Problems of oral speech teaching in primary classes.

CONTENTS

Introduction……………………………..……………………………………………

Chapter I. Theoretical Aspects of Oral Speech Teaching in Primary Classes.

………………………..............………

1.1 The Importance of Oral Speech in Language Development.

………………………………………..
1.2 Theories and Approaches to Oral Speech Teaching
……………………………………………………

1.3 Factors Affecting Oral Speech Development in Primary

Classes ............................
Chapter II. Practical Approaches to Overcoming Problems in Oral Speech
Teaching........................................

2.1 Strategies for Enhancing Oral Speech Skills………………………………...……

2.2 Classroom Activities to Promote Speaking………………………………………………..

2.3 Assessing and Addressing Individual Learners' Needs………………………………...……

Conclusion……………...……………………...………………………………………
List of literature………………………………..………………………………………

Introduction

The development of oral speech is a cornerstone in the process of language

acquisition, particularly in primary education. Oral communication is not only
essential for conveying ideas and emotions but also for establishing meaningful
interactions and fostering cognitive growth. In the context of primary education,
teaching oral speech skills holds a pivotal role as it sets the foundation for
students' overall language proficiency, influencing their listening, reading, and
writing abilities. However, teaching oral speech in primary classes is not without
its challenges. Teachers face numerous hurdles, including varying learner abilities,
limited classroom time, and the lack of suitable pedagogical resources.

This coursework explores the complexities of teaching oral speech in primary

classes, offering a comprehensive examination of theoretical and practical
aspects. The first chapter delves into the theoretical foundations of oral speech
teaching, highlighting its significance in language development, discussing
relevant theories and approaches, and analysing the factors that influence oral
speech development. The second chapter shifts focus to practical strategies,
presenting effective methods, engaging classroom activities, and techniques for
identifying and addressing individual learners’ needs.

By synthesising both theoretical and practical perspectives, this coursework aims

to provide educators with actionable insights and strategies to overcome the
challenges associated with teaching oral speech. The ultimate goal is to contribute
to the enhancement of oral communication skills in primary learners, equipping
them with the tools to succeed both academically and socially.

Chapter I. Theoretical Aspects of Oral Speech Teaching in Primary Classes.

The theoretical aspects of oral speech teaching in primary classrooms are

grounded in several key principles of language acquisition, cognitive
development, and pedagogical approaches. Understanding these theoretical
aspects is crucial for educators who aim to foster effective oral communication
skills in young learners. Oral speech, particularly in the early stages of language
learning, is not just about fluency and accuracy; it also involves cognitive, social,
and emotional development that shapes how children express themselves and
interact with others. In primary education, developing oral speech skills serves as
a foundation for future academic success and social interaction. Below are some
of the central theoretical considerations in teaching oral speech in primary
classes.

The development of oral speech in children can be best understood through

various language acquisition theories. One of the most influential theories is
Noam Chomsky’s nativist theory, which argues that humans have an innate ability
to acquire language. According to this theory, children are born with a "language
acquisition device" that allows them to effortlessly absorb linguistic input from
their environment. This perspective suggests that oral speech development is
largely a natural, unconscious process that begins at birth and continues as
children are exposed to spoken language. In the classroom context, this means
that teachers must provide rich linguistic input through listening, speaking, and
interaction that aligns with the child’s developmental stage.

Another key theory in oral speech development is Vygotsky’s sociocultural theory,

which emphasizes the importance of social interaction in language learning.
Vygotsky proposed that cognitive development, including language development,
occurs through social interactions within a community. In a primary classroom,
this theory supports the idea that oral speech skills are developed through
collaborative activities such as peer discussions, group work, and teacher-student
dialogues. According to Vygotsky, children learn best when they are supported by
more knowledgeable others, whether teachers or peers, within their Zone of
Proximal Development (ZPD). Teachers, therefore, play a critical role in scaffolding
oral speech by providing just the right level of support to help students advance
to more complex forms of communication.

The interactionist theory, which blends elements from both the nativist and
sociocultural theories, posits that language development is a result of both innate
biological structures and social interaction. In this framework, oral speech
development is viewed as an interaction between the child’s internal cognitive
structures and their external environment. For primary learners, this means that
language development is facilitated through meaningful communication with
others, such as conversations, storytelling, and active listening. From this
perspective, classroom activities should focus on encouraging real, purposeful
exchanges where children engage in dialogue with their peers and teachers, thus
promoting both linguistic and social development.

Cognitive development plays a central role in the development of oral speech.

Jean Piaget’s theory of cognitive development provides a foundation for
understanding how children process and internalize language. Piaget identified
different stages of cognitive development, with the preoperational stage (ages 2-
7) being particularly important for oral speech development. During this stage,
children begin to use symbols, including words, to represent objects and ideas.
Teachers can leverage this understanding by designing activities that encourage
children to engage in imaginative play, role-playing, and storytelling, all of which
help enhance their ability to articulate thoughts and ideas.

Additionally, Piaget's concept of egocentric speech is relevant in understanding

young children’s speech patterns. During the early stages of development,
children often engage in speech that is self-focused and not intended for others.
This type of speech gradually transitions into more socially communicative forms
as children become more aware of others' perspectives. In the classroom,
teachers can encourage this transition by promoting peer interactions that
require children to listen to and consider others' viewpoints, thus improving both
their speaking and listening skills.

Motivation is a critical factor in the development of oral speech. Theories of

motivation, particularly those advanced by Deci and Ryan’s Self-Determination
Theory, suggest that intrinsic motivation plays a significant role in language
learning. Intrinsic motivation refers to the internal desire to engage in an activity
because it is enjoyable or meaningful, rather than for external rewards or
pressures. In the context of oral speech, young learners are more likely to develop
their speaking skills when they are genuinely interested in the activity and feel a
sense of accomplishment and competence. Teachers can foster intrinsic
motivation by creating a positive, engaging, and supportive classroom
environment where students feel confident and encouraged to participate in
speaking activities. The use of interactive and dynamic tasks, such as games,
group discussions, and creative projects, can help stimulate students' motivation
to speak.

