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Critical Review of An Examination on the Problems Existing in the Teaching and Learning of Oral English



Critical Review of

An Examination on the Problems Existing in the Teaching and Learning

 of Oral English

Yu Wang

Shenzen University

That article consist of the problems existing in the teaching and learning of oral English. It begins from the introduction through literature reviews. How far the distinction between knowledge and skill can be understood that how the learners learn to speak the second language? Are that fluency and accuracy concept work better in learn foreign language? Cassual conversations as a kind of talk and authentic data that gathered from the dialy introduction? What are the strategies in learning oral English in Literature Review in learning of ESL/EFL oral English? What is the factor affecting adoult EFL learners oral communication? How are The issues that make people ask on how ESL/EFL students master their ability to speak fluently and accurately?  How are The fact that student of ESL oral English speaking countries that the result not represent and solve some of the common problem of EFL students who are learning in non native situation? What about the implication for the pedagogical dimension? In the end Yu Wang fail to find the answer of the problem in the teaching and learning of ESL/EFL oral English.

The greatest problem in Yu Wang article that he deal with is the factor affecting adault learners oral communication is age as one of the most factor of succes or failure in second language learning (p.48). actually, age is not the only one common factor that contribute in success or failureness of the learners. Aptitude, second language level, interest, the time the learners can devote to language learning, the size of the group with whom he practise the language and the cultur group to which he belongs to are the common factors too that affect the learning process.

Yu Wang only focus on speaking side without considering the other aspect or the goal of communication. He begin the article without a cleargoal of language. In learning a foreign language, the learner not only learn speaking but also the other skills like reading, writing, and listening. It’s arguable that speaking that he make it to be major thing is a rela ofgoal of the language since the other skill must be learnt. Before speak, the language learners must be listen first  until they can produce the words. It takes a long time to gathering the vocabulary. In learning vocabulary, the learner needs to read lots of books. After they can get much vocabulary through listening and reading, they can produce the words better. So the problem that Yu Wang deliver about the speaking in taching and learning of ESL/EFL oral English as auresolved problem is really get a blind alley in his papper.

The small factors that make it to be big bump that are the fluent and accurate speech, seems to be the greats problem over all of the bad immage of learning a foreign language in non native speakerland. The question arising here that is how effective that fluence and accurate speach to handle the communication goal in speaking? Every body should agree that the fluent and accurate speach are connect with grammar mastery. Somehow, the witer doesn’t put the grammar  aspect in his article. Concreate, in teaching grammar through Grammar Translation Methode, language learners are not expected to be able to use the target language for communication. No class time is alocated to allow language learners to produce their own sentences and little time is spent on oral practise. The emphasis on achieving correct grammar with little regard for the free aplication and production of speach are the weakness in grammar translation methode. Therefore GTM doesn’t handle the target communication- to use the second language fluently and accurately.

If Yu Wang focus just for speaking, then in class teaching teacher should use direct methode. Here the language is seen as a set of grammatical rules and its vocabulary in situations. So, the learners should speak fluently and accurately. Through this way, the conclusion that Yu Wang give is brooken.

Nontheless, case studies on how learners,especially those who are studiying in non native situations, reach fluency with accurecy are limited in quantity (p.50).

In fact, in speaking case with fluency and accuracy that’s all back to the method that teacher used. More cleaver the teacher teach, more cleaver the students will be. Through this method, the accuracy and fluency can be account througn grammar corrections. Grammar is taugh by sittuation and through inductive process. The most important that is language learners learn the target language in class most of the time.

Considering two aspect above, it shouldn’t provoke questions and discussion on how ESL/EFL student master their ability to speak fluently and accurately. Pronounciation is essencial since mispronounciacing a word may hinder communication. Again, Yu Wang doesn’t put pronounciation aspect on his article. Farmore, grammar is learned after the learners are able to use the language. This leads to grammar teaching in an inductive way. The teacher should provide many examples. There is no explisit grammar rule given by the teacher but vocabulary exercises and systematic grammar drills may be given. That’s all related to communication. The students are not asked about the knowledge of the language but they are asked to use the language. It’s realted to kowledge and skills (p.47 p2) about the distinction between knowledge about a language and skill in using it. In fact, in class room activities teacher not merely speak with the second language but he or she sometimes use the first language to their language.

Skill and knowledge are something that really different from all of the aspect. How does teacher teach in class influence the student to use the second language or they just know the knowledge about the foreign language that they learnt, that’s are an option to the teacher.

In conclusion, the problem in oral communication can be handled by the teacher it self. As long as the teacher teach and use the righ method to make the student are able to speak fluently and accurately, it’s not a serrious problem in teaching and learning a foreign language.


5 Komentar

  1. Triyoga Adi Perdana mengatakan:

    Bingung cari nya nih.
    Makasih buat likenya fera.
    Salam kenal. 🙂

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