How to Improve
Your Spoken
English
Advice for Struggling Students
Written by F.J. Noonan
How to Improve Your Spoken English
2
Table of Contents
INTRODUCTION ............................................................................................ 3
Aptitude ................................................................................................ 3
Motivation .............................................................................................. 3
More than Diligence .............................................................................. 5
COMPREHENSIBLE INPUT .......................................................................... 7
A Brief History of Linguistic Theory ..................................................... 7
Listening ................................................................................................. 8
Gaining Access to Comprehensible Input ............................................ 9
Strategies ............................................................................................... 11
THE ROLE OF COMMUNICATION .............................................................. 13
Why is Communication Helpful? .......................................................... 13
Whom Will I Speak With? ..................................................................... 14
Finding Opportunities to Interact ……………………………………….. 15
Strategies ............................................................................................... 16
Saving Face ............................................................................................ 17
LEARNING GRAMMAR .................................................................................. 18
Tips for Grammar Study ....................................................................... 19
CONCLUSION ................................................................................................. 20
REFERENCES ................................................................................................. 21
How to Improve Your Spoken English

3
INTRODUCTION
Every college student in China seems to be studying English. I see them
listening to radio programs on their dormitory bed, studying the dictionary in
the back of the classroom, and completing grammar exercises in the cafeteria.
But still, these same students come to me and ask the same question:
“Teacher . . . my spoken English is very poor. How to improve my spoken
English?”
This short book is my answer to their question. This book will reference
modern research, but it is not a book for scholars. This book will contain
information that will benefit English teachers, but it is not a book for
teachers. This is a book for you, the student.
In my reading, much of the literature concerning language acquisition theory
and research are designed for teachers. This is great for teachers. And I’m
sure many students have benefited from this if their teachers have read
them. However, I believe students should not be dependent solely on the
ability of the teacher. I desire to give knowledge to the students themselves
so that you will be empowered to take charge of your own learning.
This knowledge is not given so that you can criticize your teachers. No matter
who your teacher is; no matter what he does in the classroom, you can learn
from him. My hope is that you will eagerly learn from whatever type of
instruction you receive in the classroom, and then use this knowledge to
guide your self-study efforts outside of the classroom.
Aptitude
First, let me be frank. There is no magic formula to become a fluent speaker
of any language. One of the reasons this is so is that each individual is
unique. Students learn differently. Moreover, just as some students are
better at basketball or math than other students, some students are better at
studying foreign languages than other students. One’s natural ability to learn
another language is called language aptitude. The higher your language
aptitude; the easier it will be for you to learn a foreign language. The lower
your language aptitude; the harder it will be. However, no matter what your
language aptitude, everyone is able to make progress.
Motivation
Motivation. The reason why we study. Though researchers describe
numerous subtleties, two types of motivation reoccur throughout the
How to Improve Your Spoken English

