The factors contributing to the development of oral communication skills in the foreign language classroom on the high school level

This study was designed to identify the factors contributing to the development of oral communication skills in the modern foreign language classroom on the high school level. Seven foreign language teachers in the Knoxville City School System were interviewed, using a form developed by the principal investigator, and questionnaires, based on the Foreign Language Attitude Questionnaire (1970) and the Self-Assessment Form: Speaking (1978), were distributed to 178 of their French, German, and Spanish first- and second-year students.

First, the teacher responses were tabulated according to the factors contributing to the development of oral communication skills. Second, a set of characteristics was developed for each teacher, which was then tabulated with each teacher's first- and second-year student scores on the Self-Assessment Form: Speaking (Oskarsson, 1978). Finally, the student questionnaires were divided into groups by scores on the Self-Assessment Form: Speaking and tabulated according to factors contributing to the development of oral communication skills.

As a result, several factors were identified to be most likely to contribute to the development of oral communication skills in the modern foreign language classroom on the high school level:

1. The use of a variety of techniques to develop oral communication skills.

2. A positive attitude toward foreign languages.

3. A residence of 1 month or more in a foreign country where the language one is studying is spoken.

4. A relaxed classroom environment.

5. Provision of enough class-time to practice speaking the language.

6. Use of games and oral exercises.

7. A teacher who speaks at least 50 percent of the class-time in the foreign language.

8. A class in which the students speak at least 50 percent of the class-time in the foreign language.

As a result of this study, the following recommendations are suggested:

1. Further research needs to determine the difference in oral achievement of classes having under 20 students with classes having more than 20 students.

2. The exact effect on oral communication skills of a residence of 1 month or more in a foreign country where the language is spoken should be investigated.

3. Replication of the study in different school districts in different geographical areas, using a broader sample population, is recommended.