Task-Based Language Teaching (TBLT) is an instructional approach that places a

strong emphasis on communication through real-world tasks. In TBLT, the focus is
on using language as a tool for completing meaningful tasks rather than just
learning linguistic forms in isolation. The theoretical underpinning of TBLT is that
language is best learned through its practical use in communicative contexts. For
oral speech development in primary classes, this theory suggests that children
should engage in tasks that require them to use language actively, such as solving
problems, role-playing, or telling stories. These tasks are often collaborative and
provide authentic contexts for students to practice speaking in a supportive and
non-threatening environment. The tasks can be adjusted according to the
students' developmental levels, allowing for a flexible and responsive teaching
approach.

Feedback plays an essential role in the development of oral speech. According to

the interactionist theory of feedback, language learners benefit from receiving
corrective feedback during their speech practice. Feedback helps students
understand their mistakes, correct them, and refine their speaking abilities. In the
primary classroom, feedback should be immediate, clear, and constructive,
focusing not just on grammatical accuracy, but also on fluency, coherence, and
expressiveness. Teachers can employ various types of feedback, including direct
corrections, prompts, and modeling, to support students' oral speech
development. Furthermore, peer feedback, where students assess each other's
speaking performances, can also be an effective strategy for reinforcing learning
and encouraging mutual support.

As children grow older, their ability to use language appropriately in different

social contexts becomes more sophisticated. The study of pragmatics, which
involves understanding how language functions in context, is particularly
important for oral speech development. In the primary classroom, children should
be taught not only how to speak correctly, but also how to adjust their speech
according to the context, audience, and purpose. This involves understanding
politeness strategies, turn-taking, and how to express agreement, disagreement,
or empathy. Sociolinguistic awareness—the ability to understand the social rules
of language use—is an essential component of developing effective oral speech.
Teachers can introduce pragmatic and sociolinguistic elements through role-
playing exercises, group discussions, and activities that require children to
interact with a variety of people and contexts. Theoretical aspects of oral speech
teaching in primary classrooms are crucial for understanding how children
develop their ability to speak effectively. Language acquisition theories, cognitive
development, motivation, task-based approaches, and feedback all play
important roles in shaping how children learn to use oral language. Teachers who
are aware of these theoretical principles can create more effective, engaging, and
supportive learning environments that foster the development of strong oral
communication skills in young learners. By applying these theories to practice,
educators can equip students with the tools they need to become

confident and competent speakers, both in and out of the classroom.

1.1 The Importance of Oral Speech in Language Development.

Oral speech serves as the primary medium through which individuals

communicate, exchange ideas, and express emotions. For young learners in
primary classes, oral speech is fundamental to their overall language
development. It provides a foundation for literacy skills, including reading and
writing, and facilitates cognitive and social development. Mastering oral
communication helps children articulate thoughts clearly, listen effectively, and
engage in meaningful interactions with peers and adults.

In the context of primary education, oral speech teaching supports the holistic
development of language skills. Children who can speak fluently are better
equipped to understand complex concepts, participate in collaborative learning,
and demonstrate critical thinking. Additionally, oral speech is an essential
precursor to literacy, as the ability to recognise sounds, syllables, and words
contributes to reading and writing proficiency. For learners of English as a second
language (ESL), oral speech plays an even more critical role in developing
confidence and achieving communicative competence.

Oral speech plays an essential role in a child’s language development, serving as

the primary medium through which communication and learning occur,
particularly in the early years of education. From a pedagogical perspective, oral
speech is not merely a tool for communication; it is a foundational skill that
underpins cognitive, social, and emotional growth. In primary classes, the
development of oral speech is crucial because it sets the stage for literacy and
overall language proficiency, enabling children to acquire, process, and express
knowledge effectively.

Oral speech is the cornerstone of all communication skills. It enables learners to

articulate their thoughts, share ideas, and engage in meaningful interactions.
According to Bloom and Lahey’s (1978) model of language development, oral
language consists of three interrelated components:

form (phonology, morphology, syntax), content (semantics), and use (pragmatics).

These elements collectively enable children to produce meaningful speech,
understand language in context, and adapt their communication based on social
norms.

For primary learners, developing oral speech fosters confidence in expressing

themselves, which is essential for collaborative learning and social integration. It
also facilitates the acquisition of other language skills, as listening, speaking,
reading, and writing are interconnected. Research suggests that children with
strong oral speech abilities tend to perform better academically, as oral
communication is integral to classroom participation, problem-solving, and critical
thinking.

From a cognitive perspective, oral speech development is closely tied to brain

function and mental processes. Vygotsky’s Sociocultural Theory emphasises the
role of social interaction and language as tools for cognitive development.
Through dialogue and verbal interactions, children develop higher-order thinking
skills, such as reasoning, analysing, and synthesising information. Oral speech acts
as a medium for internalising knowledge and organising thoughts, which is critical
for problem-solving and academic success.

Moreover, oral speech helps children develop metalinguistic awareness, the

ability to think about and manipulate language. This awareness is particularly
important for second language learners, as it enables them to compare linguistic
structures, refine pronunciation, and expand vocabulary. For example, engaging
young learners in storytelling or discussions helps them connect new words to
existing knowledge, thereby deepening their understanding and retention of
language.

One of the most significant pedagogical arguments for prioritising oral speech in
primary classes is its role as a precursor to literacy. Before children learn to read
and write, they must first develop oral language skills that provide the foundation
for phonological awareness, vocabulary acquisition, and comprehension.
Research by Hart and Risley (1995) highlights the importance of early exposure to
rich oral language environments, noting that children with a broader vocabulary
and stronger oral communication skills are better prepared for the demands of
literacy.

