PERCEPTION OF STUDENTS ’ PARTICIPATION IN-CLASS SPEAKING ACTIVITIES

PERCEPTION OF STUDENTS PARTICIPATION IN CLASS SPEAKING ACTIVITIES
CHAPTER ONE
INTRODUCTION
Background of the Study
With the new framework of learner- centered approach and the advent of Communicative Language Teaching in the realm of teaching English as a foreign language, students’ oral skills and their active participation in class activities have come to take on added importance. Following the communicative approach, teachers are anxious to get their students to talk as much as possible in their classes. Studies on what constitutes a ‘good language learner ’ have found that ‘learners who raised their hands more and more often responded to teacher elicitations did better on tests than other learners’(Naiman et al. 1978, cited in Breen 2001,p.121). Moreover, in the specific case of students majored in teacher education, research has shown that willingness to actively participate in class will not only influence the view teachers have of their students at school level, but also on how graduate teachers will be perceived by their own students and colleagues (Richmondand McCroskey 1998).
Language activities in the classroom play as an environment for students to learn effectively language materials; and activities in speaking lessons are of no exception. Klippel (1984) shares this viewpoint when he defined that activity is used to refer to any operation which is used to consolidate language already taught or acquired and which occurs during the free stage of a lesson or students can produce meaningful and authentic utterances without the controlling influence of the teacher or the course.

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