Tugs.Ts¹, Norgim.G¹

1 - Center of Foreign Languages, MNUMS

BACKGROUND

This study explored that students may have difficulty in speaking fluent and accurate English, for their speaking competence are likely to be influenced by cognitive, linguistic and affective factors. 

AIM

With the aim to enhance those learners’ oral proficiency our paper discusses a four-step pedagogical method in which activities are carried out through four stages: pre-speaking, while speaking, post speaking and extension practice. 

METHODS

Participants of our study were 30 students from the School of Public Health, MNUMS. The sample questionnaire is composed of 8 close-ended questions. 8 questions are given to those participants who are given clear instructions on how to complete the questionnaires before they start and after they finish 2 topics of lesson. They are required to choose one of the frequent adverbs of Seldom, Sometimes and Often to fill in each blank accoding to their first reaction. Before speaking, learners should be helped sufficiently in knowledge, vocabulary and strategies surveys to reduce their anxiety and pressure. While speaking, learners need to be given time and space to mainly develop their fluency, with full attention to express their meanings. After speaking, learners should be offered chances to notice the correct use of language so as to improve their speaking accuracy. 

CONCLUSION

At last, extension practice is significant to reinforce learners’ language use, for task repetition helps learners to develop fluent and accurate spoken English. This four-step pedagogical methods can be also significant for learners. 

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