Phonological awareness, or the ability to recognise and manipulate sounds in

spoken language, is directly linked to oral speech proficiency. Teaching oral
speech through songs, rhymes, and word games helps children recognise patterns
in sounds, syllables, and words, which are critical for reading and writing.
Furthermore, oral storytelling and discussions enhance comprehension skills, as
they require children to listen actively, infer meaning, and sequence ideas—a
process that mirrors the skills needed for reading and writing narratives.

Oral speech is not only a cognitive skill but also a social and emotional tool that
fosters relationships and builds self-esteem. In primary classes, oral speech
activities such as group discussions, role-playing, and collaborative tasks
encourage peer interaction, cooperation, and empathy. These activities provide
children with opportunities to practise turn-taking, listening, and responding
appropriately, which are essential for effective communication.
Additionally, the ability to express thoughts and emotions verbally enhances
children’s emotional intelligence. When learners can articulate their feelings, they
are more likely to resolve conflicts, seek help when needed, and build positive
relationships. Teachers play a pivotal role in creating a safe and supportive
environment where children feel comfortable practising oral speech, as
confidence in speaking is closely linked to emotional well-being.

For young learners studying English as a second language (ESL), oral speech
development is particularly important as it facilitates both linguistic and cultural
integration. According to Krashen’s Input Hypothesis, exposure to
comprehensible input—language that is slightly beyond the learner’s current level
—is essential for second language acquisition. Oral speech activities, such as
teacher-led conversations, storytelling, and interactive games, provide learners
with opportunities to hear and practise language in meaningful contexts.

Additionally, the Output Hypothesis proposed by Swain (1985) highlights the

importance of producing spoken language for developing fluency and accuracy.
When children are encouraged to speak, they process language more deeply,
identify gaps in their knowledge, and refine their linguistic abilities. For instance,
activities like role-playing and pair discussions allow ESL learners to practise
vocabulary and grammar while building confidence in using the language in real-
life situations.

The role of the teacher in fostering oral speech development cannot be

overstated. Teachers act as language models, demonstrating accurate
pronunciation, grammar, and intonation for children to emulate. They also create
opportunities for meaningful communication by designing engaging and age-
appropriate activities that cater to diverse learning styles.

Moreover, teachers play a critical role in scaffolding oral speech development,

gradually increasing the complexity of tasks to match learners’ abilities. For
example, a teacher might begin with simple question-and-answer exercises
before introducing more complex activities, such as storytelling or debates.
Providing timely feedback and encouragement further motivates learners to
practise and improve their speaking skills.Oral speech is a vital component of
language development in primary education, serving as the foundation for
communication, literacy, and cognitive growth. Its importance extends beyond
academic achievement, fostering social integration, emotional well-being, and
confidence in young learners. Recognising the multifaceted role of oral speech,
educators must prioritise its development through effective teaching strategies,
rich linguistic input, and a supportive learning environment. By doing so, they can
equip children with the skills needed for lifelong learning and success in a
globalised world

1.2 Theories and Approaches to Oral Speech Teaching.

The teaching of oral speech in primary classes is deeply rooted in various theories
and approaches that provide a comprehensive framework for understanding how
children acquire and develop their communication skills. These theoretical
perspectives inform pedagogical practices, offering guidance on how to create
effective teaching strategies that support the holistic development of young
learners' oral communication abilities.

One of the foundational theories relevant to oral speech teaching is Lev

Vygotsky's Sociocultural Theory, which highlights the role of social interaction in
language acquisition. Vygotsky argued that language development occurs through
collaborative dialogue with more knowledgeable individuals, such as teachers or
peers. This process, often referred to as scaffolding, involves guiding learners
within their Zone of Proximal Development (ZPD)—the range of tasks they can
accomplish with assistance but not yet independently. In the context of oral
speech, this means providing structured support, such as modelling appropriate
language use, prompting with questions, or offering sentence starters, which
helps children build their speaking skills incrementally. This theory also
emphasises the importance of meaningful, culturally relevant contexts in
language learning. Incorporating familiar topics and real-world scenarios into oral
speech activities makes learning more engaging and relatable for young learners.
Another influential theory is Stephen Krashen's Input Hypothesis, which stresses
the importance of comprehensible input in language acquisition. According to
Krashen, learners acquire language when they are exposed to input that is slightly
beyond their current level of understanding, referred to as "i+1." This principle is
particularly significant for oral speech teaching, as it encourages teachers to
provide rich, yet accessible, linguistic input. For instance, storytelling, songs, and
teacher-led discussions can serve as effective tools for immersing children in
language that challenges them while remaining understandable. Krashen also
underscored the need for a

low-anxiety environment in which learners feel comfortable experimenting with

language. This aligns with the pedagogical goal of creating a supportive classroom
atmosphere where mistakes are viewed as learning opportunities, encouraging
students to take risks and actively participate in speaking activities.

Complementing Krashen’s theory is Merrill Swain's Output Hypothesis, which

focuses on the role of language production in developing fluency and accuracy.
Swain argued that producing spoken language forces learners to process it more
deeply, identify gaps in their knowledge, and refine their skills. For primary
learners, this highlights the importance of engaging in speaking activities such as
role-playing, storytelling, and group discussions. These activities not only provide
opportunities for verbal expression but also encourage self-monitoring and peer
feedback, which are essential for improving language accuracy. For example, a
role-playing exercise might involve students acting out a dialogue, requiring them
to use specific vocabulary and grammar structures while adapting their speech to
the context.

Behaviourist theories, particularly those proposed by B.F. Skinner, have also

influenced oral speech teaching. Behaviourism emphasises the role of imitation,
repetition, and reinforcement in learning. According to this perspective, language
can be taught through conditioning, where correct responses are rewarded, and
errors are corrected immediately. This approach underpins traditional methods
such as drilling and repetition, which are effective for teaching pronunciation,
basic vocabulary, and sentence patterns. Although behaviourist methods have
been criticised for their lack of focus on meaningful communication, they remain
useful for beginners or young learners who benefit from structured practice and
habit formation.