4
literature: instrumental and integrative motivation. Instrumental motivation
is one in which the learner desires to use the language as a tool to achieve
some desirable ends. In contrast, an integrative motivation is one in which
“learners may choose to learn a particular L2 because they are interested in
the people and culture represented by the target-language group” (Ellis,
1997, p75). In various contexts, both motivations have proved important. Of
course, students can have both types of motivation at the same time.
Many students in China have a weak-instrumental motivation for studying
English. They just want to pass the CET-4 so they can get their bachelor’s
degree. Others have a strong-instrumental motivation. They study because
they want to acquire a good job or study abroad. Some study English for
integrative reasons. They simply enjoy it and want to make new friends. I
recently conducted a survey among 33 successful and 33 non-successful
English language learners in China. It produced the following results:
Question: What best
describes your motivation for
learning English?
Weak-
Instrumental
(pass test)
Strong-
Instrumental
(get job, study
abroad)
Integrative
(make new
friends,
enjoyment)
Successful Learners 9.09 % 24.24 % 54.54 %
Non-successful Learners 42.42 % 39.39 % 6.06 %
[12.12% of both successful and non-successful learners claimed they studied
for “no reason”.]
Debate surrounds the question of whether success is the result of one’s
motivation or one’s motivation is the result of success. Nevertheless, these
results are suggestive. Students who study only for the sake of passing a test
are highly unlikely to be successful. Strong instrumental motivations are
better. In this study, however, it appears that students with an integrative
motivation are most likely to be successful.
As one student responded, “If you learn English but can not speak it fluently,
you are like a blind being on the street. You [will] lose many precious
opportunities to enjoy the beauty of this world. You are kept inside a dark
box. But if you speak [English] well, you will learn about culture, people and
life. You feel your life colourful and meaningful. You are not isolated.”
Before you finish the rest of this book, you ought to ask yourself, “Why am I
learning English?” If you are only learning so that you can pass some test,
you might as well stop here. First, you must realize that English is a key that
unlocks doors to opportunities. Opportunities for jobs, travel, new friends,
and much more!
How to Improve Your Spoken English
5
More Than Diligence
Everyone believes that one must be diligent to learn English well. However,
in my research I found that the diligence of the student is not as great a
factor as one would expect. In fact, there was little difference between the
diligence (according to their own perceptions) of successful and non-successful
English students, as shown in the following chart.
Question:
How would you
describe your
diligence in
studying
English?
A: Extremely
diligent – I
followed my
study plan all of
the time.
B: Very
Diligent – I
followed my
study plan most
of the time.
C: Sometimes
diligent – I
followed my
study plan
sometimes, but
often I was too
busy with other
things.
D: Not
Diligent – I
only studied
when I wanted
to and wasn’t
busy with
something else
Successful
Learners
9.09 % 33.33 % 42.42 % 15.15 %
Non-successful
Learners
6.06 % 30.30 % 51.51 % 15.38 %
Possibly many of the successful learners actually were more diligent than the
non-successful learners. But this at least shows that whether or not learners
feel they are diligent or not is of little consequence to the success of their
English study. 36.36 % of the non-successful learners feel they have studied
extremely or very diligently for two years or more but still speak English
poorly. In contrast, 57.58 % of successful learners described themselves as
only sometimes diligent or not diligent at all, yet they speak English very
well. Why do some very diligent students speak English poorly, while other
un-diligent students speak English well?
Perhaps the story of Yu Gong, the foolish old man who moved the mountain,
illustrates the point. English is your mountain. If you want to learn English
well, you should have Yu Gong spirit, diligence. But there is another side to
this story. According to the story, an angel has mercy on Yu Gong and moves
the mountain for him. How we all wish an English angel would come down
and give us the gift of English fluency!
However, this is just a fable. Left to his own method, Yu Gong would not have
lived to see his mountain moved. His children’s children’s children would
have had to work continually to reach the goal. It simply would have taken
too long. Though Yu Gong possessed diligence, he lacked wisdom. If he had
simply moved his house, he would have accomplished his goal much sooner
and spared his family a lot of unnecessary hardship.
How to Improve Your Spoken English

The same is true for learning English. It is not sufficient simply to study a
lot, one must study the right way. If one wants to learn English well, he must
have the Foolish Man’s spirit, but the Wise Man’s method.
The rest of this book will help you develop a wise man’s method.
I suggest that you will acquire language best when you study in such a way
that you 1) listen to large amounts of comprehensible input, 2) have
opportunities to use the target language to communicate with others, and 3)
support your learning with some grammatical learning (focused on making
input comprehensible and developing awareness).
How to Improve Your Spoken English

7
COMPREHENSIBLE INPUT
I suggest that you will acquire language best when you study in such a
way that you 1) listen to large amounts of comprehensible input, 2) have
opportunities to use the target language to communicate with others, and 3)
support your learning with some grammatical learning (focused on making
input comprehensible and developing awareness).
A Brief History of Linguistic Theory
For much of the 20th century in the West, language researchers thought that
children learned language simply by forming habits, by imitating what was
heard. In response to this, Noam Chomsky declared that language was too
complex to be learned simply through imitation. Furthermore, if children
were simply imitating what they heard, how could researchers explain the
mistakes of children? It appeared that children were making mistakes
because they were applying “rules” where they did not belong, producing
speech like “you hurted me.” A phrase they would never hear in their
environment. Apparently children did not simply imitate speech, but were
actively constructing “rules” in their mind from the input they received to
govern their speech. More importantly, they did not receive enough
information about language in their environment to give them all the
knowledge they needed to know the things that they knew about language.
How could children do this? Chomsky hypothesized that humans are born
with a “language acquisition device.” This device is a part of the brain
designed specifically for language acquisition and is separate from its other
parts. He believed all that was needed to get this device to start working, was
input, exposure to language.
Later, researchers began noticing that second language learners also
produced language that contained mistakes, yet these mistakes were not
arbitrary but governed by “rules.” However, these “rules” could neither
simply be attributed to the influence of the native language nor the target
language. Researchers refer to this system of rules as “interlanguage.” This
interlanguage is transitional. As learners grow in the language, their
interlanguage system becomes more and more similar to the target language.
In other words, as they make progress their language becomes more and
more correct. This “series of interim systems that a learner constructs in the
process of acquiring an L2 [second language]” is called the “interlanguage
continuum” (Ellis 1997).
How to Improve Your Spoken English

