit their
students' language level. They should choose the game that fits the purposes of
that class at the moment. They should consider when the game should be used
because there is a big difference between using the game in the morning and in
the afternoon, on Monday and Friday. To add to the mentioned above, teachers
should also be able to play and react sometimes to help students feel
comfortable, this increase their will to join the activity. The most important
factor is that games should be used when they can give students both fun and
educational meaning otherwise they will be a waste of time.
2.7.1.3 The Advantages of Games
For Richard-Amato (1996:147), even though games are often
associated with fun, teachers should not lose sight of their pedagogical
values, particularly in second language
19
teaching; Games are effective because they provide motivation,
lower students' stress, and give them the opportunity for real life
communication. The main reason why games are considered effective learning aids
is that `'they spur motivation and students get very absorbed in the
competitive aspects of the games; moreover, they try harder at games than in
other courses» (Avedon, 1971:119). Therefore it is possible for a
teacher to introduce students to new ideas, grammar, and knowledge and so on.
Games capture students attention and participation. They can motivate students
to want to learn more. They can transform a boring class into a challenging
one. Another reason why games are often used in language classes is that they
lower students' stress in the classroom. Schultz (1988:225) says that:
..,Stress is a major hindrance in language learning
process. This process ( Learning language in traditional way) is by its nature
time consuming and stress provoking..,.raise the stress level to a point at
which it interferes with students attention and efficiency and undermines
motivation..,one method has been developed to make students forget that they
are in class..,relax the students by engaging them in stress reducing
task(games)
There is high level of stress in the classroom because
students have to face unfamiliar or unknown grammatical structures, words,
texts and so forth. When students play games, they relax and have fun. Since
students know that they are playing games and want to communicate efficiently
they do not worry about making mistakes and do not try to correct themselves in
every single sentence. When students are free from worry and stress, they can
improve their fluency and natural speaking styles. Students learn without
realizing that they are learning (Shultz, 1988).
Apart from having fun, students do not worry about errors and
punishment, and they will learn a grammatical rule and have a chance to use it.
So, they unconsciously learn without realizing they are learning. Students stop
thinking about language and begin using it in a spontaneous and natural manner
within the classroom (Shultz, 1988). Another advantage is increasing students'
proficiency. Playing games in the classroom can enormously increase students'
ability in using language because students have a chance to use language with a
purpose in the situations provided. Hadfield (1990:62) confirms that:
`'Games provide as much concentrated practice as a
traditional drill and more importantly, they provide
20
an opportunity for real communication, albeit within
artificially defined limits, and thus constitute a bridge between classroom and
the real world.»
I believe that, the key is knowing how to reduce your
classroom stress, and refocus your learners on the lesson at hand. Stress can
affect the learners and the teachers. Playing games can actually re-stabilize
the brain, which in turn refreshes focus, and results in more overall
productivity, on every level. Playing games and fun activities can bring added
joy and happiness to classroom life, and can be a great way to relieve stress
as well. Playing game in the classroom increases overall motivation. By playing
games, learners become more motivated to learn, pay attention and participate
in set tasks. Learners can become very competitive in the classroom, especially
boys. Games are a great way to control the competitiveness between learners.
Most games require problem-solving strategies and planning.
By applying a range of strategies in a game, learners are able
to use their mental cognition. I think that stimulating the brain with
strategies in a game can be a great brain workout. Playing game in the
classroom increases class operation. Through games learners learn how to take
turn, build respect, listen to others and play fairly. Games help learners to
get new knowledge.
2.7.1.4 When to use Games
Hadfield (1990:56) suggests that `'games should be
regarded as an integral part of the language syllabus, not an amusing activity
for Friday afternoon or for the end of the term». Games can
contribute to students' skills if they are incorporated into the classroom,
particularly if they are used to reinforce or introduce a grammatical rule or
structure. For example, if teachers are going to introduce present tenses or
conditional instead of teaching them in a traditional way, (by simply telling
them the rules, have them do some written exercises, drilling and answering
questions), teachers may help students understand these forms of grammar by
playing games, which can also meet all the requirements of the traditional
classes involving
21
learning rules, drilling and repeating. Students can take this
opportunity to use them in real communication.
Games can sometimes do not work because students have
different learning styles and preferences, and some other factors such as being
used in an appropriate time, the nature of games themselves, and even the
nature of teachers, it is still worth trying to use them in class because they
offer several good advantages to students. Language games used in the classroom
are very effective and supportive activities in contributing to students'
language skills and proficiency. Unfortunately, because of limitations of time
and curriculum, teachers normally have to cover all the contents and materials
which students will be tested on, and it is not always easy to incorporate
games into the class.
Nevertheless, it can be seen that games are very useful and
can be used to develop learners' language learning and also provide the
learners an opportunity to practice communication. It is recommended that
teachers try some games that may be useful to their learners in order to
enhance learners' proficiency and help them meet their goals, and at least try
new things in teaching. To summarize, I think that such games will be helpful
for all learners in general and to intermediate learners in particular, they
will motivate learners during the learning process and lead them to take active
part in classroom activities.
2.7.2 Songs in Language Class
Songs have become an integral part of language experience, and
if used in coordination with a language lesson, they can be of a great value.
As Gugliemino (1986:88) stated, adults sing at religious services, bars, in the
shower, and listening to the car radio. There are two processes involved in
listening, and both can be used when songs are utilized in the classroom. The
activity which is selected for a particular song will determine which of these
processes is active. Cullen (1999:108) states that: `' The first is
bottom-up processing
22
where the listener builds up the sounds into words,
sentences and meaning. The second is top-down processing where the listener
uses background knowledge to understand the meaning of a message.»
