Building the characters of good speakers

MOST Malaysians go through six years of primary and then five years of secondary education. They go through English as a second/ third/foreign language (depending on the individual) from Year 1 right up to Form 5.

The English language curriculum has been carefully designed to ensure that the outcome is achieved, that is students can communicate well in academic and social contexts.

But most of the time, this does not happen. Why?

From my experience and observation, when students enter tertiary education, they lack spontaneity when responding to simple questions in class. Simply put, they lack communication skills.

However, they write well in English. They use vocabulary that shows maturity of thought. And that puzzles me. On one hand, they write so well but on the other, they cannot speak as good as they write. So how can they be assisted to speak better?

Research far and wide have been carried out on this mismatch of linguistic prowess – or the lack of it. Researchers justify using many parameters such as family background, school environment, social engagement, culture, shyness, psychology, extrinsic and intrinsic motivation, and the list goes on.

English language educators work hard to intervene, using linguistic strategies that are seen and deemed as necessary for success. Novel devices and methods are created and innovated to ensure that students speak and communicate well.

But what is missing is an important attribute that bridges the gap between the linguistic elements learned in English language classrooms and the speaking tasks that students have to perform. They simply lack the knowledge and practice on how to operationalise it. In short, they need the character building of an effective speaker.

There are many reasons behind this, one being the manner in which the entire school framework creates the school culture. Most of the time, teachers take full control of the teaching and learning process while students merely listen and follow. The syllabus has to be completed at stipulated times in preparation for exams. Hence, students are left with little opportunity to learn and apply the art of expressing their thoughts.

To develop the characters of good speakers, teachers should use ways that can reverse the negatively limiting age-old traditions such as “speak only when you are spoken to”. In the 21st century, it is surprising to observe that during class, students in general are still waiting to be called upon, and there is little spontaneity.

Some students simply wait until their eyes lock with yours and look for your nod of approval. The waiting game can be frustrating.

Then, there is this unwritten rule in classrooms that only certain individuals can speak in class. The list goes on. This can be changed for the betterment of the students, however, and the way to do this is by building the characters of a good speaker in English language classrooms. Primary/secondary/tertiary institutions should invest in building this competency as it is paramount to the future of their students.

AHMAD MAZLI MUHAMMAD Shah Alam