Speak Well: Four Steps to Improve ESL EFL Learners’ Speaking Skills
Proficiency in English as a second or foreign language (ESL or EFL) comes down to how well a student speaks. You can write well, for example, get high test scores, or even have an accent almost identical to that of a native speaker; but if you can’t express ideas, opinions, or instructions clearly in conversation, few would call you competent. After all, language is for communication, and that primarily means talking.
As teachers, we continually assess the strengths and weaknesses of our classes. We then take this information and develop effective lessons, always working towards greater communication skills that maintain a balance between fluency (getting the words out) and accuracy (using grammar and vocabulary correctly). What follows are four steps that serve as a model in planning lessons that give students ample time to practice with the language. These steps also serve for the free use of the language. However, before the four steps, the conversational ability must be defined.
Conversation involves the following: using the language, listening to the language, processing the information, and then responding to it. The purpose of the conversation affects the process, as does the place and the people involved. Compare the English spoken to open a business meeting with the English used to order in a restaurant. This language then differs from that which may be needed during the business meeting, or to complain about the quality of the food.
From these examples, we can infer that a good speaker uses grammar and vocabulary effectively and accurately. We must also consider the context of the grammar and vocabulary, and how it can add nuance. For example, when, why, and to whom would a speaker describe business meetings as follows:
Example A: “Even though our weekly meeting with those R&D people can be boring, I know how important it is. Let’s face it: it’s a necessary evil.”
Example B: “Ugh! Our weekly meeting with those R&D people drives me crazy!”
Someone who speaks well would similarly understand when to use different grammar points. Native speakers “just know” the language, even if we can’t always give the whys and wherefores of the grammar or vocabulary. Lessons that involve speaking activities should always strive to develop and reinforce these skills. Over time, decisions about language use like the ones above become more regular, or even subconscious.
Preparation: Allow students to prepare for the tasks ahead with an effective warm-up. This gives everyone in the class ample opportunity to learn English. Adequate timing translates to fewer mistakes while introducing and delving into the target language, thereby increasing understanding and use of the new language.
Here: Next, introduce the topic of discussion, the target grammar, or any vocabulary selected for the lesson. The warm-up can serve as a springboard into the topic. For example, write any synonyms for today’s key words used by students on the board, and then present the target vocabulary. Or if you focus on grammar, write several warm-up sentences that will highlight the target structure. In both cases, the warm-up information is recycled, thus providing a more efficient use of class time. Grammar or vocabulary also becomes more memorable due to the link with the initial conversations.
Practice: After the presentation, ESL/EFL students need to practice the new material. It is unfair to expect them to use the new language without proper practice. The exercises work to achieve automatically, even at higher skill levels. Strictly controlled exercises with new grammar or vocabulary points lay the groundwork and provide examples. Then the activities should move towards an increasingly free use of the language, which will allow each student to integrate the lesson material with the pre-existing language.
Free use: You should always work towards the actual use of the language. While the first part of the lesson focuses on accurate production of the language, it is done later to allow for better fluency practice (getting the words out). End-of-lesson activities allow students to select vocabulary and grammatical structures, and link the day’s material with previously studied language. These activities also allow higher level students to apply strategies, use gestures and body language, and adjust their language for the intended audience or listener.
