Teaching Speaking Skills in English Language Using Classroom Activities in Secondary School Level in Eldoret Municipality, Kenya

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Autor/in	Gudu, Benter Oseno
Titel	Teaching Speaking Skills in English Language Using Classroom Activities in Secondary School Level in Eldoret Municipality, Kenya
Quelle	In: Journal of Education and Practice, 6 (2015) 35, S.55-63 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Teaching Skills; Sampling; English (Second Language); Second Language Learning; Second Language Instruction; Code Switching (Language); African Languages; Municipalities; Learning Processes; Class Activities; Linguistic Competence; Linguistic Theory; Linguistic Input; Mixed Methods Research; Affective Behavior; Language Teachers; Questionnaires; Teacher Attitudes; Student Attitudes; Communicative Competence (Languages); Observation; Statistical Analysis; Drills (Practice); Teaching Methods; Discussion (Teaching Technique); Student Needs; Cultural Background; Outcomes of Education; Curriculum; Oral Language; Secondary School Students; Kenya + Suchen Sie Ihr Suchwort? Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Magistrat; Learning process; Lernprozess; Sprachkompetenz; Linguistische Theorie; Sprachbildung; Affective disturbance; Active behaviour; Affektive Störung; Language teacher; Sprachunterricht; Fragebogen; Lehrerverhalten; Schülerverhalten; Communicative competence; Kommunikative Kompetenz; Sprache; Beobachtung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Curricula; Lehrplan; Rahmenplan; Oral interpretation; Mündlicher Sprachgebrauch; Sekundarschüler; Kenia
Abstract	There is a general public concern in Kenya that majority of Form Four school leavers lack communicative and linguistic competence and thus cannot sustain conversation in English language without occasionally code switching to "Sheng" or Kiswahili. This study sought to find out the classroom activities used by teachers to promote learners' active participation in speaking skills lessons in eight secondary schools in Eldoret Municipality, Kenya. The study was based on Krashen's (1985), Monitor Model specifically the input and the affective filter hypotheses which emphasize that learners acquire target language when they are motivated and involved actively in the learning process. The study adopted mixed methods design and simple random sampling to select schools, students and English language teachers from National, Provincial and District schools. In certain cases, purposive sampling technique was also used. Data on classroom activities used to teach speaking skills were collected using Questionnaires administered to teachers and students, direct observation during speaking skills lessons in Form three classrooms. The data collected was analyzed using descriptive statistics. The study found out that: there was variation in use of classroom activities for example discussion was the most used classroom activity while oral drill was the least used, during classroom discussions, students code switched to Kiswahili or "Sheng" due to low oral skills and teachers did not integrate various classroom activities in one lesson thus denied learners chances of using authentic language in context. The study recommends that: 1) students should be given chances to practice using authentic English language in context, 2) teachers should integrate various activities in a lesson to meet learners' needs and 3) Curriculum to acknowledge learners' cultural backgrounds in order to enhance their learning outcomes. This study is useful to language educators and teachers of English language. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01