Methodology In Efl Teaching

UNIVERSIDAD LATINA DE COSTA RICA

METHODOLOGY IN EFL TEACHING

SPEAKING ENGLISH TEACHING TECNIQUES

TEACHER: ROBERTO MESEN HIDALGO

STUDENTS:
- NANCY GONZALEZ RAMIREZ
- ROYNER QUIROS MUÑOZ
- BILLY NARANJO ARIAS

2012

Table of contents
Table of contents --------------------------------------------------------------- 2
Abstract ------------------------------------------------------------------------- 3
First chapter -------------------------------------------------------------------- 4
Background of the problem ------------------------------------------------- 5
Justification ----- --------------------------------------------------------------- 6
Objectives------- --------------------------------------------------------------- 7
Second chapter---------------------------------------------------------------- 8
Summary ------------------------------------------------------------------------ 9

Abstract.
The purpose of this research is to make people comprehend the weakness and skills that EFL learners face. Our investigation will clarify the most common troubles at the time of learning a language which is not our mother tongue and the social difficultiesthat most of learners present but also strategies that teachers can use at the time of given a speaking class. So this research will help to auxiliary teachers with the making of speaking classes and to make them comprehend every student frustration and how to deal with it, with the most facility as it can be.

FIRST CHAPTER

1.1. Background of the problem.
1.1.1 Throughhistory human beings have changed the ways of learning a language. Since the moment a baby says his first words the process of learning how to speak well becomes a great challenge. If learning our native language is a challenge, it is understandable that a second language is even harder. One of the most interested in knowing appropriate techniques and strategies to have success are the teachers, whoreally face difficult situations when they have to teach students whose native language differs from English.
1.1.2. Lots of techniques, programs and ideas have been applied in the classrooms. Some were successful, others did not. Some benefit a certain kind of students. Others are affected by a determined form of teaching. It shows that being an effective teacher is not an easy task.When teaching speaking, professors understand that the product they wait for depends on the pedagogic practices they apply.
1.1.3. Students need to speak well to communicate well, and communication is a necessity for humans. Teaching English speaking have varied through years, this is because teachers and researches have tried to find a strategy that can offer excellent results. Probablythese tasks will continue because as teaching changes, students change and the language changes. The research that follows tries to analyze different techniques and strategies applied and their effectiveness.

1.1. Justification

Speaking has been a problematic aspect in the educational system; in our daily lives we speak more than what we write and many teachers still spend time onreading and writing practice almost ignoring speaking listening skills. If the goal of an English course is to enable students to communicate in English, then speaking skills should be taught and practiced in the language classroom.
Sometimes speaking activities are not as interesting or as communicative teachers think they are and all the students are really required to do in answer “yes” or “no”which they do so quickly and then just sit in silence or worse talking noisily in their L1. So teachers must take a look at the type of speaking activities they are using and see if students are interested and if they participate actively.
There are many problems teachers have to face when teaching speaking, the idea here is to recognize those problems and find out a good solution, that´s why is...