本文是一篇英语论文，本项研究考察了教师用来教授英语口语的教学方法、学生应该使用的首选方法，以及学生为什么更喜欢这些方法。参加者是索马里AL-IMRA学院的10名EFL学生。
Chapter 1 Introduction
1.1 Background
In this world, every moment we need to interact and communicate with different people we need to understand each other using a language. In different geographical locations of the world, there are many spoken languages people use. However, English is the most international spoken language all over the world. It is a language of freedom and labeled with easy access to economics, technology, travel, science, education, politics, health, and globalization of business and industry. More importantly, it gives you the opportunity to make conversation of non-native students with native English speakers. Therefore, English has evolved into an international language that is ready to apply to the needs of worldwide communication. All language learners focus on attaining the power to communicate verbally in the target foreign language (Nunnan, 1991). In language learning, there are four skills that we need to learn such as listening, writing, reading, speaking, and the elements of those, such as grammar, vocabulary, and pronunciation (Ewert & Lidster, 2011). The four macro skills, speaking is considered the most important skill for language learners because it tells somebody’s knowledge about the language. However, there are many challenges students encounter in speaking English as a foreign language speaker. for example, Al-Jamal, D. A., & Al-Jamal, G. A. (2013; 2014) investigated undergraduate EFL speaking difficulties in six Jordanian public universities. The study reported a failure of EFL students’ speaking skills in English with the factors of their speaking difficulties.
1.2 Statement of problem
Oral communication proficiency is necessary for a successful career in the twenty-first century. In other words, speakers of one language who are learning a second language draw on the linguistic resources of that language. English is typically the second or third language that Somali students learn. It serves as a medium of instruction at the post-secondary level and is a required subject in elementary and secondary education. Although there has been progress in the adoption of the English language, students still show a low level of proficiency. For the majority of the students, speaking difficulties affect students’ performance both academically in classroom activities and presentations. Therefore, these speaking difficulties may continue even when they are pursuing a master's degree and professionally suffer when they are communicating with others. Speaking EFL is complicated by a variety of factors, including shyness, a lack of interest in learning a second language, and the freedom to speak in one's native tongue (Tuan and Mai, 2015). Additionally, using the mother tongue in the classroom, lack of self-confidence, anxiety, and learning methods are some of the limitations that Somali students inhibit to speak English well. When a teacher asks a question in English, students find it extremely difficult to respond because they lack a strong understanding of English vocabulary and grammar rules.
Chapter 2 Literature review
2.1 Speaking English as a second language
2.1.1. Concept of speaking
The word “speaking” has been used by many researchers in language learning. speaking is the act of pronouncing words orally to communicate by speaking and asking something (Nunan, 1995). like writing or any other skill, speaking is a productive skill of a language to express meaning to others (Spratt, 2005). According to Chaney (1998), speaking is the process of creating and conveying meaning using verbal and non-verbal symbols in a variety of contexts. It is how competently and creatively explores, develops, and sustains ideas through conversation.
Researchers confirmed the importance of speaking in EFL students’ language learning. This is because a students’ success in learning that language is determined by how fluently they can speak and communicate with people. for the purpose of integration, speaking occupies a vital role in communication skills. Without this ability, the purpose of communication cannot be effectively implemented. In this globalization era, the whole world has become a global village, and the English language is spoken as a global language. English is the only language commonly used in the field of scientific research, more than 85% of the publications and books related to higher education are published in English. Additionally, all software development, the communication available via the internet, and access to a various website are all conducted in English. (Rao, 2019, Ishrat & Qureshi, 2013). Speaking English is beyond making practice in the classroom but a skill needs to be competent. For example, Akhter et al., (2020) highlighted the significance of speaking skills for EFL Learners and the need to acquire competency in this skill. They revealed speaking is important in different activities in and outside the classrooms. although, knowledge of English-speaking skill has become a challenge for non-native learners.
2.2 Methods in teaching speaking
Students often assume that being able to speak a language is a result of language learning. Competent teachers teach students how to speak with minimal reaction, how to recognize scripts, and how to talk about the language that can be used to improve language skills and increase confidence in using the language. Teachers help students learn to speak so that they can learn using audio (Kohonen et al., 2001).
The purpose of the language teacher is to impart a method to students based on their interests, motivations, and learning styles. Teachers can see which language-learning strategies students are already using by observing their behavior in class, and by creating short surveys for students to describe themselves and their language acquisition at the beginning of the course. In this way, teachers can see why students are learning the language, what class activities they like and dislike, and why they are learning the language. In addition to that, Teachers should have a good knowledge of their students, their goals, their motivations, their language learning strategies, and their understanding of the course being taught (Lessard-Clouton, 1997).
Chapter 3 Methodology ................................ 36
3.1 Research Design ................................ 36
3.2 The study area and population ................................ 36
3.3 Sample and Sampling technique .......................... 36
Chapter 4 Findings and analysis ................................ 45
4.1 Participant Demographics ...................................... 45
4.2 Connecting Themes to Research Questions ................................... 46
Chapter 5 Discussion and conclusion ......................... 61
5.1 Discussion ................................... 61
5.2 Conclusion ............................................. 62
Chapter 4 Findings and analysis
4.1 Participant Demographics
This section is designed to illustrate the data that emerged from respondents of the study. The Table 1 shows the profile of the respondents that the male participants in the study represent 7 (70.0%) while the female stands for 3 (30.0%). This means the majority of the participants were male compared to female participants. For the age, 7(70.0%) were between 20-25 of age, while only 3 (30.0%) were between 26-30. That means all participants were under the age of 30. For the learning experience 8 (80.0%) out of 10 participants have been learning English more than 2 years, while 2 (20.0%) out of 10 respondents have a learning experience less than 2 years. This means that all of the interviewed participants had spent at least one year learning English. The majority of the participants had spent more than three years learning English.
Chapter 5 Discussion and conclusion
5.1 Discussion
5.1.1 Grammar translation, communicative and audio-lingual teaching methods are used
Based on the finding above, it can be interpreted that students generally believe that their teachers primarily use grammar translation to teach lessons in the local language, rather than using the direct method. The students also mentioned that their teachers frequently incorporate communicative language teaching and audio-lingual method for activities such as role-playing, discussions, and debates. This confirms the finding by Yuan (2023) that teachers in Chinese EFL classes have been using communicative and audio-lingual methods to teach English since they were introduced to China. Yuan also finds that these methods are more suitable for the growing need for communication between countries and are more effective in improving students' English communication skills. Furthermore, the audio-lingual method and communicative language teaching can improve students' English communication skills and enhance their logical thinking abilities (Yuan, 2023). Additionally, students also noticed that grammar translation was the most commonly used teaching method in the classroom compared to other methods. Similar finding obtained by Munzaki, Suadah, and Risdaneva (2017) teachers preferred to use grammar translation when delivering lessons that focused on the mother tongue more frequently than English. They discovered that GTM enables students to use two languages in their learning: the native language and the target language, and helps them translate words used or request teachers to translate difficult phrases or words into the native language and to avoid mistakes. This finding has shown that teachers mostly used the grammar translation method, while the communicative and audio-lingual methods were often used.
reference(omitted)