Practicing both of these processes is essential for developing
listening comprehension. The affective, cognitive, and then linguistic reasons
for using songs which follow, are all grounded in learning theory, and provide
insights into the benefits of songs in the classroom.
2.7.2.1 Affective Reasons
The affective filter hypothesis is one of the five proposed
hypotheses developed by Steven Krashen. Basically, it is an explanation of how
the affective factors relate to language learning. It is particularly appealing
to teachers because it provides an explanation to why some learners learn and
others not.
Teachers have long recognized the need for students to have a
positive attitude in regard to learning. Krashen (1982) explains that for
optimal learning to occur the affective filter must be weak. A weak affective
filter means that a positive attitude towards learning is present. If the
affective filter is strong the learner will not seek language input, and in
turn, not be open for language acquisition. The practical application of the
affective filter hypothesis is that teachers must provide a positive atmosphere
conducive to language learning. Songs are one method for achieving a weak
affective filter and promoting language learning.
With the affective filter weak, Saricoban and Metin (2000)
have found that songs can develop the four skill areas of reading, writing,
listening, and speaking. Eken (1996:46) states that songs can be used:
To present a topic, a language point, lexis, etc.
To practice a language point, lexis, etc.
To focus on common learner errors in a more direct
way.
To encourage extensive and intensive listening.
To stimulate discussion of attitudes and feelings.
To encourage creativity and use of imagination.
23
To provide a relaxed classroom atmosphere. To bring variety
and fun to learning.
Lo and Li (1998) offer similar suggestions, writing that songs
provide a break from classroom routine, and that learning English through songs
develops a non-threatening classroom atmosphere in which the four language
skills can be enhanced. The belief that songs provide enjoyment and develop
language skills is also noted by several other authors ( Adamowski, 1997;
Bechtold, 1983; Domoney & Harris, 1993; Griffee, 1992; Guglielmino, 1986;
Lems, 1984; Little, 1983; Monreal, 1982). The enjoyment aspect of learning
language through song is directly related to affective factors.
I hold the opinion that using English songs in EFL classrooms
can successfully bring about affective learning through providing a harmonious
classroom atmosphere, reducing learners' anxiety, fostering their interests and
motivating them to learn the target language. Learners will regard English
songs as part of entertainment rather than work and thus find learning English
through songs amusing and relaxing. With the use of songs, the affective filter
can be weak, and that will provide a classroom atmosphere conducive to language
learning.
2.7.2.2 Cognitive Reasons
Songs also present opportunities for developing automaticity
which is the main cognitive reason for using songs in the classroom. Gatbonton
and Segalowitz (1988:473) define automaticity as `'a component of language
fluency which involves both knowing what to say and producing language rapidly
without pauses». Using songs can help automatize the language
development process. Traditionally, it was believed that automatization would
occur through repetitive exercises in a non-communicative environment.
Gatbonton and Segalowitz (1988:476) state that `'we must place students in
an environment in which it is appropriate to use target utterances in a
genuinely communicative fashion.»
24
The nature of songs is fairly repetitive and consistent. For
example, a song such as `'sailing» by Rod Stewart provides ample
opportunities for students to focus on the present progressive tense. The
repetitive style of the song lends itself to an activity in which create their
own present progressive sentences based upon their own interest. After
listening to the song, students create their own lyrics following the same tune
as the song.
2.7.2.3 Linguistic Reasons
Apart from automatization, there is also a linguistic reason
for using songs in the classroom. Some songs are excellent examples of
colloquial English, that is the language informal conversation. Of course, the
majority of language most ESL students will encounter is in fact informal.
Using songs can prepare the students for the genuine language they will be
faced with. Finally, two studies, Domoney and Harris (1993) and Little (1983)
investigated the prevalence of pop music in the lives of EFL students. Both
studies found that music is often the major source of English outside of the
classroom. The exposure to authentic English is an important factor in
promoting language learning. It relates directly to both the affective filter
and automaticity. If students are exposed to songs which they enjoy, more
learning is likely to occur since they may seek out the music outside of the
classroom. The repetitive style of songs then helps to promote automatization
of colloquial language.
2.8 Summary and Comments
Here is the report about the present chapter :
Communicative skills, Repetition method, Total Physical
Response (TPR), Audio-lingual method, the Importance of Linguistic Immersion,
Learners' Involvement in the learning process and Motivation and Class
Dynamics. As indicated by their name, Communicative skills just deal with the
abilities, the capacity to communicate and being understood. As far as the
repetition method is concerned, it is one of the method through which the
teacher
25
makes learners do or say many times the same thing. Before an
infant starts speaking the mother tongue, he/she may first listen to the
persons around him or her, then reacts to order and lastly imitate them by
repeating what they usually say, and this method can also be applied to
learners.
I dealt with the TPR approach because it is more concerned
with listening comprehension and useful for intermediate in the language
acquisition process. The audio-lingual method is based on `'habit»,
learners through much practice, would form a `'habit» and be able to speak
the language when in need of it. In Benin setting as far as linguistic
immersion is concerned, teachers of English remain the sole environment, except
some rare English users, in which learners are soaked. In my point of view a
stay in the target language environment is very important, the lack of exposure
is one of the main reasons which impede the acquisition and the use of English
in a real life situation. For real communication to take place later, teachers
of English who are the main resource of intermediate learners, have to manage
for interactive participation of the class, to control their class, to define
the objectives and to motivate leaning while improving the techniques of oral
communication. When dealing with that motivation aspect, songs and games are
important in intermediate classes as they entertain, encourage, teach and
promote fluency. An investigation is carried out through the research
methodology in the following chapter.
