Speaking has usually been compared to writing, both being considered "productive skills", as opposed to the "receptive skills" of reading and listening

The methods applied: descriptive, experimental, and analytical.


Since "language is not a substance, it is a process." (N. Brooks) and "language doesn't exist. It happens." (P. Stevens), we should know under what conditions "it happens".
Young learner is categorized as students from ages three to eight years old (Wilson, 2003; Alianello, 2004). Pinter (2006) limits the age groups of young learners from five to fourteen years old. However, she offers an idea that age of categorization is not a big deal in teaching language to young learners. The main issue in teaching language to young learners should begin with the consideration that every child is unique and they have substantial differences within, such as the culture differences (Pinter, 2006). Moreover, Paul (2000) adds that all children deserve the chance to achieve their potential both as learners and as whole people, and become broad-minded members of a truly international society. Further, Harmer (2007b, p. 82) classifies the characteristics of young learners as follows: (1) They respond to meaning even if they do not understand individual words; (2) They often learn indirectly rather than directly; (3) Their understanding comes not just from explanation, but also from what they see and hear, and crucially, have a chance to touch and interact with; (4) They find abstract concepts such as grammar rules
difficult to grasp; (5) They generally display an enthusiasm for learning and a curiosity about the world around them; (6) They have a need for individual attention and approval from the teacher; (7) They are keen to talk about themselves and respond well to learning that uses themselves and their own lives as main topics in the classroom; and (8) They have a limited attention span unless activities are extremely engaging, they can get easily bored.

Learners always come across some difficulties while speaking. Speaking part is perhaps the hardest to practice, but it is not impossible. Productive skills (speaking / writing) are always harder to acquire than receptive skills (reading / listening). And speaking is even more difficult than writing as it entails spontaneous responses in a variety of interpersonal communication settings where the speaker does not have the ability to reflect on and correct possible mistakes as is the case with writing. While speaking we should not forget: language is about communicating, not about producing perfectly structured utterances – which is an unattainable goal at B2 level anyway.