Modern approaches to language teaching, such as Communicative Language

Teaching (CLT), prioritise authentic communication over rote learning. CLT
focuses on developing learners’ ability to use language in real-life situations,
making it highly relevant for oral speech teaching. Activities such as interviews,
storytelling, and problem-solving tasks encourage students to practise speaking in
meaningful contexts, fostering fluency and confidence. For instance, a teacher
might ask students to describe their daily routines or discuss their favourite
hobbies, integrating vocabulary, grammar, and pronunciation into a natural
conversation.

Similarly, James Asher's Total Physical Response (TPR) method integrates physical
movement with verbal commands, making it particularly effective for young
learners. TPR engages children’s senses and aligns with their natural inclination to
learn through play and action. Activities such as following instructions (“Jump,”
“Clap your hands”) or acting out stories combine physical activity with language
practice, reinforcing comprehension while making learning enjoyable.

Another approach that supports oral speech development is Task-Based Language

Teaching (TBLT), which focuses on completing specific tasks that require
meaningful communication. For example, a scavenger hunt might involve
students asking and answering questions to find clues, while a project-based task
could require learners to describe and present their ideas to the class. These tasks
encourage collaboration, critical thinking, and creativity, all while promoting
active use of oral language.

Howard Gardner’s Multiple Intelligences Theory also has implications for oral
speech teaching, suggesting that children have diverse strengths and learning
styles. Designing activities that cater to these differences can enhance
engagement and effectiveness. For example, linguistic learners might enjoy
storytelling or poetry recitation, while bodily-kinesthetic learners benefit from
drama-based activities. By addressing multiple intelligences, teachers can create a
more inclusive learning environment that supports the oral speech development
of all students.

Together, these theories and approaches offer a robust framework for teaching
oral speech in primary classes. They emphasise the importance of meaningful
interaction, comprehensible input, active language

production, and an inclusive learning environment. By integrating these principles

into classroom practices, educators can foster the development of confident,
articulate speakers, equipping young learners with the communication skills they
need for academic and social success.
1.3 Factors Affecting Oral Speech Development in Primary Classes.

The development of oral speech in primary classes is influenced by a variety of

factors that can either facilitate or hinder young learners' ability to acquire and
improve their speaking skills. These factors can be broadly categorised into
linguistic, cognitive, social, emotional, and environmental domains, all of which
play a significant role in shaping a child’s oral language abilities. Understanding
these factors is essential for educators to create effective strategies and
supportive environments for language development.

One of the primary factors affecting oral speech development is the linguistic
background of the child. Children who are exposed to rich and diverse linguistic
input from an early age tend to develop stronger oral language skills. For
example, a home environment where parents or caregivers frequently engage
children in conversations, storytelling, and songs provides valuable opportunities
for vocabulary acquisition, syntax development, and pronunciation practice.
Conversely, limited exposure to spoken language at home, particularly in
socioeconomically disadvantaged settings, can result in delayed speech
development and reduced confidence in oral communication. For second-
language learners, the linguistic distance between their first language (L1) and the
target language (L2) can also influence their ability to acquire oral speech.
Similarities in grammar, phonology, and vocabulary between L1 and L2 often
facilitate learning, while significant differences may present additional challenges.

The cognitive abilities of children also significantly impact their oral speech
development. Cognitive processes such as memory, attention, and processing
speed are crucial for understanding and producing spoken language. For example,
working memory enables children to hold and manipulate linguistic information,
such as constructing sentences or recalling new vocabulary. Children with strong
cognitive skills are better able to process linguistic input, identify patterns in
language, and produce

accurate and fluent speech. However, children with cognitive delays or learning
difficulties may struggle with aspects of oral speech, such as organising their
thoughts, using appropriate grammar, or pronouncing words correctly. Educators
must adapt their teaching methods to address these individual differences,
providing additional support and practice for learners with cognitive challenges.

Social factors play a vital role in oral speech development, particularly in the
context of peer interactions and classroom dynamics. Opportunities for
meaningful communication with peers and adults help children develop their
speaking skills in natural and engaging contexts. For instance, group discussions,
role-playing, and collaborative tasks encourage children to express their ideas,
negotiate meaning, and adapt their speech to different social situations. However,
children who experience limited social interaction, whether due to shyness,
cultural differences, or language barriers, may struggle to develop oral fluency
and confidence. Teachers can address this by creating a welcoming and inclusive
classroom environment where all learners feel valued and encouraged to
participate.

The emotional well-being of the child is another critical factor influencing oral
speech development. A child’s confidence, motivation, and anxiety levels can
significantly affect their willingness to speak and their overall language
performance. Children who feel confident and supported are more likely to take
risks with language, experiment with new vocabulary and structures, and engage
actively in speaking activities. In contrast, children who experience fear of making
mistakes, peer judgment, or high levels of performance anxiety may avoid
speaking altogether, leading to limited opportunities for practice and growth.
Educators must prioritise creating a positive and low-stress learning environment
where mistakes are treated as part of the learning process, and children are
encouraged to express themselves without fear.
The quality of teaching and instructional methods is another key factor in oral
speech development. Effective teaching practices, such as the use of

scaffolding, interactive activities, and meaningful contexts, can enhance children’s

speaking skills. For example, engaging children in storytelling, role-playing, or
question-and-answer sessions provides opportunities for authentic language use
and helps them build confidence in speaking. Teachers who model correct
pronunciation, grammar, and intonation provide learners with a reliable linguistic
framework to emulate. Conversely, poorly designed or overly rigid instructional
methods that prioritise rote memorisation over communication may fail to
engage students or address their individual needs.

Finally, the classroom and broader learning environment have a profound impact
on oral speech development. A language-rich classroom, where children are
exposed to diverse spoken language through teacher talk, peer interactions, and
multimedia resources, provides ample opportunities for speech development. For
example, displaying visual aids, reading aloud, and playing language-based games
can stimulate children’s interest in speaking and provide meaningful contexts for
language use. On the other hand, a lack of resources or an overcrowded
classroom may limit individualised attention and opportunities for oral practice,
hindering language development.

