Promotion of speaking skills in language classes: a strategy tried out in the Department of Library and Information Science, University of Kelaniya, and tested at the Institute of Human Resource Advancement (IHRA), of University of Colombo, Sri Lanka

Abstract

English L2 classes in Sri Lanka. Students’ reluctance to take part in oral activities done in these classes is an impediment that obstructs above speech activities. Language teachers in general define this as a result of students’ low grammar proficiency. Some attribute the problem, to students’ indifference towards English speech. Yet, the above research identified lack of confidence on the part of students to speak English through fear of errors and vindictive peer reaction as most threatening drawbacks that hinder speech, scoring the highest mean values: 2-62025316 and 2.6, respectively. Grammar related difficulties turned out to be less relevant. Apart from questionnaire No 1, on the basis of which the above facts were gathered, two other questionnaires were administered. The most important information solicited from questionnaire No 2 administered to respondents domiciled abroad was, examining whether English Language errors were ridiculed in those territories. None of the countries was afflicted with that issue, according to data. Third questionnaire given to 18 second language teachers inquired whether error phobia and vindictive peer reaction impeded work in their classes. examined, except English experienced error phobia and vindictive peer reaction from the point of view of the teachers consulted. As was evident from above data fear of English errors was a phenomenon specific to Sri Lanka As such instead of seeking solutions to that issue from foreign counties where the issue was non-existent, finding a remedy for it locally was felt to be a prudent step. Initial steps necessary in that connection were: proving the hollowness of error phobia related to English and also convincing the students that error occurrence is an inevitable phase during language mastery; not necessarily in respect of second languages but with regard to first languages as well. Major task out of these two being the first one, above research focused more attention on that aspect and in view of that this presentation predominantly discusses data related to that task.