We can’t have learners worry about error correction as they speak. They need to be encouraged to interact without being concerned about grammar, to be themselves and perceive the task of producing language as a fun activity. The use of video materials has plenty of advantages such as stimulating student’s autonomy and proactivity. When teachers bring video materials into their English classrooms, students can directly acquire a great amount of cultural background information and emotional attitudes about the learning materials. Therefore, they could employ their autonomy in language learning. While viewing the video materials, students can put themselves in the vivid atmosphere created by the video materials and understand the pragmatics of the language used by the characters.
Compared with traditional English teaching, such courses truly put into practice the student-centered teaching strategies.Video also can be more motivating than other forms of authentic material. Christopher and Ho provide another reason why this is so; it can be entertaining. Music and setting elements can make for an enjoyable experience by learners. Video movies provide topics and ideas for learners to discuss. In order to choose video material for the classroom, topics must be chosen based on students’ interest and their level of English proficiency, as well as cultural aspects. In addition, Nunan stated that the design of listening cycles is an important consideration, which involves selecting the content of the video or audio recording and dividing it into sections for presenting in stages to learners. Instructors can design cycles of activities in which learners can participate. The instructor should also be a reflective observer in order not to distract the learners’ attention from the video. Therefore, it would be very beneficial for instructors to select video materials that are conducive to language learning. Learners are more motivated to cope with the instruction when given the opportunity to study with the use of video materials. The advantages of using video in the EFL classroom are many and obvious.
Authors point out high motivation and an enjoyable learning environment. Thanajaro conducted a study concerning the use of authentic materials to develop listening comprehension in the English as a Second Language (ESL) classroom through analysis of the class observation and interviews with students. The results revealed that the use of authentic materials in ESL classrooms provided a positive effect on ESL student’s motivation to learn the language. Maneekul conducted a study on using authentic material and tasks to enhance listening skill for undergraduate students majoring in English. The results revealed that students’ listening skill increased to a higher level when using authentic materials and tasks after watching native speakers’ video programs. Videos increase oral comprehension, stimulate student interaction and communication with other classmates, promote cross cultural awareness and are adaptable for use with students at any English language proficiency level . Tomalin assumes that” video communicates meaning better than any other media” .The usefulness of this technology is almost universally recognized many proponents of using video for EFL teaching maintain that it can be successfully used for teaching culture and agree that videos stimulate students to acquire the target culture as well as language. According to Tomalin the concept of culture has given rise to a lot of debate in the literature out of many definitions symbolic cognitive behaviorist functionalist psychological sociological anthropological the two latter ones are of paramount importance to an EFL teacher.
The use of video in the classroom nowadays is powerful. It offers a solid context for teaching English. Significance offers learning "realism" by bringing the outside world inside the classroom. Moreover, video offers all the paralinguistic aspects of language that audio alone cannot. The ability to prepare students for the perception of a video is essential for the effectiveness of video-based language instruction. Our options for applying audiovisual techniques have greatly increased as a result of the development of international contacts and the introduction of British and American educational and methodological complexes, including video fragments and video courses, to our market. The instructor might utilize the technology of the video's application generated by foreign techniques and specified in the event that the video is an attachment to a British or American educational complex. Video is a useful tool for teaching a foreign language in this situation. There are several feature films in addition to the English educational programs. When they saw the senior stage of Similar in importance to reading original literature, education is equally important for learning a second language since it helps one to hone their listening, speaking, and writing on genuine subject matter, which enhances the communication the proficiency of pupils. Video is now more widely available than ever. The internet offers digital versions of academic lectures, comedy, comedies, documentaries, dramas, and news broadcasts. The majority of these tools weren't initially intended to be teaching aids. As a result, it has practical communication value. There are some actual resources that have been modified for language education.
Authentic content that was modified to fit multiple grade levels while not being created with ELT in mind. The use of video in the process of learning other languages has several advantageous qualities. Videos offer the option of using various operating modes, such as freeze frame, using only the video track (with the audio track turned off), etc. Videos can easily be used for different types of work: individual, pair, group, and collective; video equipment allows to split movie into desired number of clips, depending on the objectives of individual needs and classroom needs.
First and foremost, aural skills and speech hearing must be developed with the assistance of native speakers when teaching the perception of speech by ear. In this instance, the students' ability to hear native speakers' speech, which represents the daily reality and the distinctive features of the country culture, is made possible by the actual audio video texts. The students' cognitive curiosity is sparked by the real content, and this encourages them to address issues, which in turn increases their drive to study a foreign language. The student starts to understand that his efforts in learning a foreign language were not in vain if he can recognize foreign speech. Therefore, the primary responsibility of the teacher during the work with authentic material stage is the selection of audio or video material that would be engaging, educational, understandable, correspond to the modern reality of a foreign language society, and would create favorable conditions for mastering new regional information, behavior of native speakers, and would facilitate their familiarization with the people's way of life, its culture.
Learners always come across some difficulties while speaking. Speaking part is perhaps the hardest to practice, but it is not impossible. Productive skills (speaking / writing) are always harder to acquire than receptive skills (reading / listening). And speaking is even more difficult than writing as it entails spontaneous responses in a variety of interpersonal communication settings where the speaker does not have the ability to reflect on and correct possible mistakes as is the case with writing. While speaking we should not forget: language is about communicating, not about producing perfectly structured utterances – which is an unattainable goal at B2 level anyway.