Cultural factors also play an important role in shaping oral speech development.
In some cultures, children are encouraged to speak freely and express their
opinions from an early age, fostering confidence and fluency in oral
communication. In others, children may be taught to listen and speak only when
spoken to, which can impact their willingness to participate in classroom
discussions. Teachers must be sensitive to these cultural differences and adopt
inclusive strategies that respect and accommodate diverse communication styles.

In conclusion, the development of oral speech in primary classes is influenced by

a complex interplay of linguistic, cognitive, social, emotional, and environmental
factors. By understanding these factors, educators can create targeted
interventions and supportive learning environments that
cater to the diverse needs of young learners. Prioritising rich linguistic input,
fostering positive emotional and social experiences, and employing effective
teaching strategies are essential for helping children build strong oral
communication skills.
Chapter II. Practical Approaches to Overcoming Problems in Oral Speech
Teaching.

Overcoming challenges in oral speech teaching, especially in primary classrooms,

requires a range of practical, well-researched strategies. These strategies aim to
address the diverse needs of learners and enhance their speaking skills in a
supportive, engaging, and productive manner. A practical approach to oral speech
teaching not only focuses on improving fluency and accuracy but also aims to
make learning enjoyable and meaningful. One of the most fundamental factors in
overcoming challenges in oral speech teaching is creating an environment where
students feel comfortable and confident enough to speak. Many children,
particularly those who are shy or anxious, may struggle to express themselves
verbally if they do not feel safe. Teachers can foster a supportive atmosphere by
using positive reinforcement, encouraging peer support, and ensuring that
mistakes are seen as part of the learning process. The emphasis should be on
encouraging participation rather than on perfection, which helps reduce anxiety
about speaking.

Strategies such as "silent periods" can be used initially for shy learners, allowing
them to listen and observe without the pressure to speak. Gradually, as they gain
confidence, they can be encouraged to participate in less stressful activities such
as repeating words, simple answers, and group discussions. Encouraging open-
ended questions and offering choices about how to respond also empowers
students, giving them more control over their speaking experiences. Oral speech
should not be confined to dedicated language lessons alone; instead, it should be
integrated across all subjects. By making speaking and listening integral parts of
the curriculum, teachers can ensure that students have ample opportunities to
practice and develop their oral skills in various contexts. This cross-curricular
approach also helps students understand that oral communication is essential not
just in language lessons but in everyday life and across various academic
disciplines.

For instance, in a science class, students might explain a process they observed in
a science experiment, while in social studies, they might discuss the perspectives
of different people in history. This approach not only enhances their subject
knowledge but also builds their confidence and ability to express themselves in
diverse contexts. Teachers can use content-based tasks that require students to
explain, argue, or present information, thus providing practical speaking
opportunities throughout the school day. One of the most effective ways to
improve oral speech skills is by involving students in interactive and collaborative
activities. These activities foster communication and help students develop the
ability to express themselves clearly and coherently. Pair work, group discussions,
role-playing, debates, and simulations provide real-life scenarios where students
can practice their speaking skills in a more authentic, less intimidating
environment.

For example, role-playing exercises allow children to take on different characters,

giving them the opportunity to use new vocabulary and experiment with different
speaking styles. Similarly, group discussions encourage students to listen to
others, formulate their thoughts, and speak in a way that is relevant to the
conversation. Collaborative activities also allow students to learn from one
another, thereby enriching their understanding of how language functions in
different social contexts. In the early stages of oral speech development, it is
often beneficial to focus on fluency before accuracy. The idea behind this
approach is to allow students to speak freely without the constant pressure to
speak perfectly. By prioritizing fluency, teachers help students gain confidence in
their ability to use language for communication, which is the ultimate goal of
speaking.

Teachers can create fluency-building activities that encourage students to speak

as much as possible in a relaxed setting, such as storytelling, free discussion, or
"talking circles." These activities allow students to practice speaking for longer
stretches of time without worrying too much about making grammatical errors.
Later, once students have gained some fluency,

teachers can shift the focus to accuracy, helping students refine their grammar,
pronunciation, and vocabulary. In today’s digital age, technology can be a
powerful tool to support oral speech development. Tools such as interactive
whiteboards, language-learning apps, and online games can make oral speech
practice more engaging and accessible.

For example, speech recognition software can help students practice

pronunciation and receive immediate feedback. Video recording tools allow
students to record and listen to their speech, helping them identify areas for
improvement. Online platforms that facilitate communication, such as virtual
classroom discussions or video calls, can also encourage students to interact with
peers beyond the classroom, expanding their speaking opportunities.
Additionally, virtual language exchanges or collaboration with other classrooms
across the world provide students with the chance to use oral language in
meaningful, real-world contexts. The integration of multimedia resources,
including videos and audio materials, can also help expose students to various
accents, pronunciations, and speech patterns, further enhancing their oral speech
skills.

Teaching students explicit strategies for speaking can help them become more
effective communicators. These strategies might include the use of fillers or
pauses to gain time when speaking, the importance of intonation and stress, or
how to organize ideas in a coherent manner. Additionally, teaching students how
to ask for clarification, express their opinions politely, or engage in turn-taking can
significantly improve their ability to communicate effectively. Teachers can model
these strategies by demonstrating how to start a conversation, make requests,
and respond to others in a social context. Role-playing and peer simulations are
particularly effective for teaching these speaking strategies, as they give students
the chance to practice and internalize the techniques they need in real-life
communication scenarios.

Every student is unique, and their oral speech development will depend on a
variety of factors such as language proficiency, personality, learning style

and cultural background. Therefore, it is important to differentiate instruction to

meet the individual needs of each student. For students who are more advanced
in their oral skills, teachers can provide more complex tasks such as debates,
presentations, or storytelling, which require a higher level of language
proficiency. For those who are still developing their skills, teachers can simplify
tasks and provide more structured guidance through sentence starters,
vocabulary lists, or more frequent modeling.

