Gibbons (2015) writes that speaking is considered as the most important skill in language learning. However, Lundahl (2014) states that there are some pupils, in year 4-6, in Sweden who do not speak during the English lessons. Thus, the aim of this study is to find out what the reasons behind EFL pupils' unwillingness to speak English are. Furthermore, teaching strategies to overcome pupils' speaking anxiety are investigated. There are many studies that investigate the underlying reasons. The data collection, for this thesis, consists of interviews with some student-teachers at Malmö University. The results showed that traditional teaching methods along with fear of making linguistic errors are two of the main reasons. In addition, negative evaluation from peers and fear of producing grammatically incorrect sentences are also factors that contribute to some pupils’ anxiety over speaking English. According to our interviewees, the implementation of a safe, supportive and communicative environment in the classroom is crucial for encouraging and motivating pupils in language learning. Providing different authentic communicative tasks, songs, stories, and games that are related to pupils' lives and interests, as well as their needs and knowledge levels, are some of the strategies employed by some teachers.

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.