Challenges of teaching speaking to general school pupils

Conclusion

Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed in this course work can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them. Moreover good pronunciation and fluency in speaking skill is the hallmark of culture and it is the duty of the teacher to accomplish this goal approximately as an Englishman does. Incessant effort is needed in this direction from the teachers and learners. The teachers should be given training in pronunciation The syllabus should focus over the skill of speaking and pronunciation. The examinations should also tilt towards spoken abilities of the student. Then there is no reason that the students may fail to acquire good speaking skill and pronunciation.

However problem in teaching speaking is not only related with the students' factor but also outside context. In the internal aspects, the problems occurred are related with native language, age, exposure, innate phonetic ability, identity and language ego, and motivation and concern for good speaking. The points of those problems are related with condition of the students.
In the external problems, teaching speaking has challenge to make suitable classroom hours, because usually in the junior or senior high school English lesson only four or three hours a week, so they do limited time and they do not maximize in their ability in English, they do not have the maximal time to practice speaking. Besides, the learning materials are sometimes irrelevant to the learner needs and learning needs, and then also the appropriate language teaching approach used in teaching speaking.
Based on the problems listed in this course work, it is suggested to the teacher to choose the suitable learning model to carry out the problems that they found in their teaching. For example, Task-Based Language Teaching (TBLT) as an appropriate approach in teaching speaking. These are just some of the problems that teachers with large classes face when teaching speaking activities in the classroom. These problems are not new nor are the solutions offered yet. Teachers all over the world continue to face the same hurdles, but any teacher who has overcome these difficulties and now has a large class of energetic students talking and working in English in groups together will tell you it is worth all the trial and error and effort at the outset. I believe in the importance of teaching speaking skills in the classroom but some teachers having difficulties making speaking activities work in their classroom. Maybe they run workshops for teaching speaking skills, or maybe they can put you in contact with other teachers in similar situations but with more experience teaching speaking skills who will be willing to share their experiences with them.