2.1 Strategies for Enhancing Oral Speech Skills.

Strategies for enhancing oral speech skills in primary classes are essential for
fostering effective communication and building students’ confidence in speaking.
Young learners require structured yet engaging approaches that cater to their
developmental needs and provide ample opportunities for practice. Teachers can
employ a variety of strategies to help students develop fluency, accuracy, and
confidence in oral communication.

One effective strategy is integrating storytelling into the classroom. Storytelling

not only exposes students to rich language input but also encourages them to use
their imagination and creativity while practising oral speech. Teachers can narrate
stories with clear pronunciation and expressive intonation, providing a model for
students to emulate. Later, students can retell the stories in their own words,
focusing on vocabulary, sentence structure, and delivery. This activity helps build
confidence, improve narrative skills, and enhance memory for language patterns.

Another powerful method is the use of role-playing and drama activities. These
activities allow students to practise speaking in various contexts, helping them to
adapt their language to different social situations. For instance, a role-play activity
might involve students acting as shopkeepers and customers, using relevant
vocabulary and phrases. Drama activities, such as performing short plays or
dialogues, help students develop intonation, expression, and body language,
which are crucial components of oral communication.

Group discussions and collaborative tasks are also effective for enhancing oral
speech skills. These activities encourage interaction among students, fostering
peer learning and cooperation. For example, students can work in small groups to
discuss a shared topic, such as their favourite hobbies or a recent school event.
This not only gives them opportunities to practise speaking but also helps them
learn to listen, respond, and express their ideas clearly.

Language games are an engaging way to develop oral speech skills while keeping
students motivated. Games such as "20 Questions," "Charades," or word
association activities require students to think on their feet and use language
creatively. These games encourage spontaneous speech, helping students build
fluency and confidence. Moreover, they create a fun and relaxed environment
where students feel less pressure to perform perfectly.
Incorporating songs, rhymes, and chants is another effective strategy, especially
for younger learners. Songs and rhymes introduce repetitive patterns of language,
making it easier for children to internalise vocabulary and pronunciation.
Teachers can use action songs or rhythmic chants to combine physical movement
with oral practice, ensuring that students remain engaged and active in the
learning process.

Regular use of question-and-answer sessions in the classroom is an important

strategy for developing oral communication skills. Teachers can ask open-ended
questions that require more than yes-or-no answers, encouraging students to
elaborate on their thoughts and practise forming complete sentences. For
instance, instead of asking, "Do you like ice cream?" a teacher might ask, "What is
your favourite ice cream flavour, and why?" This prompts students to think
critically and express their ideas more fully.

Visual aids and real-life objects can be used to stimulate speaking activities. For
instance, teachers can show pictures, flashcards, or real-world items to initiate
discussions or storytelling. A picture of a busy market scene, for example, can
prompt students to describe what they see, discuss the activities of the people, or
imagine what might happen next. This approach provides a visual context that
helps students organise their thoughts and speak more confidently.

Scaffolding is a crucial teaching technique for enhancing oral speech skills.

By providing structured support, such as sentence starters, prompts, or guided

practice, teachers help students gradually gain independence in speaking. For
example, in a discussion about animals, a teacher might start with a sentence like,
"The lion is a big cat that lives in the jungle," and then ask students to add their
own sentences about other animals. This step-by-step guidance builds confidence
and competence in speaking.

Regular feedback and encouragement are vital for helping students improve their
oral speech skills. Teachers should provide constructive feedback that focuses on
specific areas for improvement, such as pronunciation, grammar, or vocabulary
usage. At the same time, positive reinforcement, such as praise for effort and
progress, helps students feel motivated and confident in their abilities.

Using technology can also enhance oral speech development. Digital tools, such
as language-learning apps, voice recording software, or interactive whiteboards,
provide additional opportunities for practice and self-assessment. For instance,
students can record themselves reading a passage or delivering a short
presentation and then listen to their recordings to identify areas for
improvement. Technology can make learning more interactive and personalised,
catering to the individual needs of students.

Finally, fostering a supportive and inclusive classroom environment is essential for

encouraging students to participate actively in speaking activities. Teachers
should create a space where all students feel valued and respected, regardless of
their language proficiency levels. Encouraging peer support, celebrating diversity,
and emphasising the importance of effort over perfection can help students
overcome anxiety and develop a positive attitude towards speaking.

In conclusion, enhancing oral speech skills in primary classes requires a

combination of creative, interactive, and supportive strategies. By incorporating
storytelling, role-playing, group discussions, language games, songs, and visual
aids into their teaching, educators can create engaging

and effective learning experiences. Providing scaffolding, constructive feedback,

and opportunities for practice ensures that students develop the confidence and
skills needed for successful oral communication.
2.2 Classroom Activities to Promote Speaking.

Classroom activities play a vital role in promoting speaking skills among primary
students, as they provide a structured yet interactive environment where learners
can practise oral communication. Effective activities should engage students,
encourage meaningful interaction, and cater to their developmental needs, while
also providing opportunities for both guided and spontaneous speech. Below are
several pedagogically sound classroom activities that can be used to foster
speaking skills in young learners.

Storytelling is one of the most effective activities for promoting speaking in

primary classrooms. It allows students to practise narrative skills, use vocabulary
in context, and develop confidence in speaking. Teachers can model storytelling
first, using expressive intonation and gestures, before encouraging students to tell
their own stories. Students can recount personal experiences, retell well-known
tales, or even create their own fictional narratives. To support younger or less
confident learners, teachers can provide visual aids such as story maps, picture
sequences, or key phrases to guide their storytelling process.

Role-playing is another powerful activity for encouraging oral communication. It

immerses students in real-life or imaginary situations where they can practise
using language in a meaningful context. For instance, students can act out
scenarios such as shopping at a market, ordering food at a restaurant, or visiting a
doctor. Role-playing activities allow learners to practise functional language,
adjust their speech according to social roles, and build their confidence in using
language for practical purposes. Teachers can further enhance the activity by
providing prompts, props, or costumes to make the experience more engaging
and authentic.

