Table
B.9: The most difficult elements needed in the teaching of speaking
ability.
|
Options
|
Participants
|
Percentages%
|
|
Grammar
|
00
|
00
|
|
Pronunciation
|
3
|
75
|
|
Vocabulary
|
1
|
25
|
|
Sentence Structures
|
00
|
00
|
|
Total
|
4
|
100
|
Source : Research investigation
(2021)
The results indicated that three respondents (75%) stated that
they have difficult in teaching of `'Pronunciation'' and only one (25%) among
them stated that he has difficult in teaching of `'Vocabulary''. No one of them
stated `'Grammar'' and `'Sentence Structures''.
8-How
do you motivate your students to communicate orally in language
class ?
Students' lack of motivation for developing communicative
competence was also referred to as a significant constraint for the effective
use of English in groups. It is necessary for teachers to motivate their
learners so as to bring them to use the target language. All of the
participants have differents opinions on the motivation of the students to
communicate orally in language class.
The first teacher mentioned that he motivates students
through songs, encouragements and congratulations. The second one stated that
he motivates them through discussions, role-play, brainstorming activities,
story telling and picture descriptions. The third one argued that he motivates
his students by learning them how to sing English songs. He rewards those who
speak English fluently and orally. After that, he makes them role play
dialogues and finally he helps them to discuss on an important and interesting
topic in order to bring them to improve their speaking capicity. The last one
revealed that he demonstrates to learners that English language is nowadays the
Langua-Franca : a language spoken all over the world. Consequently a
person who can not speak English language will find difficult to travel abroad,
to do business with foreigners...etc. He often hand over sweets or piece of
chalk to the learners who try their best in English speaking. Finally, he tries
to find ways to make them use only English language to communicate or exchange
during group work activity.
4.2
The Analysis of Class Observations and Interviews
4.2.1 Results from Class Observations
During my research, I have chosen class observation as one
of my data collection techniques. For the first time that I have entered in
the EFL class of CEG Sodohomè, I noticed that students are not sitting
in group but they are sitting down in pair. During the course, after individual
work, the teacher invited the learners to work in pair. At the end of the
lecture, I asked him the reason why he chose pair work instead of group work.
He told me that he used it because of coronavirus. This dreadful disease has
negative impact on group work activities. After explaining him my topic, he
told me that from now on he will tell them to work in the group of four
students in facing themselves without forgetting the preventive measures of
coronavirus in order to help me to collect the data.
While I observed the group work activity, my general
observation is the use of french language and their native language which is
fongbé. Some students were silent and even some among them spoke of
others things which were not related to the task given by the teacher. There is
a lot of noise in the class. Some learners take the time of group work as
distraction moment and didn't respect the time given by the teacher. Very few
of them are really worked in the group and used the target language.
I have asked to teachers who I followed to allow me
to explain to the learners my research work topic. After allowing me, I took my
time to explain them how important group work is, the way it can help them to
use the English language. I told them that group work can improve their
speaking ability if all of them participate it well. I used to add that: It is
strictly forbidden to speak french and native language in an EFL class during
group work activity.
After my explanation, I noticed that some students
tried to used the target language particulary in post learners classes but very
few of intermediate learners used the English language during group work
activity. Most of them spoke both french and fongbé languages during
group work activity.
Despite the efforts of the teachers to remind them
the useful of group work on their speaking capacity, some learners remain
silent or speak others languages during group work activity.
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