CHAPTER THREE:
METHODOLOGY OF THE STUDY
26
CHAPTER THREE: METHODOLOGY OF THE STUDY
In this chapter I'm going to talk about the methods and
techniques used for the study to collect data. A descriptive and evaluative
methodology allowed me to identify the different problems teachers of English
encounter in their intermediate classes in some secondary schools of Littoral
region. In order to achieve my purpose, I decided to investigate teachers and
learners. The instruments used are questionnaires, interviews and classroom
observations.
3.1 Target population
In order to realize this research, I worked with a target
population or group of people. These people include teachers and learners, they
are the target participants to the questions and to be observed in real
classroom situation. I especially choose teachers for my investigation, because
they are supposed to know a lot about the process of teaching and learning. I
then met them in order to get valuable information about different speaking
skills they implement in their intermediate learners' class. And next I take
into account the learners themselves in order to have more information about
how they have been taught to speak English. In the chart below, we can see the
details about the chosen schools.
Table 1: Secondary schools Involved in the
Study
|
N°
|
Name Of Schools
|
Teachers
|
Learners
|
|
1
|
CEG Le Littoral
|
18
|
185
|
|
2
|
CEG Suru Lere
|
22
|
115
|
|
Total
|
40
|
300
|
27
3.2 Procedures of investigation
When the identification of the target population was
completed, I designed questionnaires to the respondent teachers and learners. I
also conducted interviews with teachers and carried out classroom observations
in the identified schools.
3.2.1 Questionnaires
Here, I designed questions for English teachers and learners.
English teachers' questionnaires was about the strategies to encourage speaking
skills and speaking activities teachers use in their intermediate learners'
classes, it was also about teachers' own suggestions to find a solution to the
problem of English speaking acquisition by intermediate learners. The
questionnaire includes seven questions and the teachers have to tick
anonymously at least one box or one answer per question with the possibility to
justify their answer. Before submitting to teachers the questionnaires I have
explained the purpose of my study in order to gain their confidence.
I have also addressed a questionnaire to learners to be ticked
anonymously too. So for me to be sure of learners' answers the questionnaires
addressed to them were in French version. It is about seven questions
concerning how they practice English in oral communication and the reason why
they need to improve their speaking skills. The goal of this questionnaire is
to assess some intermediate learners in order to know what they need to become
good English speakers one day. Learners just have to tick one box per question
without justifying their answers. From those questionnaires I have been able to
gather some reliable information about how English language is taught in
littoral region and to what extent learners can be provided with opportunity to
communicate in English gradually.
28
3.2.2 Interviews
I also used interviews to collect data for my study. These
interviews were given to teachers who have some experiences in their job. These
interviews aims at getting information from my interviewees concerning the
strategies and speaking activities organization which can lead the intermediate
learners to take an active part in the realization of oral practice. My
interview is about then questions on how learners may be entrusted with the
responsibility for the preparation of the speaking activities, the groups
working and the realization activities. The questions also concern the use of
games, songs and visual aids to motivate the intermediate learners. I was not
able to interview all my interviewees though I contacted them in advance, some
refused, and other claimed to be busy, but for the others I have been able to
interview, I succeeded in getting some useful opinion that I could analyze and
discus in the next chapter. In order to get more about the strategies used in
the intermediate learners' class and to know more about the difficulties
teachers of English encounter, I decided to go through classroom
observations.
3.2.3 Classrooms Observations
Classroom observation is a real instrument that can allow me
to find out how EFL learners are being taught and then understand the factors
impeding the effective acquisition of the spoken English in secondary schools.
Paying a visit to teachers and learners in class situation is an authentic way
of witnessing how the language is being taught and how activities are carried
out in the classroom and that will lead me to suggest some solutions. Before
paying a visit to teachers I made a negotiation with them and the schools
authorities to whom I have addressed official letters so that they can allow me
to visit them in their intermediate learners' class and to observe them. The
observations concerned the size of the classroom, the number of leaners
gathered in each classroom, the steps used to lead lessons especially speaking
activities, the time allocated to the oral practice, and the class
29
atmosphere. There is also the aspect of the use of visual
materials in the process of teaching spoken English.
I was then able to observe some intermediate learners' classes
of 2nd in the target secondary schools. I discussed with teachers
about some issues that were important for my research and ask them suggestions,
contributions and recommendations. I decided to observe five classes of
2nd in my target schools and it is presented as follow in this
table.
Table 2 : Sample of Observed Classes
|
School
|
Class Observed
|
Size
|
|
CEG le Littoral
|
2nd A1
|
67
|
|
CEG le Littoral
|
2nd B1
|
66
|
|
CEG le Littoral
|
2nd D2
|
66
|
|
CEG Suru Lere
|
2nd D1
|
65
|
|
CEG Suru Lere
|
2nd D4
|
68
|
|
Total
|
5 Classes Observed
|
332
|
3.2.4 Procedure and Analysis of Data
Collection
I distributed questionnaires to teachers of the target schools
and to their intermediate learners. The number of the collected questionnaires
from teachers of English and learners helped me to get the maximum data I need
for my research. After I carried out some interviews and discussions in various
schools of my target populations and their data were directly processed down
for this research purpose. The analysis of all the data generated by my
classroom observations, interviews and questionnaires allow me to be aware of
the different difficulties teachers of English and their learners faced in
littoral region as far as the speaking skill is concerned. In the chapter four
of my research work I display the findings of the study.
