Teaching Speaking

Based on the comments above, explain what problems each student has. Then, design a speaking task and explain why it will help solve Minsu’s and Homin’s problems.

 Finally, suggest a solution which will address Sujin’s problems in terms of the washback effect of assessment. Use approximately 300 words (30 lines).

 Each student has some typical problems in Korea. I think Minsu wants more free talking time in class like real life conversation. It is very rare that he hopes to use the practical expressions or words in English. Also, he tries to choose the dialogs and sentences for fluently speaking English. In other way, Homin concerned about mistakes when he speaks English. He wants more feedback from teacher for correcting the errors but, teacher doesn't care about his mistakes at all. It could be serious problem to speaking. Sujin has the low motivation about speaking English in class. This means that she doesn’t have any reason of speaking English and the course of study like some task or activity is not focus on speaking. It is just about grammar or reading for scholastic ability test so,this is the task to solve these students’ problem that i think about.

 

 Before suggesting about the task, I want to emphasize that the teacher has a huge responsibility in class because Minsu and Homin want more interactions from teacher or  other students. For solving the problem in class, I want to do the role-play speaking task in class. here is the way of the role-play. First, the teacher provides the topic of the dialog and makes them a group not individually work. Then, students talk about the topic enough time to make a dialog, they can use any material like dictionary or youtube but, they should not make a dialog same. The role-play has the various characters in the dialog and students choose the character what they want. It is very independent task in group. The teacher goes around the classroom to check the processing situation. That is just the teacher’ role. After making dialog and practicing the play, they come out the classroom and assess the other group’s play. Finally, teacher gives feedback whole class not just individual students.  

 This task will help to Minsu and Homin because Minsu can make a own dialog what he want to say any situation and he will learn the real conversation expression in the dialog also, the group members help him and they can develop each other like jigsaw. In group, there are many different level students so, it is good interaction to each other. In the Homin’s case, he is very afraid of mistakes and it is obstacle to speak English so, the teacher makes him reduce the fear.  For reducing afraid,  the teacher gives  enough time to practice the sentence to him. It could be make him feel confident in front of the students. The second  way is when the teacher circulates the class, the teacher gives a implicit feedback so he can think about what his problem is.  

 I think Sujin has a big problem to speak, like the preceding. She doesn't have any reason to speak in class and it is not good to her. She can not understand to speak because the speaking assessment score and percentage of grade is very low. She regards that speaking is just grade at course of study English. In this case, the teacher should do something. I want to suggest that the assessment must change the method of  score.  The teacher makes her more active.  The teacher can use the performance evaluation that make youtube or group work for speaking English. It makes her get more motivation to do the test. Finally, the teacher makes percentage of grade of speaking high. It is good way to do the assessment.