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A study about basic factors which are affecting students speaking performance at primary

level public sector schools of Lahore.

Submitted To: Ma’am Shagufta

Submitted By: Marium Awais

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Table of Contents

Introduction.………………………………………………….……3

Literature Review………………………………...…………….….4

Statement of the problem…………………………………………6

Research Objective……………………………………….……... 6

Research Questions……………………………………………... 6

Methodology……………...……………………………………….7

Data Collection and Analysis……………………………………8

Data Interpretation………………………………………………8

Content Analysis of Speaking Performance of students…………8

Questionnaire……………………………………………………10

Classroom Observation Checklist………………………………10

Conclusion………………………………………………………13

Bibliography…………………………………………………….14
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Introduction

Speaking seems to be the most important skills of all the four skills (listening, speaking, reading

and writing) because people who know a language are usually referred to as speakers of that

language (Ur, 1996). The major goal of all English language teaching should be to give learners

the ability to use English effectively, accurately in communication (Davies & Pearse, 1998).

However, not all language learners after many years studying English can communicate fluently

and accurately because they lack necessary knowledge.

At primary school of Lahore, the students are not good at English. They can pass exams easily

but they find it difficult to use English to communicate. To help the students improve their

speaking skills, it is necessary to find ways to help them overcome their problems. Moreover, the

teachers need to know the factors that affect their students’ speaking performance so that they

can deal with these factors to help the students improve their speaking performance. However,

until now, there is no research conducted at this school about these areas.

The current study addresses two issues:

1. What are the problems that the students at primary School encounter when they learn to speak

English?

2. What are the factors that affect their speaking performance?

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Literature Review

Communicative Competence

We need linguistic competence, an adequate vocabulary and mastery of syntax to speak in another

language (Nunan, 1999). However, linguistic competence is not sufficient for someone who wants

to communicate competently in another language. According to Nunan (1999), the speaker needs

communicative competence which includes not only linguistic competence but also a range of

other sociolinguistic and conversational skills which help him/ her know how to say what to whom

and when. Johnson (1995) claims that the second language students need communicative

competence to participate in and learn from their classroom experience.

Factors Affecting Speaking Performance

In order to help students, overcome problems in learning speaking, it is necessary for the

teachers to figure out factors that affect their speaking performance. Students’ speaking

performance can be affected by the factors that come from performance conditions (time

pressure, planning, standard of performance and amount of support), affective factors (such as

motivation, confidence and anxiety), listening ability and feedback during speaking activities.

Performance Conditions

Students perform a speaking task under a variety of conditions. Nation & Newton (2009) believe

that performance conditions can affect speaking performance. The four types of performance

conditions that Nation & Newton (2009) suggest include time pressure, planning, the standard of

performance and the amount of support.

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Affective Factors

One of the most important influences on language learning success or failure is probably the

affective side of the learner (Oxford, 1990). Krashen (1982) states that a variety of affective

variables has been confirmed to be related to success in second language acquisition in research

over the last decade but most of those studies examined the three categories: motivation, self-

confidence and anxiety.

Listening Ability

Speaking skills cannot be developed unless we develop listening skills (Doff, 1998). Students

must understand what is said to them to have a successful conversation. Shumin (1997) shares

the ideas of Doff (1998) by stating that when one person speaks, the other responds through

attending by means of the listening process. In fact, every speaker plays the role of both a

listener and a speaker. Therefore, one is certainly unable to respond if he/ she cannot understand

what is said. It means speaking is closely related to listening.

Topical Knowledge

Topical knowledge is defined as knowledge structures in long-term memory (Bachman &

Palmer, 1996). In other words, topical knowledge is the speakers’ knowledge of relevant topical

information. The information that topical knowledge provides enables learners to use language

with reference to the world in which they live. Bachman & Palmer (1996) state certain test tasks

may be easier for those who possess the relevant topical knowledge and more difficult for those

who do not. Bachman & Palmer (1996) believe that topical knowledge has effects on speaking

performance.
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Feedback During Speaking Activities

Most students want and expect their teachers to give them feedback on their performance.