CHAPTER FOUR:
PRESENTATION AND DISCUSSION OF THE COLLECTED
DATA
30
CHAPTER FOUR: PRESENTATION AND DISCUSSION OF THE
COLLECTED DATA
This chapter is concerned with the presentation and discussion
of the data generated by the questionnaires, interviews and classroom
observations. Some data will be subject of analysis through figures and some
others will be supported with convenient examples. After, I will discuss my
topic in relation to the topic under consideration.
4.1 Presentation of the Collected Data
4.1.1 Data Collected from Teachers'
Questionnaire
A questionnaire was addressed to forty teachers of English of
the different target secondary schools and I collected 28 answers. It is
noteworthy that everybody has not answered the questions but I am happy of this
amount of responses because it permits me to make a valuable analysis. Down
here is a recapitulation of the collected data from teachers' questionnaire.
4.1.1.1 Data related to EFL Teachers' Number of Years of
Experience
More than 15 years At least 10 years
Years of experience
30,74
69,26
Figure 1 : EFL Teachers' Number of Years of
Experience
31
The findings on figure 1 reveal that 69.26% of the target
English teachers have spent more than fifteen years in teaching language
whereas 30.74% of other target teachers have spent at least ten years. This
shows that the number of years spent by those teachers in teaching is enough to
share certain experiences in order to help their learners. I cannot give any
reliable conclusion if I consider teachers of English who have just begun
teaching this language. So this sample has been chosen on purpose.
4.1.1.2 Teachers' Feeling about Teaching English to
intermediate Learners
Table 3 : Teachers' Feeling about Teaching English to
Intermediate EFL Learners
|
Question to teachers
|
Do you like teaching English to
intermediate EFL learners?
|
|
Answers
|
YES
|
NO
|
|
Percentages
|
70.25%
|
29.75%
|
|
Total
|
100%
|
The results on table 3 show that 70.25% of teachers like
teaching English to intermediate EFL learners. They justified it by saying that
this category of learners showed some interests in learning it. Such an
attitude facilitate the learning process. In the opposite of that 29.75% of
teachers do not like teaching to intermediate EFL learners because as they
said, not all the students are interested in learning the language and teaching
them is like a waste of time.
32
4.1.1.3 Different Kinds of Speaking Activities Teachers
do with their intermediate EFL learners
Table 4 : Different Kinds of Speaking
Activities
|
Question to teachers
|
What kind of speaking activities do you do with your intermediate
EFL learners for effective oral communication?
|
|
Answers
|
Interactive group
|
Repetition activities
|
Listening comprehension
|
|
Percentages
|
17.72%
|
57.54%
|
24.74%
|
|
Total
|
100%
|
In this table, 17.72% of teachers that use interactive group
activities, 57.54% devote themselves to teach oral communication through
repetitive activities and 24.74% do listening comprehension. The high average
of repetition activities used, shows that most teachers like arrangement or
class grouping which consists on standing in front of the class, pronouncing
English words a certain number of time and make their learners repeat after
them. The two lower averages must be taken into account in order to work deeply
to raise them. The grouping and techniques used here are closed to the modern
one, they may help learners to get fluent one day in English.
33
4.1.1.4 Speaking French or mother tongue to help
Learners understand English Words
Table 5: Speaking French or mother tongue to help
Learners understand English Words
|
Question to teachers
|
As a teacher of English, do you sometimes speak French or
mother tongue with your intermediate EFL learners in order to help them
understand English words?
|
|
Answers
|
YES
|
NO
|
|
Percentages
|
91.44%
|
8.56%
|
|
Total
|
100%
|
The table 5 shows 91.44% of `'Yes» and 8.56% of
`'No». To make the learners get the message, 91.44% of teachers speak
another language like French or mother tongue whereas 8.56% of teachers think
that it is better to speak only English while teaching oral communication to
the intermediate EFL learners.
4.1.1.5 Intermediate EFL Learners' Motivation
Table 6: Intermediate EFL Learners Motivation
|
Question to teachers
|
What do you do to motivate your intermediate EFL learners?
|
|
Answers
|
Games
|
Songs
|
Stories telling
|
|
Percentages
|
12.68%
|
87.32%
|
00%
|
|
Total
|
100%
|
Talking of the strategies used to motivate the intermediate EFL
learners, 12.68% of the teachers use games, 87.32% of them use songs and none
of them use stories telling.
4.1.1.6 Approach Preferred in EFL Intermediate Learners'
Class
34
Table 7: Approach preferred in EFL Intermediates
Learners' Class
|
Questions to teachers
|
What approach do you prefer in your
intermediate learners class?
|
|
Answers
|
Learners centered
approach
|
Teachers
centered
approach
|
Both of them
|
|
Percentages
|
30.52%
|
12.25%
|
57.23%
|
|
Total
|
100%
|
The table 7 focuses on the different approaches used in a
language class. And here, 30.52% of teachers prefer the learner centered
approach, 12.25% prefer the teacher centered approach while 52.23% of them
prefer both of the two approaches.
