Oral communication skills in the primary english classroom

Table of Contents

• 1. Introduction
• 2. How Languages Are Learned
  • 2.1 First Language Acquisition in Early Childhood
  • 2.2 Theories of First Language Acquisition
    • 2.2.1 The behaviourist perspective
    • 2.2.2 The innatist perspective
    • 2.2.3 Interactionist/ developmental perspectives
  • 2.3 Second Language Acquisition
    • 2.3.1 Learner characteristics
    • 2.3.2 Learning conditions
    • 2.3.3 Setting
  • 2.4 Theories of Second Language Acquisition
    • 2.4.1 The behaviourist perspective
    • 2.4.2 The innatist perspective
    • 2.4.3 The cognitivist/ developmental perspective
• 3. English as a Foreign Language – Learning and Teaching in the German Primary Classroom
  • 3.1 Aims
  • 3.2 Methodology and principles
  • 3.3 Language Skills
    • 3.3.1 Functional communicative skills
      • 3.3.1.1 Communicative skills
        • 3.3.1.1.1 Listening
        • 3.3.1.1.2 Speaking
        • 3.3.1.1.3 Reading
        • 3.3.1.1.4 Writing
      • 3.3.1.2 Linguistic means
    • 3.3.2 Methodological skills
    • 3.3.3 Intercultural skills
• 4. Speaking as a skill
  • 4.1 Features of speech production
    • 4.1.1 Conceptualisation and formulation
    • 4.1.2 Articulation
    • 4.1.3 Self-monitoring and repair
    • 4.1.4 Automaticity
    • 4.1.5 Fluency
    • 4.1.6 Managing talk
  • 4.2 Communication strategies
  • 4.3 Classification of oral production
    • 4.3.1 Oral production
    • 4.3.2 Spoken interaction
    • 4.3.3 Oral mediation
  • 4.4 Types of speaking situation
    • 4.4.1 Transactional speaking situation
    • 4.4.2 Interactional speaking situation
• 5. Learning and teaching the spoken language in the primary English classroom
  • 5.1 Principles which support language production and interaction
    • 5.1.1 Atmosphere
    • 5.1.2 Motivation
  • 5.2 Roles of the teacher
    • 5.2.1 The teacher as provider of comprehensible input
    • 5.2.2 The teacher as language model
    • 5.2.3 Mime and gesture
  • 5.3 Types of speaking activities
    • 5.3.1 Accuracy-based non-communicative activities
    • 5.3.2 Fluency-based communicative activities
      • 5.3.2.1 Free discussion
      • 5.3.2.2 Role play
      • 5.3.2.3 Information-gap activities
    • 5.3.3 Providing a range and balance of activities
  • 5.4 Types of questions
  • 5.5 How to teach pronunciation
    • 5.5.1 Aspects of pronunciation
    • 5.5.2 The importance of teaching pronunciation
    • 5.5.3 Choosing a model
    • 5.5.4 Different approaches
    • 5.5.5 Techniques and activities
  • 5.6 The use of the L1
    • 5.6.1 Reasons for pupils´ use of the L1 in the classroom
    • 5.6.2 Attitudes to pupils´ use of the L1 in the classroom
  • 5.7 Error treatment
    • 5.7.1 Which errors to correct
    • 5.7.2 Interlanguage
    • 5.7.3 Classifications of feedback
      • 5.7.3.1 Feedback during accuracy work
      • 5.7.3.2 Feedback during fluency work
• 6. Interim conclusion
• 7. Course book analysis: Playway 4 Rainbow Edition (2001) and Playway 4 (2007)
  • 7.1 Aims and structure
  • 7.2 Activity types
    • 7.2.1 Playway 4 Rainbow Edition (2001)
    • 7.2.2 Playway 4 (2007)
  • 7.3 Playway’s methodological and didactical principles with regard to the principles which encourage oral language production
• 8. Conclusion

Objectives and Key Themes

This paper aims to analyze the development of oral communication skills in English as a foreign language (EFL) in German primary classrooms. It investigates how these skills can be successfully fostered, considering the specific challenges and opportunities presented by this context.

• First and second language acquisition theories and their implications for EFL teaching.
• The role of speaking skills within the broader context of EFL curriculum aims in German primary schools.
• Effective methodologies and principles for encouraging oral language production in young learners.
• Analysis of specific speaking activities and their suitability for primary EFL classrooms.
• A critical evaluation of the Playway course book's approach to developing oral communication skills.

Chapter Summaries

1. Introduction: This introductory chapter sets the stage by highlighting the recent introduction of English as a core subject in German primary schools. It emphasizes the growing importance of communicative skills, particularly speaking, in primary EFL education and poses the central question of how oral communication skills can be effectively developed in this context. The chapter outlines the paper's structure, indicating the author's approach to addressing the research question by examining language acquisition theories, EFL teaching methodologies, the specifics of speaking as a skill, and a case study analysis of a popular course book.

2. How languages are learned: This chapter explores the acquisition of first and second languages. It begins by discussing first language acquisition in early childhood, detailing developmental stages and highlighting key theories (behaviourist, innatist, interactionist/developmental). The chapter then differentiates between first and second language acquisition, analyzing learner characteristics, learning conditions, and the role of the learning environment. It concludes by examining prominent theories of second language acquisition, emphasizing their implications for understanding and teaching speaking skills in both L1 and L2 contexts.

