Incorporating Diverse Techniques in Teaching Speaking

Abstract

the primary aim of this article is to present a method for teaching English in mixed ability classes. This approach, derived from my own teaching experience, emphasizes a dual focus on both the syntagmatic and paradigmatic aspects of language. While memorizing extensive vocabulary lists and learning grammatical rules can be tedious, they are essential for learners. Given the limited time available, students need to acquire a significant amount of knowledge efficiently. To address this, reading texts are broken down into phrasal-level syntagms. As a pre-reading activity, students receive lists of these syntagms along with their meanings in their native language. Using the native language fosters a supportive environment where students feel confident while engaging with a foreign language. The lists are reviewed and partially memorized in class, ensuring that all students are comfortable with pronunciation and grammatical relationships within the segments. It's important to recognize that the human element is central to all linguistic activities, and the teacher's personality is pivotal in this process.