4.1.1.7 Suggestions to correct the problem of English
acquisition
Table 8: Suggestions to correct the problem of English
Acquisition by Intermediate Learners
|
Question to teachers
|
What are your suggestions to correct the problem of English
acquisition by intermediate learners?
|
|
Answers
|
Create language laboratories
|
Send teachers at training schools
|
Encourage language immersion
|
|
Percentages
|
6.21%
|
74.37%
|
19.42%
|
|
Total
|
100%
|
35
The results displayed in this table 8 show teachers of English
suggestions to make EFL teaching more effective. So here we have, 6.21% of
teachers are for building English laboratories in secondary schools, 74.37% of
them proposed as suggestion to send English teachers periodically at training
schools to improve themselves, whereas 19.42% of teachers of English agree for
language immersion.
4.1.2 Data Collected from Learners'
Questionnaires
These questionnaires helped me a lot, and it was one of the
essential part of my study. That allowed me to have an idea of what learners
need for this English language acquisition. I was able to distribute 200
questionnaires to learners of the two secondary schools. I collected 140
answers. This is far enough to make my analysis and get good conclusions. Below
there is the recapitulation of the collected data as far as learners' are
concerned.
4.1.2.1 Learners' View about English
Table 9: Learners' View about English
|
Question to teachers
|
Do you like English?
|
|
Answers
|
Little
|
Yes
|
No
|
|
Percentages
|
15.41%
|
30.78%
|
53.81%
|
|
Total
|
100%
|
In the table 9 we have 30.78% of learners who like English and
15.41% of them have a little love to it. We can also remark that a great number
of learners dislike English at 53.81%.
36
4.1.2.2 Learners' Expression in English
Can you express yourself in English?
83,18%
Yes No
16,82%
Figure 2: Learners' Expression in English
The results of the figure revealed that 83.18% of learners are
not able to express themselves in English whereas 16.82% can.
4.1.2.3 Practical use of English
How do you practice English?
31,88%
68,12%
Repeat English words after the teacher Speak with school mates
Figure 3: Practical use of English
37
Talking about this figure, 68.72% of learners repeat English
words after the teacher whereas 31.88% of them like to speak with their school
mates.
4.1.2.4 Practice of English in the future by
Learners
Are you sure to become a good English speaker one
day?
Yes I will No I am not sure
Yes I will; 32,69%
No I am not sure;
67,31%
Figure 4 : Practice of English in future by
Learners
The figure 11 displays that a large number of learners are not
sure of becoming good English speakers one day (67.31%), this shows the
disappointment of learners about the language. and we have 32.69% of learners
who are sure that they will be able to speak English fluently one day.
speaking
38
4.1.2.5 Acknowledgement of the Importance of
English
Do you think English is very important?
7,77%
Yes Yes
92,23%
Figure 5: Acknowledgement of the Importance of
English
The figure 12 shows that 92.23% of learners know the importance
of English today. And 7.77% of them find that English is not important for
them.
4.1.2.6 English Immersion
WOULD YOU LIKE TO GO TO AN ENGLISH SPEAKING
COUNTRY
TO IMPROVE YOUR SPEAKING SKILLS?
No; 0%
Yes; 100%
Figure 6 : English Immersion
39
In this figure 100% of learners would like to go to an English
speaking country in order to improve their speaking skills.
4.1.2.7 Learners' will inside the English
Class
What do you need in your class to be interested in English and
become a good speaker one day?
Practice English through games Learn sequences of English
songs
Listen much to my English teacher
51%
4%
45%
Figure 7 : Learners' will inside the English
Class
Looking at this figure, we can see that learners' need to
practice English through English songs is very important (51%), others would
like to practice it through games (45%). And we have 4% of the learners prefer
listening to their teacher in order to get communicatively efficient.
4.1.3 Interviews
My objective in undertaking interviews is to have information
about steps and speaking activities organization in intermediate EFL learners'
classes. Then after ticking boxes related to the questions of the interviews I
administrated, the results are presented as follow:
40
Table 10 : Results of the teachers'
interviews
|
Answers of Questions
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
|
Yes
|
x
|
X
|
|
|
|
x
|
|
|
|
|
|
No
|
|
|
x
|
x
|
x
|
|
x
|
x
|
x
|
x
|
Observing this table, we can remark that more than half of the
answers are negative to the questions asked. This shows how some English
teachers neglect learners interactions as far as speaking activities
organization are concerned. Some interviewees affirmed that they do not
organize regularly speaking activities for learners, nor allot much time to
them in their classes. Some teachers use French and English in class because
the two are necessary for more understanding to the whole class. Meaning can be
asked by learners in their mother tongue or in French for more understanding
before coming back to English.
Both the two categories of teachers of English sustained that
motivation should be in the center of the whole speaking activities. They even
argue that games and songs are two means of motivation used at the main stages
of the speaking activities. With these interviews on my topic, I was able to be
informed about the teaching steps and realia used with young EFL learners. We
have:
Demonstration cooperative groups, drawing, games, song, gesture,
video-tape, and so on...
In order to know the problems which impede the real
acquisition of spoken English in Benin secondary schools I paid a visit to
teachers in their classes.
41
4.1.4 Classroom observation
I listed below here the identified problems:
The majority of the visited classes are not large enough to
contain a lot of learners, the lowest number I encountered is (65) learners in
a classroom. The repetition method is the most used during teaching or learning
process. Both learner-centered approach and teacher-centered approach are used.
Lock step teaching is most used.
The number of hour allot to English language is not a lot.
While doing speaking activities, the learners' attitudes and reactions were not
the best one, they seemed uninterested and bored. But the thing that captured
much my attention in the visited classes is the use of some motivation tools
such as songs. They were very motivated when performing songs.
