Developing English Language Speaking and Conversation Skills in LEP Learners

Focus on Speaking

When asked by the Department Director to “focus on developing speaking ability” with a group of adult university learners supposedly in the upper intermediate level, I embarked on a program involving multiple integrated skills. These were LEP learners with passable knowledge of grammar, but below-standard oral communications skills. Their English language speaking skills needed urgent development.

Speaking and listening are complimentary language skills. (S. Thornbury, 2002; Brown and Yule, 1983) “If you can say it, you’ll understand it when you hear it”, is a mantra I’ve taught and learned language by for more than a decade of my English language teaching experience.

Useful Criteria

In developing speaking and conversation skills I’ve found the following strategies to be useful:

• Use a survey or questionnaire to determine learner interests, background, learning styles, etc. (L.M. Lynch, 2004)

• Play speaking and vocabulary games for practice

• Give frequent and regularly recorded oral evaluations (M. Thompson, 2001; Eggan / Kauchak, 1994; Hilles ref. by Thompson, 2001)

A Speech Development Program

Preparing a speech development program begins with an oral evaluation of each learner. A voice recorder or video camera both are useful aids. Played back, the teacher then has opportunity to analyze speech patterns and problems in more detail, noting such aspects as:

• Pronunciation (G. Kelly, 2003)

• Connected speech (G. Kelly, 2003)

• Grammar use in context (M. Swan, C. Walter, 2002)

• Discourse markers

• Fluency

• Vocabulary / lexis use in context (A: Worrall,1965; H. Setzler, 1981; R. Dixson, 1983)

Analysis Tools

A video recorder (analog or digital) allows the teacher to make note of physical mannerisms that accompany the learners’ speech as well as the speech itself. Relevant and recordable speech-associated traits (C. Ashcroft, 1993) include:

• Rocking motion of the body or head

• Arm, hand and / or facial gestures

• Foot tapping, leg swaying

• Posture, head and / or body positions

• Other physical idiosyncrasies

A survey or questionnaire which takes the learners only a few minutes to check off, select or answer short questions can provide needed, in-depth information on their interests, hobbies, family, preferred learning styles, motivations and other aspects essential in preparing and conducting an effective speaking development program.

Effective Speaking Practice Activities

A selection of speaking practice activities to offer multiple opportunities for oral discourse must be programmed. Although many learners are shy or self-conscious about speaking in front of others, with practice, this soon diminishes to manageable levels as learners gain confidence.

Effective Activities are ones such as:

• Speech – generating Games (A. Lloyd, A. Prier,2000; J. Hadfield, 1984)

• Oral communication – based short activities (P. Ur, A. Wright, 1996)

• Oral presentations (D. Gutierrez, 2005)

• Dialogues (E. Hall, 1967)

Summary

Since speaking and listening are complimentary language skills, by applying a program based on complimentary speaking and listening comprehension development, learners can improve their English language speaking and conversation skills by using multiple integrated skills-based activities. Using language experience with adults (K. Kennedy, S. Roeder, 1975) and teaching vocabulary / lexis in context are highly beneficial in speaking skills development. (V. French, 1983) Regular practice, assignments and oral production involving a spectrum of oral discourse methods will be an invaluable resource for both the English language learners and the English language teacher.

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