Learning English (Contests, activities boost English fluency)

            I refer to Alkut's letter, “Give priority to listening and speaking skills” (NST, June 18), and appreciate his concern about the issue. But allow me to clarify and share my personal opinions regarding this matter.

The writer agreed that the overemphasis on examinations had, to some extent, forced teachers to go back to traditional teaching methods. But I believe our education system has begun to apply a holistic approach, as in the case of the Pentaksiran Tingkatan 3 (PT3), which requires candidates to conduct field studies and class presentations for History and Geography subjects as well as oral examinations for all language subjects. This contradicts with the writer’s idea that “many teachers tend to overlook these two skills (listening and speaking) as they are not evaluated in the exams”. In fact, the two skills were separately evaluated last year, resulting in PT3 candidates obtaining two grades (the other being the written test) for the English subject.

            In addition, the Education Ministry has come up with an initiative to develop the aural and oral skills in students, as Oral Proficiency in English for Secondary Schools, or OPS-English, was introduced a few years ago. This programme focuses on the teaching of listening and speaking using the provided books that encourage learners to use their visual and verbal intelligence as they need to describe pictures shown on the pages. The program, however, is implemented only in selected schools, most probably to first check on its effectiveness based on the data collection and feedback given by the schools, before all schools are required to join in.

            OPS-English is a good strategy to make lessons interactive and enlightening. The approach helps extroverted students to participate during class discussions while introverts get to share their thoughts during individual presentations. However, this will work well only if teachers can identify the students’ learning styles and topics of interest and become facilitators who motivate learners to speak up. The approach will take full effect when students develop mature thinking, respond spontaneously to the topics discussed, and inculcate aesthetic values, shaping them into wise thinkers, eloquent speakers and compassionate individuals.

            One way to help students boost their speaking skills is by involving them in competitions and activities. As a trainer involved in preparing students for performances, such as drama, speech choir, choral speaking and English-related competitions, I notice positive changes in the way they perceive the language. They may not speak flawless English, but the practice sessions help them gain vocabulary, pronounce words correctly and use English frequently in their conversations.   

            Students should realise that their ability to master the four skills – listening, speaking, reading and writing – will not only help them in their studies and career but, more importantly, it is also the language of survival that will solve bigger problems in the future. 

Courtesy of New Straits Times,

24 June 2015