4.2 Discussions of the results
Many factors and contexts are responsible for the issues
Intermediate EFL leaners and teachers face as far as English speaking is
concerned. The first issue of my research question is about the strategies
known by English teachers that can help learners to master oral practice in
English. Those strategies are, translation of words to learners in French or
mother tongue, the use of songs and games, Teacher Centered Approach and
Learners Centered Approach. The second one deals with the way teachers can use
the proposed strategies to facilitate effective speaking skills of intermediate
students. Translation of words to learners is a method used by most of the
teachers nowadays. In order for students to clearly understand what the teacher
is saying, most of the time after the use of other methods among which I can
cite visual aid, teachers use translation method to make students understand
clearly difficult words. Translating sometimes English words in students mother
tongue or in French, makes words understandable for students. They can then
keep the English words in mind with their equivalences in the mother tongue or
French for a future practical use.
42
The use of songs and games by teachers can obviously plays a
role of facilitator in the purpose of making students become orally efficient.
Using songs as strategy will make students repeat and memorize words
automatically, so with songs, students can first keep words in mind easily and
the action of repeating may help them to know how to pronounce the different
words included in the songs.
About games, teachers can set up practical game activities so
that while playing, students will practice the EFL language.
Talking about Teachers Centered Approach and Learners Centered
Approach, teachers need to reduce Teacher Talking Time in the classroom by
giving simple and clear instructions, asking one or two students to show that
they understood the task instruction , and also by asking other students to
answer a student's question. Tea chers must increase Student Talking Time,
again by asking other students to answer a student's question, by showing
pictures related to the topic of the class and, without saying a single word
eliciting students' participation. Avoiding (yes or no) questions. Prefer those
questions that make students speak in order to make themselves clear. With
Teacher Centered Approach, teachers are the sole masters on board, there is no
real time for students to express themselves. Activities such as group
discussion or debate, taking into account students' interests, and the
description of places, things, people in pairs for guessing etc... tend to help
students speak, but staying very close to them like a mistake hunter, very
often spoil everything. Students can benefit from all the previous strategies
to acquire fluency in speaking if well applied.
To make their learners understand the language I remark that
91.44% of teachers speak another language like French or mother tongue whereas
8.56% of teachers think it is better to speak only English while teaching.
Words are not explained in English language. They are explained in French and
written in English in learners copy books. It will be really hard then for
learners to get the language effectively. Learners tend to concentrate more on
factual contents, and less on production skills. They most of the time insist
on literal translation from French or their mother tongue. But learning a
language cannot be equal to
43
learning its equivalence in a given intermediate language. The
consequence of this method is that learners memorize words and forget them too
early. Instead of translating word, teachers of English can start using TPR
method with intermediate learners that is to learn the language as babies. It
is even like a pre-requisite technique for teaching intermediate learners and
more. The number of Learners gathered in a classroom and hours allocated to
English language: through the analysis of each of those problems which impede
the effective acquisition of spoken English, we can notice that:
4 The number of learners gathered in a language class is not
favorable for the spoken English acquisition (Table 2). The consequence here is
that only few learners can emerge and the rest will fail in oral
communication.
4 The number of hour allocated to English language is not
adapted to the effective acquisition of spoken English in secondary schools.
The language should be learnt everyday in order to gain more. So, the learning
or teaching condition of English language should be improved in our secondary
schools.
Class organization for speaking activities: A variety of
techniques is needed by English teachers for developing speaking skills in
learners at all levels. They then have to organize speaking activities as well.
Teachers have to know how to design activities that increase learners'
opportunities for spoken language use. The teachers of English need to be able
to provide opportunities for genuine language use in the classroom. Learners
should be guided in order to be able to reproduce models heard and understood
during speaking activities realization. If I compare the use of songs and games
average, the gap is very wide. Indeed, the use of games should be encouraged as
it can lead the young EFL learners to get interested in English speaking.
My current study reveal that 45% of teachers use games, 51% use
songs and 4% of them prefer listening to the teacher. In the implementation of
teaching activities, teachers need to find a better way to do it. 30.52% of the
teachers prefer the learners centered approach, 12.25% prefer the teacher
centered approach and 57.23% of them prefer both of
44
the two approaches. Some of the teachers affirmed that many
teachers are still controlling most of the implemented class activities despite
the generalization in Benin educational system of the new methodologies that
place the learners at the center of teaching or learning process. For those
kinds of teachers, they are the sole master on the board as they consider their
intermediate learners as those who know nothing before entering the classroom.
The average 30.52% of the teachers that prefer learners centered approach shows
the fact that some teachers understand the importance of placing learners in
the center of their own knowledge.
To summarize then, I can conclude that most of the teachers
have few knowledge about teaching English to intermediate learners that is why
learners have poor level in communication in English. And that is also the
reason why some teachers have difficulties to better activities in English
classes. Moreover, 19.42% of teachers of English agree for language immersion.
6.21% of teachers are for building laboratories of English in secondary
schools. Whereas 74.37% suggest to send English teachers periodically at
training schools to improve themselves.
Speaking:
according to my results I can remark that 83.18% of learners
cannot express themselves in English. A great number of learners dislike
English (53.81%), most of them are not interested in English. Whereas 16.82%
can express themselves in English. Since learners do not like English, it is
noteworthy that they cannot express themselves in English. Talking of becoming
good English speakers one day, we have 67.31% of teachers who are not sure of
becoming good English speakers one day. This shows the disappointment of
learners about the language. Obviously, it becomes a problem to which solutions
are to be found to help those learners. In the following chapter of my
research, I have made some recommendation and suggestions.
