My+First+draft

[|Brainstorming]
Motivation, skills, students, context, activities, techniques, emotions, likes, creativity, experiences, attractive, strategies, learning styles, colaborative work, confidence, respect, students´ anxieties and needs**//.//**

[|Sentence outline]
[|Thesis statement] Because students are not motivated to speak in English during the class, teachers use motivation as a tool for teaching speaking through a variety of teaching techniques such as sharing personal experiences, talking about common and interesting topics, and creating attractive context for speaking activities.

I. Introduction paragraph

I.Sharing personal experiences as teaching technique encourages students to speak in English during the activities. a. Daily life topics b.Students´ anxieties and needs

II.When the topics of the speaking activities are interesting and they attract the attention of the students to take part of them. a. Critical thinking b. Self- confidence

III. In order to motivate students speaking more during the English class creating attractive context for activities creates the appropriate environment to participate. a. To develop social and cultural skills b. To provide real situations of the language use

IV.Conclusion

**Using English Teaching Techniques to motivate students´ participation in Speaking activities**
by Marcela Macías Luévano

“The speaking skill as one's own ability to express all visions, thoughts and feelings fluently and correctly using verbal utterances” (Mujawer, 1997, p. 25). English students are good at writing, reading, or listening but the most useful skill to communicate is speaking; however it is not easy to encourage students to communicate through this skill. Speaking in front of the whole class most of the __time, is__ a difficult activity to performed in class, even when students are using their mother tongue. **//__Sentence fragment.__//** Now, imagine this situation in an English class when it becomes more complicated due to lack of fluency, vocabulary, among others. Speaking in English is not considered an easy skill to develop because it involves a lot of practice. Because students are not motivated to speak in English during a class, teachers use motivation as a tool for teaching speaking through a variety of teaching techniques such as sharing personal experiences, talking about common and interesting topics, and creating attractive context for activities.

Sharing personal experiences as a teaching technique encourages students to speak in English during the activities. Restrepo (1998) shows that the students are open to share their daily schedules because they are familiarized with the topic and they let themselves be known by other students. Even teachers take advantage of it because students tend to show off and it is motivating for them (as cited in Goldstein, Bunta, Lange, Rodriguez, & Burrows, 2010). When students perform a speaking activity, it becomes easier if it is related to daily life topics because in this way they realize that __the target language works as their mother tongue.__ **//__Reword to make this clearer.__//**__They communicate others__ their personal experiences and it is the function of the languages. __In order to be attractive the learning process teachers take into consideration the students ‘anxieties and needs such as; attractive and interesting classes´ topics for them.__ **//__Sentence fragment.__//**

When the topics of the speaking activities are interesting they attract the attention of the students to take part of them. Gadzella and others (1996) demonstrated that when students are exposed to current and refreshing topics in a class, they try to share their opinions. They develop their critical thinking because they want to demonstrate that they are updated**//.//** **//__Add a connector here.__//** They have something interesting to share about present topics. It is easier for students to talk about something that is relevant in their lives due to the knowledge that they have about it and in the same way students become interesting from their classmates which helps on their self-confidence. Self-confidence is an aspect that teachers take into account and it is promoted in speaking activities which include contexts where they get identify.

In order to motivate students speaking more during the English class creating attractive context for activities creates the appropriate environment to participate. Keddie (2004) establishes that the appropriate contextuality in a class can be a vital tool to develop social and cultural skills which means that by nature we are social beings so we need to speak with others in order to communicate but the context is the guide to be successful. In an English class __teacher have__ to provide the guide in this case the proper context for being in the same channel. An attractive context is a useful teaching technique due to transmission and perception in the English language use for students. When students get familiarized with social context exposed in an English class, they are motivated to take part in a speaking activity.

As a conclusion, speaking skill is the most awkward to develop in an English class even when it is a social skill which means that comes naturally because it needs the appropriate teaching techniques such as sharing personal experiences, talking about common and interesting topics, and creating attractive learning process. The process of learning a new language is not easy at all; it involves a lot of disposition and effort; however, the English teachers have the knowledge and the techniques to make this process easier. All these teaching techniques to enhance development of language skills to communicate is thought on the students’ needs and anxieties. In a particular way, speaking is the most representative skill of communication. However,. In few words students only need to be part of the class through real and social situations as in their use of the language.


 * References**

Goldstein, A., Bunta, F., Lange, J., Rodriguez, J., & Burrows, L. (2010). The effects of measures of language experience and language ability on segmental accuracy in bilingual children. //American Journal of Speech-Language Pathology 19//(3). pp. 238-247.

Hayes, K., & Devitt, A. (2008). Classroom discussions with student-led feedback: __a__ useful activity to enhance development of critical thinking skills. //Journal of Food Science education4// (7). pp.65-68.

Keddie, A. (2004). Research with young children: the use of an affinity group approach to explore the social dynamics of peer culture. //British Journal of Sociology of Education 25//(1). pp. 35-51.

Weshah, A., & Tomok, N. (2011). The impact of a training program based on pedagogical knowledge on improving the speaking and writing skills teaching practices of female English language teachers. //Reading Improvement, 48//(4). pp. 179-194.

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