Listening
Stephen Krashen (1985) proposed the Input Hypothesis. The Input
Hypothesis claims that learners make progress in English acquisition
through exposure to comprehensible input. Comprehensible input is defined
as “understanding input that contains structures at our next ‘stage’ –
structures that are a bit beyond our current level of competence” (Krashen,
1985, p2). This is often designated with the equation “i + 1”. The “i”
represents the learner’s current competence in the second language; the “+ 1”
symbolizes the features of the input that are beyond the learner’s
competence, and which he is developmentally ready to acquire. Accordingly,
input that is either too simple or complex will not help a learner make
progress in spoken English. To explore this, I asked the following questions
with the following results:
Question: On an average day
of study, how much time did
you spend LISTENING to
spoken English?
Less than 1 hour
1 hour or more
Successful Learners 36.36 % 63.64 %
Non-Successful Learners 81.81 % 18.18 %
The results are clear. The great majority of successful English language
learners in this study 1) listen to English for 1 hour or more and 2) listen to
the right kind of input, input where they can understand the main idea but
not some parts. There are many aspects of the full Input Hypothesis that are
seriously questionable. Nevertheless, I believe it is safe to claim that
exposure to comprehensible input greatly benefits the language learner.
On the other hand, 57.58 % of non-successful learners are listening to this
same type of input. Why are they still poor speakers? Most likely, the amount
of time spent listening to this kind of input is insufficient to achieve a higher
Question:
How well did you
understand MOST of
the English you
listened to while
learning English?
A
I
understood
all of it
easily.
B
I understood the
main message but
didn’t understand
some parts.
[comprehensive i +
1 input]
C
I
understood
only some of
it with great
difficulty.
D
I could not
understand
what was
said except
for a few
words.
Successful Learners 15.05 % 84.85 % 0 % 0 %
Non-successful
Learners
0 %
57.58 %
36.36 %
6.06 %
How to Improve Your Spoken English

9
level of proficiency, as indicated by the previous question. Finally, 42.42% of
non-successful students are not only spending too little time listening, the
time they do spend is not much use because the input is too difficult for them
to comprehend.
Gaining Access to Comprehensible Input
Perhaps you are convinced that comprehensible input is indeed important,
but you think “How can I gain access to comprehensible input?” There are
many things you can do.
The Internet
The internet can be a rich source of free input. The following websites are
loaded with input:
• Randall’s ESL Listening Lab - http://www.esllab.
com/index.htm. This website has short passages, grouped by
level (easy, medium, and difficult). It has pre-listening warmups
and questions to quiz your comprehension.
• The English Listening Lounge -
http://www.englishlistening.com/. This website also has short
passages grouped according to difficulty with comprehension
questions. However, only a few passages are available for free.
To get full access, you must pay $20 dollars a month.
• Story Archives - http://literacynet.org/cnnsf/archives.html. This
website has many news stories. Perhaps more appropriate for
high-intermediate or advanced students. It has audio and video
options. Contains both vocabulary and comprehension questions.
• Brian Teaman’s Virtual University - http://home.hiroshimau.
ac.jp/~teaman/vu/index-e.html. This website is really cool. It
has video interviews with English speaking people from all over
the world. It is full of vocabulary, comprehension questions, and
more.
• Arlyn Freed’s ESL/EFL Listening Resources -
http://www.eslhome.com/esl/listen/#nonauthentic. This website
does not contain listening resources but provides information
about several websites that contain listening resources. Some
are designed for EFL students and some are not.
How to Improve Your Spoken English

