Attitudes Of Teachers And Speakers Toward Pre-Speaking Activities
Attitudes Of Teachers And Speakers Toward Pre-Speaking Activities

Summary/Abstract: One of the common goals of foreign language teaching is that students should speak the language (they are learning) clearly and accurately enough. The teaching of speaking, just like the teaching of other language skills, comprises three stages. These are prespeaking, during-speaking and post-speaking activities. This study examines the attitudes of teachers and students towards the pre-speaking activities. To do this, an attitudinal questionnaire was administered to both teachers and students at the prep-school at METU. As a result of this study, teachers and students, sharing the same opinion, think that the most important pre-speaking activities are introducing the topic and arousing interest (giving the title and leading a discussion, teacher’s questioning the students to access students’ knowledge about and familiarity with the topic, focusing on the new vocabulary that will be necessary to understand a speech and providing students with extra material (a reading text or a listening task) about the topic. On the other hand, it is also observed that teachers and students are of different opinions for some activities. For instance, students report that focusing on the new vocabulary that will be necessary to understand a speech is the least important.

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