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 Core Topics

This paper aims to investigate how oral communication skills are structured and how they can be effectively developed within English as a Foreign Language (EFL) classrooms at the primary level. By analyzing both theoretical frameworks of first and second language acquisition and current teaching practices, the work seeks to identify methods and principles that encourage pupils to actively utilize the foreign language for real-life communication.

• Comparison between first language acquisition and foreign language learning processes.
• Analysis of teacher roles and classroom atmosphere as catalysts for oral production.
• Evaluation of accuracy-based vs. fluency-based speaking activities.
• Comparative analysis of the Playway 4 course book editions (2001 and 2007) regarding their approach to oral language development.
• Examination of error treatment strategies and the role of L1 in the EFL classroom.

Excerpt from the Book

Summary of Chapters

1. INTRODUCTION: Outlines the introduction of English as a core subject in German primary schools and defines the research question regarding the development of oral communication skills.

2. HOW LANGUAGES ARE LEARNED: Provides a theoretical overview of first and second language acquisition processes, comparing factors like learner characteristics and learning environments.

3. ENGLISH AS A FOREIGN LANGUAGE – LEARNING AND TEACHING IN THE GERMAN PRIMARY CLASSROOM: Describes the specific aims, methodology, and language skills targeted by the curriculum for primary level English education.

4. SPEAKING AS A SKILL: Analyzes the complex features of speech production and the communicative strategies necessary for competent interaction in a foreign language.

5. LEARNING AND TEACHING THE SPOKEN LANGUAGE IN THE PRIMARY ENGLISH CLASSROOM: Focuses on practical classroom principles, including the teacher's role, types of activities, pronunciation teaching, and error treatment.

6. INTERIM CONCLUSION: Summarizes the theoretical findings before transitioning into the practical analysis of the course book.

7. COURSE BOOK ANALYSIS: PLAYWAY 4 RAINBOW EDITION (2001) AND PLAYWAY 4 (2007): Conducts a detailed comparison of two course book editions to evaluate their effectiveness in promoting active oral language production.

8. CONCLUSION: Synthesizes the main findings and discusses the necessity for further research into primary-level oral communication methodology.

Keywords

Oral communication skills, Primary English education, Language acquisition, Speech production, Communicative competence, Foreign language learning, Teacher-student interaction, Classroom atmosphere, Playway, Speaking activities, Fluency, Accuracy, Error treatment, Interlanguage, Pronunciation

Frequently Asked Questions

What is the core focus of this academic paper?

The paper examines how oral communication skills can be successfully fostered in primary school English classrooms, looking at both theoretical foundations and practical teaching methods.

What are the primary thematic areas covered?

Key areas include the processes of language acquisition, the specific role of the teacher, the design of speaking activities, and the pedagogical approach to error correction in primary schools.

What is the central research question?

The author investigates what oral communication skills consist of and the extent to which they can be developed in German primary school EFL classrooms.

Which scientific methodologies are utilized?

The work employs a literature-based theoretical analysis of language acquisition theories and a comparative case study analyzing the structure and activity types of the Playway 4 course book.

What is treated in the main body of the work?

The main body covers the theoretical basis for language learning, specific teaching principles for oral production, and an in-depth analysis of the Playway course book's methodological principles.

What are the characterizing keywords of this paper?

The paper is characterized by terms such as oral communication skills, communicative competence, primary English education, and speech production.

How does the author define the difference between accuracy and fluency activities?

Accuracy-based activities focus on the correct usage of specific linguistic forms and structures in a controlled environment, whereas fluency-based activities emphasize meaningful communication and interaction.

What are the findings regarding the Playway course book editions?

The 2007 revised edition shows a slight increase in fluency-based activities and more opportunities for creative language production compared to the 2001 edition, though the teacher remains crucial in supporting these tasks.