Pedagogical Obstacle of Teachers in Teaching Oral Skills at Secondary Level in Bangladesh

Abstract

Oral skills have an important place in language programme. Because of its’ prominence, Ministry of Education in Bangladesh introduced CLT approach in 1996 at secondary level for developing students’ four basic skills. So, speaking and listening skills (in English language) have got the priority in curriculum and policy. Otherwise, only reading and writing skills were emphasized previously. But one of the major a problem in this context is that Bangladesh is monolingual. English is considered as a foreign language in this country. As a result, it becomes really difficult for the teacher to motivate the students to use English outside the classroom for practice. Moreover, the curriculum and syllabus has emphasized on four skills in written, the oral skills are still not in practice even in the classroom. That’s why the researcher has tried to explore the pedagogical obstacles of the teachers who are teaching English focusing on speaking and listening skills at secondary level in Bangladesh. The findings have showed that majority of the teachers follow CLT approach and GTM method simultaneously to conduct English classes. Teachers who take the English classes did not complete their graduation in English rather they are graduate on other subjects. As the oral skills are not included in examination; students, teachers and institutions are reluctant to emphasize on these two skills. Majority of Teachers said that the education policy has to include the oral skills in the examination for developing students’ four skills. The authorities of their institutions have to be strict to the teachers’ lecture on English and emphasize on speaking and listening in English throughout the English classes. So, it will develop the students’ oral skills and students will become competent in oral skills as well.