CHAPTER FIVE:
SUMMARY; RECOMMENDATIONS AND SUGGESTIONS
46
CHAPTER FIVE: SUMMARY; RECOMMENDATIONS AND
SUGGESTIONS
5.1 Summary
Not learning English nowadays can be considered as a loss of
huge opportunity. In my country Benin, secondary schools are the official
places where people can learn it. Both teachers and learners are responsible
about the success of the matter. Teachers of English have a great role to play
in the way they prepare and implement their lessons through class sessions.
Regular or continuous training and learners' motivation should not be
forgotten. The leaners still continue thinking that English is just a subject
and neglect their roles which is being at the center of the language
acquisition process. In order to improve the situation, government should build
laboratories and more classrooms, recruit and train teachers, and the hours
allot to teaching the language, and learners gathered in a classroom for
English learning should be revised. Teachers of English should do their best to
motivate learners. Them too, have to make profit from the learning process and
be more involved.
5.2 Recommendations
5.2.1 Recommendations to the Government
Considering first that education and development are much
linked and secondly that motivation from both learners and teachers can have a
positive impact on the process of teaching, learning, evaluation I propose to
the government to improve teachers' working conditions by:
4 Equipping all the secondary school with sufficient and
adequate materials
4 Building teachers training schools and laboratories in the
country.
4 Organizing periodic immersions for teachers and learners
toward English speaking countries.
47
5.2.2 Teachers Recruitment and Training
Secondary schools need to be provided with a sufficient
number of qualified teachers of English because the quality of education
depends on the quality of teachers available. There is a huge lack of qualified
teachers of English in Benin secondary schools. To solve this problem it is
possible to recruit and train teachers of English in the rank of those called
part time teacher ( vacataires) who studied English at university for several
years. To help to the achievement of this, the government should construct more
teacher training colleges where the recruited teachers of English can undergo
practical training courses for a number of years; subsidize existed training
schools in order to allow teachers to reduce their training fees for
job-seekers in English teaching fields; organize periodic seminars and
conferences for every range of teachers of English; institute obligatory weekly
workshops for new recruited teachers of English. With that, teachers will be
motivated to solve easily any eventual problems they will encounter in their
carrier of teaching.
5.2.3 Schools' Rooms
English laboratories should be built by government in order
to facilitate teachers of English efforts in teaching and help learners learn
easily English as Foreign languages. The laboratories must be equipped with
materials so that learners can listen to pre-recorded English cassettes till
right pronunciation is acquired. I would also like the government to construct
new classrooms throughout the secondary schools. These may contribute to reduce
the large number of learners gathered in a classroom. I think by doing that,
there will be less problems to language class management and it will be easy
for learners to acquire the language.
5.2.4 Immersion towards English speaking
countries
The immersion in English speaking countries is very important
for learners, and for this to be realizable, immersion project should be made
obligatory for every English learners. Part of days they spend on holidays can
be devoted these immersions. That will help learners to make new friends in the
host English countries and so, they will be obliged
48
to interact with their new friend where the setting is
especially English. When learners will get back to their country, they will
keep into contact through letters or by phoning their English friends, they
will then gain in speaking and also in writing. Benin is bordered to Ghana and
Nigeria, so this is a great advantage for the country, negotiations should be
engaged with those countries in order to reach immersion's goal.
5.2.5 The problem of English Language
Syllabus
Syllabuses should be updated in order to avoid every years'
monotony in English classes. Good syllabuses should be designed in order to
better the teaching of English in our schools, and every teachers should follow
carefully the syllabuses so that the teaching be uniform in all the areas of
the country. The designed syllabuses must be adapted to types of learners we
have nowadays. The government responsibility is called here in order to
anticipate and regulate what are going on currently in many schools in Benin
country as far as teaching English to intermediate learners' is concerned.
5.3 Suggestions to EFL Teachers
I am advising teachers to create a class environment where
students will have real life communicative situations, authentic activities and
meaningful tasks that can help to promote oral communication in our classes.
Teachers of English should notice that their responsibilities are great. The
success of young EFL learners speaking depends on the teachers' determination.
Teachers must do their best to help learners be motivated to learn the
language.
5.3.1 Motivation of Learners
It is important to the teachers of English to bear in mind
that motivation is very learner centered phenomenon. The own personality and
diversity of learners have to be taken into account. I suggest then to teachers
of English to be aware these facts by
49
exploring what learners bring with them to the learning field.
So, according to me a number of factors is to be considered with learners:
4 learners' goals and ambitions
4 their attitudes to the English language, to English
speakers and to the English language community
4 their personality
4 their interests, aspirations and dreams
4 their attitudes to the environment where the learning is
taking place
4 the why they need the language
Some learners can connect easily with language learning
through the development of practical skills they will be able to use in their
professional life. In the process of learning, motivation can take different
forms, it needs to be varied and flexible accordingly to the different types of
leaners we have.
5.3.2 Involvement of Learners in the Learning
Process
Teachers need to involve learners in classrooms activities and
create a proper atmosphere, relaxing so that learners express themselves freely
without being afraid to communicate. The main issue teachers of English
encounter is how to stimulate learners to speak English in class. The use of
songs and games can stimulate learners to speak their mind. It is important
that appropriate English songs and games related to the learning topics be
chosen. Songs and games should be chosen by teachers accordingly to what they
want their learners to know. Games and songs should give learners an
opportunity to practice, review specific language material and learn.
