The teaching of speaking has been neglected in EFL （English as a Foreign Language） settings throughout language history which led to negative effects on EFL teachers＇ and learners＇ attitudes. While teachers exhibi...The teaching of speaking has been neglected in EFL （English as a Foreign Language） settings throughout language history which led to negative effects on EFL teachers＇ and learners＇ attitudes. While teachers exhibit hesitation having no preset teaching paradigms at their disposal, learners experience withdrawal in speaking situations that demand interactional ease and socio-pragmatic awareness. Indeed, both the type of instruction and the complexity of this skill make of the teaching of spoken language a highly controversial issue especially with the implicit dichotomy that speaking entails and which opposes accurate mastery of linguistic patterns to ease or facility in meaning transmission. This paper aims at reconsidering the way this dormant skill has been tackled and the interfering variables that should be rethought and revisited while dealing with it.展开更多
文摘The teaching of speaking has been neglected in EFL （English as a Foreign Language） settings throughout language history which led to negative effects on EFL teachers＇ and learners＇ attitudes. While teachers exhibit hesitation having no preset teaching paradigms at their disposal, learners experience withdrawal in speaking situations that demand interactional ease and socio-pragmatic awareness. Indeed, both the type of instruction and the complexity of this skill make of the teaching of spoken language a highly controversial issue especially with the implicit dichotomy that speaking entails and which opposes accurate mastery of linguistic patterns to ease or facility in meaning transmission. This paper aims at reconsidering the way this dormant skill has been tackled and the interfering variables that should be rethought and revisited while dealing with it.
