“My head became blank and I couldn’t speak”: Classroom factors that influence English speaking

Authors

  • Simon Christopher Humphries Kansai University
  • Anne Burns University of New South Wales
  • Takako Tanaka Doshisha University

Keywords:

capacity to speak, narrative frames, classroom strategies, Japan

Abstract

If English as a foreign language (EFL) learners speak their target language in the classroom, it can help them to develop appropriate communication skills and facilitate their language acquisition (Goh & Burns, 2012). As a result, many Asian governments have tried to implement communicative language teaching (CLT) policies with an emphasis on using English as the medium for learning. However, the results have been mixed, often resulting in failure (Humphries & Burns, 2015). Japan is an example of this trend. Despite numerous CLT policies, classes continue to be conducted in Japanese, and student reticence to speak English is one factor blamed for this phenomenon (King, 2013). In order to explore the complexities that influence students’ capacity to speak (CTS) in English in the classroom, the authors investigated the perceptions of 104 English Department undergraduates using the “narrative frames” approach (Barkhuizen & Wette, 2008). Students were asked to report on the factors that increased and decreased their CTS in high school classrooms. Based on the findings, the authors discuss the following classroom strategies: (a) developing a supportive classroom culture, (b) setting a framework of rules, (c) introducing a variety of activities, and (d) showing empathy and flexibility to students' needs.

Author Biographies

  • Simon Christopher Humphries, Kansai University

    Simon Humphries holds a PhD from Macquarie University and MSc from Aston University. His research interests include textbook-led curriculum innovation and business communication.

  • Anne Burns, University of New South Wales

    Anne Burns is Professor of TESOL at the University of New South Wales, Sydney, and Professor Emerita at Aston University, Birmingham. She has published numerous articles and books on action research, language teacher education and the teaching of speaking, including Doing action research in English language teaching: A guide for practitioners (Routledge, 2010), and Teaching speaking: A holistic approach (with Christine Goh, CUP, 2012). She is an academic adviser for the prestigious Applied Linguistics Series, published by Oxford University Press.

  • Takako Tanaka, Doshisha University

    Takako Tanaka holds an MA from the Institute of Education, University of London and is pursuing her PhD at the University of Warwick. Her current research interests include L2 motivation from a sociocultural theory perspective and L2 reading motivation.

The Asian Journal of Applied Linguistics. Volume 2. Issue 3. December 2015

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Published

2015-12-21

Issue

Vol. 2 No. 3 (2015)

Section

Articles

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How to Cite

“My head became blank and I couldn’t speak”: Classroom factors that influence English speaking. (2015). The Asian Journal of Applied Linguistics, 2(3), 164-175. https://caes.hku.hk/ajal/index.php/ajal/article/view/230