However, all speaking production should not be dealt with in the same way. Harmer (1991) asserts

that the decisions that the teachers make about how to react to students’ performance will depend

upon the stages of the lesson, the activities, the types of mistake made and the particular student

who is making that mistake. If the teachers correct whenever there is a problem, the conversational

flow as well as the purpose of the speaking activity will be destroyed (Harmer, 1991). If the

students are corrected all the time, they can find this very demotivating and become afraid to speak.

They suggest that the teachers should always correct the students’ mistakes positively and with

encouragement (Baker & Westropp, 2003).

Statement of the Problem

Spoken language production is often considered one of the most difficult aspects of language

learning. In reality, many language learners find it difficult to express themselves in spoken

language in the target language. Each student has their own problems that are why there must be

some endorsements for helping them.

Research objectives

 To find out the problems that the students at primary School encounter when they learn to

speak English.

 To find out the factors that affects their speaking performance.

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Methodology

Research questions

1. What are the problems that the students encounter they learn to speak English?

2. What are the factors that affect students speaking performance?

Target Audience

The participants of the study are the students of primary level who were facing problems in

Speaking English. There were 3 sections consisting of 30 students.

Participants of the study

The participants of the study will be the grade 5 students of primary level School at Lahore.

Research Tool

Research instruments used in this study were questionnaires and class observation.

Data Collection

Data was analyzed through descriptive analysis techniques. The research instruments

employed to collect data in this study were questionnaires and classroom observation.

The software SPSS 16.0 was used to make the data more accurate. The results were gathered

representation of the data, the results were analyzed in discussion in the light of literature and

theoretical framework.

Data Analysis
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There were three sections and, in each section, there were 30 students. The data was collected

through questionnaires and classroom observations. There was lack of basic language

knowledge, for example, knowledge of grammar hinders students’ desire to speak in the

language. One of the problem that was underlined is: When students come to school or when

they are promoted to the next class, they do not have basic language knowledge that enable them

to communicate in the language. They do not use correct grammar and appropriate vocabulary

inappropriate contexts. This lack of basic language knowledge may be come from: Students’

Poor back-ground, lack of exposure, lack of practicing, fear of making mistakes. This occurs, for

example, when the students, those who try to practice speaking make mistakes others will laugh

at them. Motivation also affects students’ speaking skills. This happens especially when students

are unable to produce meaningful sentences.

Data Interpretation

Introduction

The survey was conducted to gather the opinion of the teachers and classroom observation of the

students speaking skills. The incapability and in confidence of the students at primary level are the

reasons for the speaking errors to become fossilized over the years.

Content Analysis of Speaking Performance of students

After the samples of content were analyzed for the speaking errors could be located and the reasons

can be identified behind these errors.

Incorrect Grammar
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These are the kinds of errors where the primary students commonly make because they are careless

and they use incorrect form of grammar without knowing which form of word is correct while

speaking.

Pronunciation

It is one of the common cause of error in speaking performance of students which make them

pronounce them wrong despite of teacher telling them of the correct pronunciation countess times.

Vocabulary

Vocabulary is the language proficiency incapability where the students lack the variety of words

of English while they speak causing them to become in confident and affect their speaking skills.

Fluency

Fluency is one of the major causes affecting the students speaking performance at primary level.

Since they never practice language and are negligent towards practicing their speaking skills, they

never develop fluency.

L1 influence on L2

L1's influence on L2 is the main cause affecting the speaking performance of students at primary

level. Basically, the students use L1 in their common all day communications among friends and

at home, so when they try code switching they try to translate L1into L2 that causes low speaking

performance.
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Questionnaire

(NOTE): The information is gathered as a for academic purposes to conduct a Research on “A

study about basic factors which are affecting students' speaking performance at primary

level public sector schools of Lahore.''

