The Role of Teaching Oral Expression in Enhancing Students' Commucative Proficiency

Abstract

The present dissertation attempts to investigate the role of teaching Oral Expression in enhancing students’ communicative proficiency. The main problem underlying this endeavor resides in third-year students’ inability to carry on a spontaneous conversation either in the classroom or in any natural setting. This puzzling issue is used to raise problems in teaching or learning a foreign language among learners and teachers in EFL classes. It is hypothesized in this research that through the role of teaching the Oral Expression course based on its four main components which are: teachers, learners, activities and pedagogical materials, the learners will enhance their communicative proficiency. The main objective of this work then is to investigate and explain the role of the four main effective components of Oral Expression course for developing the learners’ speaking ability and improving their poor communicative proficiency in EFL classrooms. Through two questionnaires administered to the first year LMD students and the teachers of Oral Expression course at the department of English, University of Biskra, we intended to explore both learners’ and teachers’ opinions about the nature of language learning and the mechanics of developing communicative proficiency through the role of the components of teaching the Oral Expression course. The expected results of the study will show that most, if not all teachers strongly believe that through the role of the four components of teaching the Oral Expression course students will be able to speak and communicate fluently and appropriately using the target language.