Pair and group discussions are essential for promoting interactive speaking. These
activities encourage students to share their ideas, listen to others, and respond
appropriately. For example, students can work in pairs

to discuss their favourite hobbies, solve a problem, or plan a class event. Group
discussions on simple topics like "What would you do with a magic wand?" or
"Describe your perfect day" provide opportunities for learners to practise
expressing their opinions and reasoning in a collaborative setting. Such activities
help students develop both fluency and social communication skills.

Question-and-answer sessions are a versatile activity that can be adapted to

various topics and levels of proficiency. Teachers can encourage students to ask
and answer questions in pairs, small groups, or as part of a class discussion. For
instance, a "Find Someone Who" activity requires students to ask their peers
specific questions to complete a survey, such as "Who likes pizza?" or "Who has a
pet?" This type of activity encourages interaction, helps students practise forming
and responding to questions, and builds confidence in speaking.
Interactive games are a fun and engaging way to promote oral communication in
primary classrooms. Games such as "20 Questions," "Guess the Word," or "Simon
Says" require students to use language creatively and spontaneously. For
example, in "20 Questions," one student thinks of an object, and others ask yes-
or-no questions to guess what it is. This game helps learners practise forming
questions, using logical reasoning, and speaking with fluency. Similarly, charades
or Pictionary can be adapted to focus on specific vocabulary themes, encouraging
students to describe, explain, or guess words based on visual or physical clues.

Show-and-tell is a classic activity that encourages students to speak about familiar

topics. Each student brings an object from home and presents it to the class,
explaining its significance and answering questions from peers. This activity helps
learners practise organising their thoughts, using descriptive language, and
speaking in front of an audience. To make the activity more structured, teachers
can provide a framework for the presentation, such as starting with the object’s
name, describing its features, and explaining why it is special.

Using songs, rhymes, and chants is particularly effective for younger learners.
These activities not only help students practise pronunciation and rhythm but also
build confidence in speaking through repetition and group participation. For
example, singing action songs like "If You’re Happy and You Know It" combines
movement with oral practice, making learning enjoyable and memorable. Chants
and rhymes with repetitive structures, such as "Five Little Monkeys," allow
students to focus on pronunciation and intonation in a stress-free environment.

Debates and discussions can be introduced to more advanced primary students.

Simple debates on age-appropriate topics, such as "Is it better to have a pet cat or
a pet dog?" encourage critical thinking, persuasive speaking, and the use of
reasoning in language. Teachers can provide sentence starters or key phrases,
such as "I believe that…" or "In my opinion…," to scaffold the activity and ensure
students feel confident expressing their ideas.

Picture-based activities are also highly effective in promoting speaking. Teachers

can show students a picture or a series of images and ask them to describe what
they see, predict what might happen next, or create a story based on the images.
For instance, a picture of a park might prompt students to talk about the activities
they enjoy doing outdoors, describe the people and objects in the scene, or
imagine what might happen if a dog runs away with a ball. These activities
stimulate creativity and help students practise vocabulary, sentence structure,
and storytelling skills.

Drama and performance activities, such as reciting poems, performing skits, or

participating in puppet shows, provide students with opportunities to practise
speaking in an expressive and engaging way. For example, students can work in
groups to create a short play based on a familiar story, allowing them to practise
dialogue, pronunciation, and intonation. Puppet shows are particularly effective
for shy learners, as the use of puppets allows them to focus on the performance
rather than feeling self-conscious about speaking. To further enhance speaking
skills, teachers can

incorporate digital tools into the classroom. Voice recording apps or language-
learning software can help students practise speaking independently. For
example, students can record themselves reading a passage or delivering a short
speech, then listen to their recordings to identify areas for improvement.
Additionally, interactive platforms like online storytelling tools or virtual role-play
games can provide learners with engaging opportunities to practise speaking in a
safe, controlled environment.

In conclusion, a wide variety of classroom activities can be employed to promote

speaking skills among primary students. Activities such as storytelling, role-
playing, discussions, games, show-and-tell, songs, debates, picture-based tasks,
and drama provide meaningful and engaging contexts for oral communication. By
carefully selecting and adapting these activities to suit their students’ needs,
teachers can create a dynamic and supportive learning environment that
encourages active participation, builds confidence, and fosters the development
of essential speaking skills.
 2.3 Assessing and Addressing Individual Learners’ Needs.

Assessing and addressing individual learners’ needs is a critical aspect of teaching

oral speech in primary classes. Each student enters the classroom with unique
strengths, challenges, and learning styles, and effective instruction must take
these differences into account. By identifying learners' needs and tailoring
instruction accordingly, teachers can ensure that all students have the
opportunity to develop their oral communication skills.

Assessment serves as the foundation for understanding students' individual

needs. In the context of oral speech, assessment should be ongoing, formative,
and varied, incorporating both formal and informal methods. Teachers can use
observations, oral tasks, and structured assessments to evaluate students’
speaking abilities. For example, during classroom discussions or speaking
activities, teachers can note aspects such as fluency, pronunciation, vocabulary
use, and confidence. Rubrics with clear criteria, such as the ability to articulate
ideas, use appropriate grammar, and respond to prompts, provide a systematic
way to assess performance. Teachers can also employ self-assessment and peer-
assessment techniques, where students reflect on their own speaking skills or
provide feedback to their classmates, promoting a sense of responsibility and self-
awareness in learning.
Diagnostic assessments at the beginning of the school year or unit are especially
valuable. These assessments can help teachers identify students who may need
additional support, such as those with speech delays, limited vocabulary, or
difficulty forming sentences. For example, a simple "getting to know you" activity
where students introduce themselves can reveal their level of fluency,
pronunciation accuracy, and confidence. Based on these assessments, teachers
can group students for differentiated instruction or provide one-on-one support
for those who need it.