3. English as a foreign language – Learning and teaching in the German primary classroom: This chapter provides an overview of EFL learning and teaching in German primary schools. It outlines the curriculum's aims, emphasizing communicative and intercultural competence as well as methodological skills. The chapter details the methodology and principles guiding EFL teaching in this context, including the emphasis on functional communicative skills (listening, speaking, reading, writing) and the importance of creating a supportive learning environment. The chapter also discusses different approaches to EFL teaching, their historical context, and their influence on current classroom practice.

4. Speaking as a skill: This chapter delves into the complexities of speaking as a skill, analyzing the features of speech production (conceptualization, formulation, articulation, self-monitoring, repair, automaticity, fluency, managing talk). It examines communication strategies used by L2 learners and different classifications of oral production (oral production, spoken interaction, oral mediation), highlighting the demands each type places on speakers. Finally, it differentiates between transactional and interactional speaking situations and their relevance to classroom instruction.

5. Learning and teaching the spoken language in the primary English classroom: This chapter focuses on the practical application of the theoretical insights from previous chapters. It explores principles that support language production and interaction, addressing factors such as classroom atmosphere, motivation, and the teacher's role in providing comprehensible input, serving as a language model, and using mime and gesture. It then examines various types of speaking activities (accuracy-based, fluency-based), the use of different question types, and strategies for teaching pronunciation and handling errors in the classroom, while considering the appropriate use of the L1.

7. Course book analysis: Playway 4 Rainbow Edition (2001) and Playway 4 (2007): This chapter presents a detailed analysis of the Playway 4 course book, examining its aims, structure, and the types of activities it provides. The chapter compares the 2001 and 2007 editions, assessing their effectiveness in supporting oral communication skills development in primary EFL learners. It evaluates the course book's alignment with the principles and methodologies discussed earlier in the paper, noting strengths and weaknesses in its approach.

Keywords

Oral communication skills, EFL, primary English classroom, language acquisition, second language acquisition, communicative competence, fluency, accuracy, pronunciation, error treatment, Playway, German primary school curriculum, teacher roles, speaking activities, classroom atmosphere, motivation.

FAQ: A Comprehensive Language Preview of Oral Communication Skills in Primary EFL Classrooms

What is the main focus of this language preview?

This preview analyzes the development of oral communication skills in English as a Foreign Language (EFL) within German primary classrooms. It investigates effective methods for fostering these skills, considering the unique challenges and opportunities in this educational context.

What topics are covered in the preview?

The preview covers a wide range of topics, including first and second language acquisition theories, the role of speaking skills in the German primary EFL curriculum, effective methodologies for encouraging oral language production in young learners, an analysis of various speaking activities suitable for primary EFL classrooms, and a critical evaluation of the Playway course book's approach to developing oral communication skills.

What language acquisition theories are discussed?

The preview explores both first and second language acquisition theories. For first language acquisition, it examines behaviourist, innatist, and interactionist/developmental perspectives. For second language acquisition, it similarly covers behaviourist, innatist, and cognitivist/developmental perspectives. These theories are then applied to the context of EFL teaching.

How does the preview address the teaching of speaking skills?

The preview delves into the complexities of speaking as a skill, analyzing its various components like conceptualization, articulation, self-monitoring, fluency, and managing talk. It discusses communication strategies, different classifications of oral production (oral production, spoken interaction, oral mediation), and differentiates between transactional and interactional speaking situations. It also provides practical guidance on teaching pronunciation and handling errors in the classroom.

What role does the teacher play in developing speaking skills?

The preview emphasizes the crucial role of the teacher in creating a supportive learning environment. The teacher's responsibilities include providing comprehensible input, acting as a language model, utilizing mime and gesture, and selecting appropriate speaking activities. The preview also addresses the teacher's role in providing feedback and error correction, distinguishing between feedback during accuracy-focused and fluency-focused activities.

What types of speaking activities are discussed?

The preview explores various types of speaking activities, categorizing them as either accuracy-based (non-communicative) or fluency-based (communicative). Fluency-based activities include free discussion, role-play, and information-gap activities. The importance of providing a balance of both types of activities is also stressed.

What is the role of the L1 (first language) in the classroom?

The preview addresses the use of the L1 (German) in the English classroom, exploring reasons why pupils might use it and different attitudes towards its use. It acknowledges the potential benefits and drawbacks of incorporating the L1 in EFL instruction.

How does the preview analyze the Playway course book?

The preview includes a detailed analysis of the Playway 4 course book (both the 2001 and 2007 editions), examining its aims, structure, activity types, and its alignment with the principles and methodologies discussed in the preview. This analysis serves as a case study, illustrating how theoretical concepts translate into practical classroom application.

What are the key takeaways from this language preview?

This language preview provides a comprehensive overview of the key factors involved in developing oral communication skills in primary EFL classrooms. It highlights the importance of integrating theory and practice, selecting appropriate teaching methodologies, and creating a supportive learning environment that fosters both accuracy and fluency in speaking. The analysis of the Playway course book provides a practical example of how these principles can be implemented in a real-world classroom setting.