This survey is specifically conducted to complete my ELT Research Project.

Name: --------------------- Sex: ---------------------- Age: -----------------

Grade: --------------------- School: ------------------ Medium: -----------

Father Mother

Qualification

Profession

Instructions

Please read each statement carefully and answer according to the following options:

Medium of instruction in school

1. English

2. Bilingual (English+ Urdu (Regional) Language)

3. Urdu/Regional
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Medium of Instruction in Classroom

1. English

2. Bilingual (English+ Urdu (Regional) Language)

3. Urdu/Regional

Please read each statement carefully and answer according to the following options:

1- Strongly Agree 2- Agree 3- Neutral 4- Disagree 5- Strongly Disagree

Questions SA A N D SD

1. Do you feel your school environment fulfills your English

learning needs?

2. Do you think your school has enough teaching materials SA A N D SD

and teaching aids to facilitate you?

3. Do you think English language is important to learn for

better speaking English proficiency at primary level?

4. Do you think your English teacher use different activities

while teaching?

5. Do you think you can interact effectively in English with

your fellows and friends?

6. Do you feel your class fellows actively participate in

English classroom activities and follow the instructions of

the teacher carefully?

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7. Do you think your English teachers give attention to each

and every student of your class?

8. Do you think your English teacher should be

professionally trained?

9. Do you think the other subject teachers should be

proficient in English for the better language learning of he

students?

10. Do you think education of your parents contribute in your

English speaking?

11. Do you think modern technology (internet, T.V, mobiles)

helped you to learn English Language speaking?

12. Do you feel your English teacher bring creative and

interesting activities in classroom?

13. Do you feel motivated when listen to proficient English

speakers?

14. Do you think your school arranges special programs or

extra communicational practice outside the class to

facilitate the English language speaking?

15. Do you think school and home environment contributes

(help) in your English-speaking performance?

16. Do you feel the Parents have appreciative attitudes towards SA A N D SD

speaking English?
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17. Do you think your school has sufficient accommodation

for the English language speaking?

18. Do you think the background education of teachers affect

the English speaking of the students?

19. Do you think that the strength of number of students

become a negligence of a learner's English-speaking

performance?

20. Do you feel your school helps you with your English language

speaking needs?

Class Observation Checklist

Teacher: __________________________ School: ___________________________

Date: ____________________________ Class: ____________________________

Skill to Be Observed: Speaking Skills

EXCELLENT 1

GOOD 2

AVERAGE 3

BELOW AVERAGE 4

BAD 5
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Classroom Interaction in English Fluency

Observation
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Conclusion

The study was aimed to find out the significant reasons and causes that cause the speaking errors in

primary level students. The prime focus for conducting this research was focused on the primary levels.

Qualitative and quantitative method was used to assemble evidence for this study. The data collected was

thoroughly analyzed for speaking errors and was recorded. Five different categories were divided

depending on the vast speaking errors that were common in the students to analyze a record almost same

form and category of errors by observing them. However, the speaking skills cannot be co-relative, as

most of the students are not proficient English speakers as they are good writers. The study would have to

be articulated to judge the appropriate field of English language proficiency among the primary level

students for their speaking errors that at this level of their education affect their speaking performance.
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References

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3.Baker, J. and H. Westrup.2003. Essential speaking Skills: A Handbook for English

Language Teachers. London, Continuum.

4.Brown, G. 1978.Lecturing and Explaining. London, Methuen.

5.Brown, H.D.1994 and H. Joyce 1997. Principles of Language Learning and Teaching:

6.Burns, A. and H. Joyce.1997. Focus on Speaking. National Center for English

Language Teaching and Research, Sydney.

7.Davies, D. and E. Pearse. 2000. Success in English Teaching. Oxford, Oxford University Press.

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Francisco State University, Prentice Hall Regents.

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10.Tella, M.2007. A Comparative Analysis of the product and Process writing on Students’
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University press.