10
Radio
Many students in my study, both successful and non-successful speakers,
listened to radio broadcasts, such as the VOA (Voice of America). This can be
a good thing, especially for very advanced students, but one must be careful.
The stories on the VOA are often very difficult; and since they are on the
radio, you only get to hear them once. Most students will not comprehend
enough of each story for this activity to be helpful. Of course, one can still
listen to the VOA, but it should not be the primary source of listening input.
TV/Movies
Many students also watch English TV and movies. Sometimes these are
better than radio because they contain pictures. Pictures are helpful because
they can help make the input more comprehensible. The problem with TV
and movies is that they are often long and difficult, so that you may lose
concentration and comprehend little of what is said. Perhaps the best way to
view TV shows and movies is to view them in short periods. With friends, you
can predict what you think will happen, then watch the segment, and finally
discuss it. You can watch the segment again and again. Also, if you have a
transcript of the program, you can read it to check your comprehension.
Also, you must not simply read the Chinese subtitles while trying to
comprehend spoken English in movies. If you do, most likely you will ignore
the English input and severely weaken the benefits of the activity.
Crazy English
Many students also listen to Crazy English. These are great short segments
of language concerning topics that many students are interested in. The great
thing is that you can listen to the passages as many times as you need to.
Plus, the transcript is available with English grammar tips.
Purchased Materials
Perhaps some of the greatest (but also most expensive) forms of
comprehensible input are instructional books with cassettes/CDs. For
example, when I first came to China, I did not even know how to count to ten
in Chinese. Soon, however, I bought Chinese for Beginners with the
accompanying listening book and cassettes from the Beijing University and
Cultural Press. These materials are wonderful. They provided me with
vocabulary and grammar support to understand the reading and listening
passages. For one lesson, the same vocabulary and grammatical features
would be reinforced through several different listening passages about a
similar topic, such as “going to dinner” or “Chinese history.” Then the next
How to Improve Your Spoken English

11
lesson would build on this knowledge and introduce new vocabulary and
grammatical features while reinforcing the old ones. I studied my book,
listened to the cassettes, and answered the questions everyday and made
great progress in the Chinese language. My progress was greater than many
foreigners in China. However, I would not have progressed nearly as far if I
did not have these materials. If I only watched TV or listened to stories on
the internet, I do not believe I would now speak Chinese as well as I do.
A Word of Caution
All of these: radio, TV, movies, and Crazy English, can be wonderful sources
of comprehensible input. However, you must keep in mind your level and
what comprehensible input truly is. If you find yourself simply hearing
sounds and not comprehending the main idea of the passages, then your
listening practice is not helping you as much as it should. You can still
engage in these activities, but you need to use more strategies to help you
understand what you hear. Perhaps you need to look new vocabulary up in
the dictionary or listen to shorter sections of the passage.
The bottom line is that if you are not comprehending the main idea of your
input, you either need to employ more strategies (i.e. dictionary, repetition,
shorten length, etc.) to make it comprehensible or find different, simpler
sources of input.
Strategies
Strategies are helpful for comprehending a listening passage. When you are
listening, try the following:
Before Listening:
1. Look at the title of the passage and any pictures.
2. Ask yourself questions: What do you know about this topic? What do
you think this passage will be about? What information do you hope
this passage will tell you?
During Listening:
1. Focus your attention on what is being said.
2. Listen for the main idea.
3. Listen for key words and ideas.
4. Relate what you hear to what you already know. (Amato,1996, p55)
After Listening:
How to Improve Your Spoken English
.
12
1. Ask yourself: a) Did the passage match my guess? b) What did I
learn from this passage? c) Summarize the main idea of this
passage in 1-2 sentences.
2. Write down any new words you feel are important.
How to Improve Your Spoken English

13
THE ROLE OF COMMUNICATION
I suggest that you will acquire language best when you study in such a
way that you 1) listen to large amounts of comprehensible input, 2) have
opportunities to use the target language to communicate with others, and 3)
support your learning with some grammatical learning (focused on making
input comprehensible and developing awareness).
Listening to English will help everything. Listening will build your
vocabulary, improve your grammar, and even help your speaking. In fact,
there are some who believe that listening to comprehensible input alone is
sufficient to develop complete oral proficiency, as mentioned before. However,
though that may be possible, I do not think it is likely. On the contrary, I
believe that using the target language (English) to communicate with
another person greatly helps students acquire the English language. This
belief is confirmed by the results of my survey.
Question: In an average WEEK of study,
how much time did you spend using
English to communicate with a NATIVE
SPEAKER OF ENGLISH (For example: A
foreign teacher or friend)
1 hour or less More than 1 hour
Successful Learners 39.39 % 60.61 %
Non-successful Learners 84.85 % 12.12 %
The results of the survey show that a student is more likely to be successful if
he or she spends at least 1 hour or more each week using English to
communicate with a native speaker of English.
However, this information is not new for most Chinese EFL learners. They
are aware that communicating with a native English speaker will benefit
their English acquisition. The problem with most students is that they either
1) do not have opportunities to communicate with a native English speaker or
2) do not have the confidence to do so. I will address these issues later.
Why is Communication Helpful?
Many scholars believe that interaction, the act of communicating with
another person, plays a significant part in second language learning. First,
Michael Long believes comprehensible input is of great value, but believes it
is best received through interaction. This is because when a fluent speaker
and a less fluent speaker interact, they enter into a negotiation of meaning.
As they use the situational context, repetitions, and clarifications to
maximize comprehension, the more likely the learner will receive input just
How to Improve Your Spoken English

