PREPARING PRE-SERVICE TEACHERS FOR EFFECTIVE MONOLOGUE SPEECH IN ENGLISH
Keywords:
pre-service teachers, monologue speech, English language teaching, teacher training, public speaking skills, oral communication, classroom discourse, speech fluency, pronunciation, confidence building, performance-based assessment, communicative competence, teacher preparation, language pedagogy, reflective practice.Abstract
This study or discussion explores the strategies, methodologies, and pedagogical practices involved in equipping pre-service teachers with the skills needed for delivering effective monologue speeches in English. Monologue speech where one speaks uninterrupted on a topic plays a critical role in classroom teaching, particularly in language instruction and teacher-centered activities. The focus is on enhancing linguistic competence, speech organization, fluency, pronunciation, confidence, and audience awareness. The research may incorporate elements of communicative language teaching (CLT), task-based learning, and performance-based assessment to evaluate speech effectiveness. Emphasis is also placed on overcoming anxiety, fostering self-reflection, and providing constructive feedback during teacher training programs.
References
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge.
Richards, J. C. (2011). Competence and performance in language teaching. Cambridge University Press.
Savignon, S. J. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher education. Yale University Press.
Thornbury, S. (2005). How to teach speaking. Pearson Longman.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press.
Downloads
Published
Issue
Section
How to Cite