We can’t have learners worry about error correction as they speak. They need to be encouraged to interact without being concerned about grammar, to be themselves and perceive the task of producing language as a fun activity. The use of video materials has plenty of advantages such as stimulating student’s autonomy and proactivity. When teachers bring video materials into their English classrooms, students can directly acquire a great amount of cultural background information and emotional attitudes about the learning materials. Therefore, they could employ their autonomy in language learning. While viewing the video materials, students can put themselves in the vivid atmosphere created by the video materials and understand the pragmatics of the language used by the characters.
Compared with traditional English teaching, such courses truly put into practice the student-centered teaching strategies.Video also can be more motivating than other forms of authentic material. Christopher and Ho provide another reason why this is so; it can be entertaining. Music and setting elements can make for an enjoyable experience by learners. Video movies provide topics and ideas for learners to discuss. In order to choose video material for the classroom, topics must be chosen based on students’ interest and their level of English proficiency, as well as cultural aspects. In addition, Nunan stated that the design of listening cycles is an important consideration, which involves selecting the content of the video or audio recording and dividing it into sections for presenting in stages to learners. Instructors can design cycles of activities in which learners can participate. The instructor should also be a reflective observer in order not to distract the learners’ attention from the video. Therefore, it would be very beneficial for instructors to select video materials that are conducive to language learning. Learners are more motivated to cope with the instruction when given the opportunity to study with the use of video materials. The advantages of using video in the EFL classroom are many and obvious.
Authors point out high motivation and an enjoyable learning environment. Thanajaro conducted a study concerning the use of authentic materials to develop listening comprehension in the English as a Second Language (ESL) classroom through analysis of the class observation and interviews with students. The results revealed that the use of authentic materials in ESL classrooms provided a positive effect on ESL student’s motivation to learn the language. Maneekul conducted a study on using authentic material and tasks to enhance listening skill for undergraduate students majoring in English. The results revealed that students’ listening skill increased to a higher level when using authentic materials and tasks after watching native speakers’ video programs. Videos increase oral comprehension, stimulate student interaction and communication with other classmates, promote cross cultural awareness and are adaptable for use with students at any English language proficiency level . Tomalin assumes that” video communicates meaning better than any other media” .The usefulness of this technology is almost universally recognized many proponents of using video for EFL teaching maintain that it can be successfully used for teaching culture and agree that videos stimulate students to acquire the target culture as well as language. According to Tomalin the concept of culture has given rise to a lot of debate in the literature out of many definitions symbolic cognitive behaviorist functionalist psychological sociological anthropological the two latter ones are of paramount importance to an EFL teacher.
The use of video in the classroom nowadays is powerful. It offers a solid context for teaching English. Significance offers learning "realism" by bringing the outside world inside the classroom. Moreover, video offers all the paralinguistic aspects of language that audio alone cannot. The ability to prepare students for the perception of a video is essential for the effectiveness of video-based language instruction. Our options for applying audiovisual techniques have greatly increased as a result of the development of international contacts and the introduction of British and American educational and methodological complexes, including video fragments and video courses, to our market. The instructor might utilize the technology of the video's application generated by foreign techniques and specified in the event that the video is an attachment to a British or American educational complex. Video is a useful tool for teaching a foreign language in this situation. There are several feature films in addition to the English educational programs. When they saw the senior stage of Similar in importance to reading original literature, education is equally important for learning a second language since it helps one to hone their listening, speaking, and writing on genuine subject matter, which enhances the communication the proficiency of pupils. Video is now more widely available than ever. The internet offers digital versions of academic lectures, comedy, comedies, documentaries, dramas, and news broadcasts. The majority of these tools weren't initially intended to be teaching aids. As a result, it has practical communication value. There are some actual resources that have been modified for language education.
Authentic content that was modified to fit multiple grade levels while not being created with ELT in mind. The use of video in the process of learning other languages has several advantageous qualities. Videos offer the option of using various operating modes, such as freeze frame, using only the video track (with the audio track turned off), etc. Videos can easily be used for different types of work: individual, pair, group, and collective; video equipment allows to split movie into desired number of clips, depending on the objectives of individual needs and classroom needs.
First and foremost, aural skills and speech hearing must be developed with the assistance of native speakers when teaching the perception of speech by ear. In this instance, the students' ability to hear native speakers' speech, which represents the daily reality and the distinctive features of the country culture, is made possible by the actual audio video texts. The students' cognitive curiosity is sparked by the real content, and this encourages them to address issues, which in turn increases their drive to study a foreign language. The student starts to understand that his efforts in learning a foreign language were not in vain if he can recognize foreign speech. Therefore, the primary responsibility of the teacher during the work with authentic material stage is the selection of audio or video material that would be engaging, educational, understandable, correspond to the modern reality of a foreign language society, and would create favorable conditions for mastering new regional information, behavior of native speakers, and would facilitate their familiarization with the people's way of life, its culture.

Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.

Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.
Halliday, M.A.K. (1985). An introduction to functional grammar. London: Edward Arnold. Johnson, K. (1996). Language teaching and skill learning. Oxford: Blackwell.
Maybin, J., Mercer, N., & Stierer, B. (1992). “Scaffolding”: Learning in the classroom.
In K. Norman (Ed.), Thinking voices: The work of the national oracy project, (pp. 186- 195). London: Hodder and Stoughton.
McCarthy, M. (1998). Spoken language and applied linguistics. Cambridge: Cambridge University Press.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.