Essa é a presentação para a jornada científica de 2013 na Universidade Pedagógica – Manica. Sigeup Matandaudje produções.

1. Amone Matandaudje
Feliza João Francisco Mizé
Scientific Workshop , September 16-20,2013

2. Problem
 Students from Secondary Schools finish grade 12 without
speaking English

3. Background Of The Study
 What hinders or stops students from succeeding in
speaking this language in class and or after completing
grade 12?

4. Statement Of The Problem
 We live in an educational world where orality is seen as a
‘necessary, positive, personal characteristic’ (Harmer 1991:7)
Worldwide expansion of English has increased this demand
to acquire good communication skills in English.

5.  These students tend to wonder why they cannot speak
English well, because their compulsive efforts do not lead to
their intended performance.

6. Objectives Of The Inquiry
By the end of this presentation, participants will be able:
 To figure out the factors why students are not able to speak English
after finishing grade 12 and ways of overcoming them;
To increase understanding of current trends for learning and
teaching English in Mozambique;
To analyse the teachers appropriateness in their use of English
teaching methods and materials;
To pinpoint several factors and obstacles related to why these
students fail dismally to interact proficiently in English after grade 12

7. Literature Review
Speaking skills (producing speech)
 Irene (2009:244) states that, speaking is a specific competence
applied in activities which are processed orally in an organised
environment
 Harmer (2007:345) points out that the main problem which is
faced in speaking skills is the natural reluctance of some students
to speak and take part.
 Irene (2009:25) criticises that speaking can be seen in different
ways but commonly it can be considered as communication
practice or the most natural and effective way of learners to
practise.

8. Communicative Activities
According to Scrivener (2005:146), there are some activities in
which the teacher and the learner mainly talk together.
Communicative Competence
 Is the ability to use the language correctly and
appropriately to accomplish communication goals.

9. Research Design
 To observe some lessons, to interview teachers,
headmasters, students and some members of the Ministry
of Education, especially those of English Department.

10. Population
Samora Moisés Machel -Chimoio; Grade 12 English lessons
Five classes, i.e. three hundred and fifty students.
Teachers, the headmaster, and the head of English
department will be included.

11. Sampling and Sampling Procedures
In an effort to collect more information, the researcher will get
into contact with approximately 400 people, who will include
students and teachers, estimating that they might have
different opinions related to the presented topic.
Research Instruments
1. Interviews
2. Questionnaires
3. Observation

12. The End
THANK YOU SO
MUCH!

13. Selected References
 GOFFMAN, cited by LIDDICOAT, Anthony J, An Introduction to
Conversation Analysis, 2007
 HARMER, Jeremy, How to teach English, new edition, Addition
Wesley Longman, Pearson Limited, Essex, En, 2009
 HARMER, Jeremy: The practice of English language teaching,
Person Longman, Britain. 2007
 HARMER, Jeremy, The Practice of English language, 2nd edition,
Pearson Education Ltd 1991
 LIDDICOAT, Anthony J, An Introduction to Conversation
Analysis The Tower Building Maiden Lane 11 York Road Suite
704 London SE1 7NX New York, NY 10038, 2007

14. Reference (continued)
 MENDES, Irene, ELSA, White Pereira’, Portuguese
Grade 11, Mozambique, Text Editors, Ltd., 1 Edition
2009
 SCRIVENER J, Learning Teaching, Macmillan Series,
Educational Evaluation and Policy Analysis,
Community College Press, 2005.