50
5.3.3 The Role of the Teacher in an Interactive
Class
The teacher is a facilitator of students' learning and as
such, he has many roles to fulfill, he or she is the manager of classrooms
activities. In this role, one of his or major responsibilities is to set up
activities that promote communication. The role of teacher is also considered
as an organizer for the EFL learners. The teacher directs group activities,
help learners to make various steps in problem solving and encourages the
participation of the whole class through the creation of good atmosphere of
concentration and work. The working groups formed by teachers in classroom must
include all types of learners, weak ones, shy ones and talented learners.
CONCLUSION
51
CONCLUSION
There is a lot to say about this topic, and further research
workers could find on this topic other interesting results to add to this
research work. Bringing learners to the stage of speaking is a great challenge
and it can contributes to the success in the learners' life. My topic is based
on the difficulties related to the teaching or learning process as far as
making learners acquire the communicative competence is concerned. To reach the
main goal that is to make students communicatively efficient, I first read the
work of some pioneers interested in EFL learners' methods of language
acquisition. These reading have given me more information about the way
intermediate EFL learners can progressively develop the speaking skills in the
classroom and outside the classroom.
The next step of my research work consisted in addressing
questionnaires to learners and teachers of English of my case study area in
order to get their point of view about the topic under consideration.
Interviews to teachers and classroom observations were realized while gathering
data related to my investigation. With my collected data I discovered some
difficulties such as the use of mother tongue and French in English class, the
lack of interactive activities, the lack of classrooms, the inexistence of
teaching adequate materials, the inadequacy of the number of hours allocated to
English language class and the lack of immersion outside the classroom.
Some solutions are needed in order to help EFL learners become
communicatively efficient. On the last part of my work I talked about the
recommendations to government and my suggestion to EFL teachers about their
attitude in their learners' classes. However, the government should build
classrooms and equip them with authentic materials, recruit and train well
teachers of English. Immersion in English speaking countries should be
organized. Teachers must know that they are the main responsible for making
learners love the language, so they should master the different strategies of
teaching processes, they have to be the guides and facilitators of the English
learners. In the same way, teachers of English need to make learners aware of
how it is important for them to use English inside and outside the classroom. I
think all these strategies and suggestions proposed can help
52
and create opportunities for young EFL learners to
communicate, motivate them to become step by step responsible for their own
learning and enhance their will to communicate with people in the English
language.
BIBLIOGRAPHY
53
BIBLIOGRAPHY
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ANNEXES
57
ANNEX ANNEX 1
Questionnaires to learners
Here are some questions asked to learners in order to know their
interest for English language:
1- Do you like English?
Yes No Little
2- Can you express yourself in English?
Yes No
3- How do you practice English?
a- I repeat English words after the teacher
b- I speak with my school mates
4- Are you sure to become a good English speaker one day?
a- Yes, I will
b- I am not sure
5- Do you think that English is very important?
Yes No
6- Would you like to travel to an English speaking country to
improve your speaking skills?
Yes No
7- What do you need in your class to be interested in English and
become a good speaker one day?
a- Listen much to my English teacher
b-
58
Learn sequences of English songs
c- Practice English through games
ANNEX 2
Questionnaire for EFL teachers
Here are some questions asked to EFL teachers in order to know
the way they deliver lessons in classroom:
1- How long have you been teaching English ? Years
2- Do you like teaching English to intermediate EFL learners?
Yes No
Justify your answer
3- What kinds of speaking activities do you do with your
intermediate EFL leaners for effective oral communication?
a- Repetition activities
b- Listening comprehension and repetition activities
c- Interactive group activities
4- As a teacher of English, do you sometimes speak French or
mother tongue with your intermediate EFL learners in order to help them
understand English words?
Yes No
Justify your answer
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5- What do you do to motivate your intermediate EFL learners ?
a-
60
Games
b- Songs
c- Stories telling
6- What approach do you prefer in your intermediate learners
class?
a- Teacher-centered approach
b- Student-centered approach
c- Both of them Justify your answer
7- What are your suggestions to correct the problem of English
acquisition by intermediate learners?
a- Send teachers at training schools
b- Create language laboratories in our secondary schools
c- Encourage language immersion
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ANNEX 3
Classroom Observation Checklist
School Name:
Class:
Size:
Duration: Materials:
|
Description of the activities
|
Observations
|
|
Kind of speaking activities
|
|
|
How does the teacher introduce the
speaking activities?
|
|
|
Use of visual materials
|
|
|
The classroom's atmosphere
|
|
|
Learners' organization
|
|
|
Does the teacher Check for the learners' understanding?
|
|
|
Other observations and comments
|
|
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ANNEX 4
Interview questions on teaching speaking to intermediate EFL
learners Here are the questions used during the interview of EFL teachers:
1- Do you do speaking activities with your intermediate EFL
learners?
Yes No
2- Are they always interested in speaking activities?
Yes No
3- Do you regularly organize these activities in your classes?
Why?
Yes No
4- Do you allot much time to speaking activities when organized?
Why?
Yes No
5- When you organize speaking activities, do you make your
learners interact much? Why?
Yes No
6- Do you always praise learners for their good interaction?
Yes No
7- Do you regularly use visual aids during speaking activities
in your intermediate EFL
classes? Why?
Yes No
8- Is the use of only English possible in your intermediate EFL
learners classes? Why?
Yes No
9- Do you always motivate your intermediate EFL learners?
Why?
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Yes No
| 