Once students' needs are identified, teachers can employ targeted

strategies to address them. For learners with limited vocabulary, activities such as
word-matching games, vocabulary walls, and thematic storytelling can provide
repeated exposure to new words in meaningful contexts. For those struggling
with pronunciation, teachers can use drills, phonics games, and modelling to help
them practise specific sounds. Technology, such as speech recognition software or
pronunciation apps, can also be beneficial, offering students the opportunity to
practise and receive immediate feedback. Shy or anxious learners may require a
supportive and low-pressure environment to build their confidence in speaking.
Teachers can start with activities that require minimal speaking, such as choral
responses or group chants, before gradually increasing the complexity and
individual responsibility. Pair work and small group activities can be especially
helpful, as they provide a less intimidating setting for students to practise their
oral skills. Encouragement and positive reinforcement are essential for helping
these learners overcome their fear of speaking. Differentiation is another key
strategy for addressing individual learners' needs. This involves tailoring activities
and materials to match students’ proficiency levels, interests, and learning styles.
For instance, advanced speakers can be challenged with tasks that require higher-
order thinking, such as debating or presenting on a topic of interest, while less
proficient speakers might focus on simpler tasks like describing a picture or
answering yes/no questions. Visual aids, sentence starters, and graphic organisers
can provide additional scaffolding for students who need more support.
For students with specific speech or language disorders, collaboration with
specialists, such as speech therapists, can be crucial. Teachers can work closely
with these professionals to implement individualised education plans (IEPs) that
address the specific needs of these learners. Strategies such as breaking tasks into
smaller steps, providing extra time for responses, and using alternative
communication methods, such as gestures or visual cues, can help these students
participate more effectively in speaking activities.

Feedback is a critical component of addressing individual needs and fostering

improvement. Teachers should provide constructive and specific feedback that
highlights both strengths and areas for growth. For example, instead of simply
saying "Good job," a teacher might say, "I liked how you used complete
sentences, but try to pronounce the /th/ sound more clearly next time." Feedback
should be delivered in a positive and encouraging manner, emphasising progress
rather than focusing solely on mistakes. Additionally, creating a classroom
environment that values and respects individual differences is essential. Teachers
can foster a culture of inclusivity by celebrating diverse accents, dialects, and
communication styles. This helps students feel accepted and valued, which in turn
boosts their confidence and willingness to participate in speaking activities. Peer
support can also play a significant role; for instance, pairing more proficient
speakers with less proficient ones during group tasks can create opportunities for
peer learning.

Regular monitoring and reassessment are necessary to track students' progress

and adjust instruction as needed. Progress can be measured through activities
such as oral presentations, role-plays, or storytelling tasks. Keeping records of
students’ performances over time helps teachers identify trends, celebrate
achievements, and address any persisting challenges. Sharing this progress with
students and their parents provides valuable feedback and reinforces the
importance of continuous effort.

In conclusion, assessing and addressing individual learners’ needs is a dynamic

and ongoing process that requires careful observation, targeted strategies, and a
supportive learning environment. By identifying each student’s unique challenges
and strengths, teachers can implement differentiated instruction, provide
appropriate scaffolding, and offer constructive feedback to promote growth in
oral communication skills. With these measures in place, all students can build the
confidence and competence needed for effective oral expression.

Conclusion:

In conclusion, effective teaching of oral speech in primary classrooms requires a

thoughtful and comprehensive approach that addresses the diverse needs of
students. The development of speaking skills is not just about correct
pronunciation or grammar, but about fostering students' confidence, creativity,
and ability to express their ideas clearly and meaningfully. By regularly assessing
students’ speaking abilities and identifying their individual needs, teachers can
provide targeted support that helps each student progress at their own pace. This
includes recognising varying levels of proficiency, addressing speech or language
challenges, and considering the different learning styles and preferences that
exist within a classroom.

Differentiated instruction is central to addressing these diverse needs. Teachers

can tailor their teaching strategies, materials, and activities to suit the specific
learning requirements of each student, whether it involves offering extra support
to struggling learners or providing more challenging tasks for advanced students.
This ensures that all students have equal opportunities to develop their speaking
skills in a supportive and encouraging environment. Moreover, activities such as
storytelling, role-playing, group discussions, and interactive games not only
engage students but also provide them with real-life contexts in which to use and
practise their oral language skills. These activities create a dynamic classroom
environment that fosters collaboration and allows students to express themselves
in a variety of ways.

The role of the teacher in providing constructive feedback is also crucial.

Feedback should be specific, focusing on both the strengths and areas for
improvement in students’ speaking abilities. Positive reinforcement, when
delivered in a constructive manner, helps students feel motivated and more
willing to take risks in their speaking. Additionally, encouraging peer assessment
and self-reflection further promotes active involvement in the learning process
and helps students develop their metacognitive skills. An inclusive classroom
environment is essential for students to feel comfortable participating and
practising their oral skills. Celebrating diversity in language, accent, and
communication style helps create a positive and respectful space for all learners.
This not only boosts students’ confidence but also cultivates empathy and
understanding among peers, allowing them to learn from each other. Providing
opportunities for collaborative work, such as pair and group activities, helps
students build communication skills in a safe and supportive context. Regular
monitoring and reassessment of students' progress ensures that teaching
strategies remain effective and relevant. By tracking improvements over time and
adjusting instruction as necessary, teachers can provide ongoing support and
encouragement. It is important to remember that oral speech development is a
gradual process, and every student will progress at their own pace. With patience,
dedication, and a commitment to meeting individual needs, teachers can create
an environment where students are not only able to improve their speaking skills
but also gain the confidence to express themselves freely and meaningfully.

In summary, assessing and addressing individual learners' needs in oral speech

development is key to fostering a positive and effective learning environment. By
providing differentiated instruction, creating engaging activities, offering
consistent feedback, and fostering an inclusive atmosphere, teachers can support
all students in becoming more confident, articulate speakers. This approach not
only improves students' speaking abilities but also helps them build important
communication skills that will benefit them both academically and socially.
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