Analysis of methodological factors that affect the development of oral communication skill in the communicative English V, morning shift III year French Translation major at UNAN- Managua from March until October 2014
Everyone knows the importance of learning English as a Foreign Language. English can be useful for different purposes such as building a successful career or reaching individuals goals, for that reason the different Educational organizations are trying to improve the teaching of English, especially...
|Autores Principales:||Delgado Tijerino, Isamar, Gonzáles Muñoz, Emilce|
|Acceso en línea:||
Everyone knows the importance of learning English as a Foreign Language. English can be useful for different purposes such as building a successful career or reaching individuals goals, for that reason the different Educational organizations are trying to improve the teaching of English, especially on oral communication skill. Harmer (2013) refers: Many people learn English because they think it will be useful in some way for international communication and travel.
In the beginning of this Semester it was decided to do some observation at the communicative English V. The purpose of these observations was to know the developing of an oral communicative English class. Through this it was realized that the students presented difficulties in speaking field, For example: some students do not participate in the class because they do not have self-confidence and they do not feel highly motivated. Besides some students expressed that English class is just a requirement of their career and they do not practice English in order to improve their level. Therefore they are not interested in acquire English language for any specific purpose.
Teaching of English as a Foreign Language has become to be a real challenge area for teachers of UNAN-Managua, especially for teachers who are working in different majors; such is the case of this research where it is trying to find out the methodological Factors that affect in the teaching learning process of oral communicative English. Harmer (2013) express “there are three main reasons for getting students to speak in the classroom. Firstly, speaking activities provide rehearsal opportunities- chance to practice real life speaking in the safety of the classroom. Secondly, speaking tasks in which students try to use any or all of the languages they know provide feedback for both teacher and students. And Finally, the more students have the opportunity to activate the various elements of the language they have stored in their brains, the more automatic their use of these elements become”.
The importance to develop communicative skills in any language is substantial, because of this, it is important that teachers should try to use strategies which really motivate students to speak in and outside the classroom