Teaching speaking is an area of language education which is frequently neglected in English classes in Turkey. This dissertation reports on an action research study designed to address this problem. The study involved data collection through interviews, questionnaires, and observations, as a way of eliciting students’ views as a means to improve speaking classes and to outline the impact of student negotiation on students’ classroom participation and performance. The research, conducted in the ELT Department at a university in Turkey, comprised three different stages. In the first reconnaissance phase, initial data were collected to understand the classroom context. This informed the second stage, comprising eight weekly-based interventions that involved planning, action, observation and reflection, in which students were given a voice and classroom activities were designed accordingly. In the third stage, the final data were collected to understand the effectiveness of student negotiation. According to the findings, students wanted more opportunities to practise spoken language in class. Student negotiation allowed for the design of classes according to students’ needs and wants, with students becoming more motivated to engage in classroom activities. This led to the development of more positive attitudes towards speaking classes, and more positive perceptions of their speaking ability were reported at the end of the term, together with increased classroom participation, greater willingness to communicate, higher self-esteem, and lower levels of anxiety. The findings also suggested that student negotiation is likely to impact on students’ and teachers’ professional development. The study has a number of implications for both the teaching of speaking and for research: it demonstrates the significance of student engagement in classroom activities, made possible through designing activities which take into account students’ views and perceptions. Student negotiation and attention to students’ needs and wants would appear to promote a high level of student participation, increased motivation and more positive attitudes towards speaking classes. Further research studies, and specifically, more action research, should be conducted in Turkey to generate practical implications to improve classroom practice.

The current study is an attempt to provide insights into the nature of tensions and consistencies between teachers’ belief-practice relationships and how these impact on teaching practices. The study aims to address three main research gaps. Firstly, it explores EFL teachers’ belief-practice consistency level in relation to the teaching of speaking, an understudied curricular domain. Secondly, the phenomenon is examined from two major perspectives: teachers’ perceptions of their own pedagogical contexts and their core-peripheral belief systems, thus using a multi-perspective approach which is usually not the case with other studies in the field. Finally, the study took place in Kazakhstani secondary school EFL classrooms, a geographical context which has not featured at all in the language teacher cognition literature to date. Using a multiple-case design and multiple methods of data collection, the research project explored the relationship between four EFL teachers’ stated beliefs and classroom practices in relation to the teaching of speaking. The teachers were interviewed and observed over a period of nine months. The findings provide evidence of how speaking instruction unfolded in the classroom and the multiplicity of factors which shaped teacher decision-making and behavior. Specifically, the insights from my study highlight the impact of a) teachers’ perceptions of their pedagogical contexts, b) their core and peripheral beliefs, and c) the interaction of all these factors on the enactment of their speaking instruction beliefs. These findings carry important implications for the field of language teacher cognition, and for teacher education and professional development.

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This thesis focuses on the opportunities for developing speaking skills in teaching Czech for foreigners at the B1 level. In its theory section, historical and contemporary approaches in language teaching are introduced with special attention given to speaking skills and communicative language teaching. Subsequently the thesis presents an overview of the present state of research in the field of speaking as a process and a complex skill and a classification of speaking activities. The requirements placed on the oral communication of the students at B1 level by the Common European Framework are also laid out. In the analysis, selected textbooks of Czech for foreigners are examined to determine what opportunities the textbooks offer for the development of speaking skills. At the conclusion of the analysis the respective textbooks are compared and improvements to existing speaking activities are proposed to meet the findings of the modern language teaching methodology.

This master's thesis study is devoted to the features of teaching speaking students of creative specialties. The structure of the work consists of two chapters: theoretical and practical. The theoretical part discusses the main directions in teaching students to speak at non-linguistic faculties, age and psychological characteristics of students in secondary vocational education institutions and the most common methods and techniques for teaching speaking. The second chapter on the basis of the educational-methodical complex of exercises for teaching speaking of this group of students is described, created in addition to the main textbook. Experimental-search proved the effectiveness of using such a manual in English lessons for students of creative specialties, such as music and acting. Some provisions of the dissertation research are presented and published in the scientific article "The possibilities of musical art in mastering the English language by students of creative specialties" in the scientific journal "Meridian" under the editorship of Yu. I. Zhegusov in January 2020. / Данное магистерское диссертационное исследование посвящено особенностям обучения говорению студентов творческих специальностей. Структура работы состоит из двух глав: теоретической и практической. В теоретической части рассматриваются основные направления в обучении говорению студентов на неязыковых факультетах, возрастные и психологические особенности обучающихся учреждений среднего профессионального образования и наиболее распространенные методы и приемы по обучении говорению. Во второй главе на основе описывается учебно-методический комплекс упражнений на обучение говорению данной группы студентов, созданный в дополнение к основному учебнику. Опытно-поисковым путем доказана эффективность использования такого пособия на уроках английского языка у студентов творческих специальностей, таких как музыка и актерское мастерство. Некоторые положения диссертационного исследования представлены и опубликованы в научной статье «Возможности музыкального искусства в освоении английского языка студентами творческих специальностей» в научном журнале «Меридиан» под ред. Ю. И. Жегусова в январе 2020 года.

Данная работа посвящена исследованию цифровой технологии “Digital storytelling” в обучении говорению на английском языке учащихся начальных классов в рамках проектной деятельности. Актуальность исследования обусловлена необходимостью выявления новых путей развития и пополнения средств обучения, направленных на улучшение навыков говорения в обучении английскому языку. Объект исследования – процесс обучения монологической речи на иностранном языке в начальной школе. Предмет исследования – цифровая технология “Digital storytelling” при обучении монологической речи на иностранном языке. Цель исследования – выявление, определение и обоснование особенностей использования цифровой технологии “Digital storytelling” в обучении монологической речи на иностранном языке учащихся младшей школы. / This work is devoted to the study of digital technology "Digital storytelling" in teaching English speaking to primary school pupils during the project activities. The relevance of the study is determined by the necessity to identify new ways of development and updating of means of education aimed at improving speaking skills in teaching English. The object of the research is the process of teaching monologue speech in a foreign language in primary school. The subject of the research is the digital technology “Digital storytelling” in teaching monologue speech in a foreign language. The goal of the study is to identify, define and substantiate the peculiarities of using the digital technology “Digital storytelling” in teaching monologue speech in a foreign language of primary school pupils.