Teaching spoken English

Most English language learners are primarily interested in the ability to speak. The only way to meet the requirement is to adopt a teaching method called Communicative Language Teaching (CLT), which allows students to learn the language and use it in everyday life for a variety of purposes.

There are various ways to test students' speaking ability, such as reading aloud, interviewing, drawing-based discussion, text-based discussion, discussion, listening-based discussion, or presenting controversial questions to students for discussion in pairs. Regardless of which type you use, there is one important thing to remember - the assessment must follow pre-agreed headings. The document will provide an overview of a number of possible ways to help students improve their speaking skills, and will discuss effective ways to use the rubric and how to make the oral assessment as objective as possible.

Currently, a modern approach to teaching, in other words, teaching the communicative language (CLT), is the only way to meet the requirements and allows the majority of students to practice speaking in the classroom and use it in everyday life for various purposes. The communicative approach is the result of dissatisfaction with the audio-linguistic and grammatical methods of translating foreign languages.

It has become clearer that students can accurately formulate sentences in class, but cannot use them outside the classroom. Currently, experts generally agree that we don't learn a foreign language best through grammatical translation. We learn by choosing language, communicating, communicating and focusing on form. This is why it is very important to learn the language in different situations. In a communication class, students are taught to use a new, untrained language both productively (orally or in writing) and receptively (listening and reading). The structure of a language reflects its functional and communicative use, and it is more than just sentences. In other words, it is very important to learn the language through communication functions. Function is the reason why we communicate. Every time we speak, we do it for the purpose of a function. Since the main goal of our students is to be able to speak, we must help them understand that the language changes depending on the situation. This is important to emphasize because in CLT lessons, students will have different roles to play and they should be aware that there are two things to consider when choosing the appropriate language for a function. That is, the context (situation, place) and the relationship between speaker and listener.

Conclusion

According to the above discussion, it can be said that language acquisition is a subconscious process that brings about the practical use of language; language learning, on the other hand, is a conscious attempt to understand the grammatical and lexical forms of a language. A more communicative approach to teaching should be used to focus students more on the “teaching” part of learning, which allows for more accurate measurement of language proficiency. This type of approach focuses on getting students to do something with the language. It is proven that very often a language learner can make grammatically correct sentences in the lesson, but it is very difficult for them to use the language outside the lesson if he / she does not practice speaking in the lesson.