Oral Skill Development in Second Languages: A Review in Search of Best Practices

Abstract

Abstract-There are many avenues of research in the field of second language (L2) acquisition. One that continues to be of great importance to researchers but also teachers is the development of students' oral proficiency skills. Research regarding effective teaching and learning strategies to aid L2 oral development has garnered much attention, yet a clear set of "best practices" remains absent. In an attempt to bring to the forefront some effective strategies for L2 oral skill development, we undertook a review of the literature in the areas of oral proficiency, academic language development, and L2 teaching and learning strategies. As our review presents research findings from various contexts around the world, our aim is not to provide a one-sizefits-all approach to improving students' L2 oral proficiency but to share issues from research that can and do inform teaching practice. Practical suggestions for L2 teachers that are connected to the findings of research are offered throughout the paper.Index Terms-oral skills development, second language pedagogy, oral proficiency, teacher preparation, second language teaching and learning strategies, communicative competence

Implementing an Instructional Design on Intercultural Communicative Competence (ICC) With Foreign Language Students Aimed at Joining the Corporate World

“…Table 4 shows that there was such an emphasis on oral production on the development of each one of the thematic units designed by the language professors. Most of the activities that took place matched what Garbati and Mady (2015) found in their review of oral abilities research in the classrooms in terms of role-plays, presentations, and interactive activities.…”

“…One of the key aspects in the language learning process is the promotion of the students' oral production so that they can gradually build discursive aspects that ultimately determine both their learning and language learning proficiency. Garbati and Mady (2015) traced some of the most important research journals in the field of language teaching. From this exercise, the researchers extracted a series of strategies that were mentioned frequently in these investigations.…”

Promoting the development of oral language skills in primary French immersion.

“…The challenge with CBI is how to effectively balance both content and language instruction, to develop language proficiency in French as well as to develop oral language skills as a foundation for literacy (Soucy, 2016). In a French immersion primary classroom, the French language is the medium for instruction; however, because of its importance for achievement in literacy, the second language cannot simply be the medium for instruction, it must also be the focus of instruction Castro et al, 2011;Garbati & Mady, 2015;Soucy, 2016).…”

“…Various suggestions for pedagogical practice are provided (e.g. explicit teaching, scaffolding, providing authentic encounters, planned and spontaneous presentations, task planning, fluency activities, questioning, role-play, and assessment (Garbati & Mady, 2015).…”

“…The French immersion context involves a content-based approach to learning where the language is the medium for instruction (Roy, 2008). However, because of its importance for achievement in literacy, the second language cannot simply be the medium for instruction, it must also be the focus of instruction Castro et al, 2011;Garbati & Mady, 2015;Soucy, 2016). This project focuses on how teachers can effectively promote the development of oral language skills as a foundation for literacy in primary French Immersion classrooms.…”