Speaking en la enseñanza del inglés en el aula

Abstract

Teaching speaking in the classroom is one of the most important aspects of foreign language education, as it is a fundamental skill that allows students to communicate effectively in everyday and professional situations. However, teaching speaking in the classroom can be a challenge for teachers, especially when faced with young students with different levels of ability and different learning styles. Case study research is a qualitative research methodology that has been used to explore the effectiveness of teaching speaking in the classroom, as this approach allows researchers to delve into the details of a specific case and obtain a more complete understanding of teaching and learning processes.

In this sense, it is important to have a rigorous and effective research methodology to evaluate pedagogical practices and determine their impact on the development of students' oral communication skills. Therefore, the use of a methodological approach that seeks to gather and analyze data in order to find significant contributions of pedagogical practices to the development of speaking is essential, as it allows researchers to collect relevant and reliable data on pedagogical practices in the classroom, as well as evaluate the effectiveness of these practices in improving students' speaking skills. The data collected may include information about teaching techniques used, student participation levels, quality of interactions between teacher and students, among other aspects.

Among the findings is that the articulatory phonetics technique focuses on the production of precise sounds in the foreign language, which helps students improve their pronunciation and communicate more effectively. This research seeks to analyze, compare, and describe those pedagogical practices that truly contribute to English communication skills, based on the strengthening of communication in students both inside and outside the classroom through meaningful learning.