Page 12 - The SpeakTeach method - Esther de Vrind

Chapter 1. General introduction
1.1 General introduction
Communication skills in foreign languages are of great importance for our functioning in all parts of society and for our functioning in the international context. Not only because of international economic interests (see e.g. Fenedex, 2007), but also because, as a member of a multicultural and globalized society, it is important for each individual to be able to communicate in other languages. It opens the way to world citizenship and leads, together with the development of intercultural competences, to understanding and openness towards people with a different cultural background (Council of Europe, 2001; Meesterschapsteam Moderne Vreemde Talen, 2018; Onderwijsraad, 2008).
For these reasons, speaking skills1 in foreign languages are one of the important components in curricula and examinations programmes all over the world, in both general secondary education and pre-university education. Many stakeholders consider becoming autonomous foreign language learners2 to be an important goal for students so that they can continue their language development (e.g. College voor Toetsen en Examens, 2020; Council of Europe, 2001; Holec, 1981; Lee, 1998; Little, Dam & Legenhausen, 2017). Autonomous language learners are able to self-regulate their own foreign language skills and take increasing responsibility for their learning in order to continue language development (Lee, 1998). That requires the students to have insight into their own learning process and, with respect to speaking, insight into what is needed to improve their own speaking skills. Students must learn to evaluate their performances, set targets, make plans to achieve those targets, learn to execute their plans and evaluate them, after which the cycle can be completed again (e.g. the teaching-learning cycle in the autonomy classroom, Little et al., 2017).
An autonomous learner is able to fulfil all these activities independently. However, most students need to be supported in learning to self-regulate their speaking skills. This support should be adaptive to the students, which means that the students receive the help they need (no more and no less) and that support is phased out gradually until they are able to self-regulate independently (e.g. Sadler, 1998). Teachers have to tailor feedback and adjust learning activities but adapting to their students’ learning needs is a very complex process.
1 The general term ’speaking skills’ as used in this dissertation includes conversation skills and monologues (giving presentations) in foreign languages.
2 In this dissertation ‘learner’ and ‘student’ are used as synonyms.
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