14
beyond his present competency, the i + 1 input (Ellis 1997, 47; Mitchell 1998,
128-129).
This process is also described in terms of Vygotsky’s Zone of Proximal
Development. The learner collaborates with the fluent speaker to scaffold
(utilize discourse, context, or comprehension checks) to produce utterances he
would not be able to produce on his own. Thus, learning (and input) takes
place at the Zone of Proximal Development, the place in between what the
learner could do independently and what he could not do even with help
(Ellis 1997, p48).
While Long focuses on the value of the input gained through interaction,
Merrill Swain (Ellis 1997) points out several benefits of learner output
(speaking) in interaction. First, with comprehensible input, meaning can
often be attained without paying attention to the grammar of the input. She
maintains output can help students notice a gap between what they say and
what they hear; thereby raising their consciousness that some of their
grammar is not correct. Second, output provides learners with incentive to
formulate and opportunities to test hypotheses. They can apply a rule to an
utterance to see if it leads to successful communication or elicits negative
feedback. Finally, learners often reflect on their own output, discussing
problems and potential solutions.
Many scholars agree that interaction, using the target language to
communicate with another person, is beneficial for a variety of reasons.
Whom Will I Speak With?
If you are fortunate enough to have the opportunity to speak with a native
speaker on a regular basis, please grasp it. But unfortunately, many students
do not have this opportunity. Whom will they speak with?
Aren’t there highly fluent non-native speakers for them to speak with? Such
as a Chinese friend who studied abroad, a relative who lives in Australia, or a
Japanese or Korean business person who speaks excellent English? Or more
importantly, what about fellow Chinese students?
I also asked students how much time they spent each week using English to
communicate with highly fluent non-native speakers or their classmates.
How to Improve Your Spoken English

15
Question: In an average WEEK of study,
how much time did you spend using
English to communicate with a HIGHLY
FLUENT SPEAKER OF ENGLISH
though he/she is NOT a native speaker of
English (For example: A Chinese English
teacher with great spoken English)?
A
0 hours
B
1 hour
or less
C
More
than 1
hour but
less than
3 hours
D
More
than 3
hours but
less than
6 hours
E
More
than 6
hours
Successful Learners 42.42% 18.18% 30.30 % 3.03 % 3.03 %
Non-successful Learners
42.42%
48.48%
9.09 %
0 %
0 %
Question: In an average WEEK of study,
how much time did you spend using
English to communicate with FELLOW
STUDENTS who are learning English
(For example: a classmate or an older
student)?
A
0 hours
B
1 hour
or less
C
More
than 1
hour but
less than
3 hours
D
More
than 3
hours but
less than
6 hours
E
More
than 6
hours
Successful Learners 24.24% 42.42% 21.21 % 12.12 % 0 %
Non-successful Learners
24.24%
48.48%
27.27 %
0 %
0 %
It seems there are more opportunities to use English than just with native
speakers. Yet Chinese students do not seem to be taking advantage of them.
This is a shame because most students can not afford to be silent while
waiting for opportunities to communicate with a native speaker. There
simply are not enough foreigners in China to give every student such
chances. Students, instead, must do what they can.
Finding Opportunities to Interact
Here are some ways to practice your English that do not require you to speak
with a foreigner:
• Speak with Fellow English Language Learners – I do not know
why so many students do not speak English with their
classmates. Most foreign teachers have students practice with
each other in class. So why would one not speak with a
classmate because he would rather wait for a foreigner? For
when he does get a foreign teacher, the teacher will instruct him
to speak with his classmates. I understand students are afraid
of listening to poor English and acquiring bad habits. But
remember, if you are listening to comprehensible input
diligently on cassettes or TV programs, you will still be hearing
native speakers everyday. In this case, the benefits surely
outweigh the dangers. In China, I knew of a class of students
that would often have an “English Day.” A day when they would
How to Improve Your Spoken English

16
only speak to each other in English. This type of activity can be
fun and helpful.
• Speak with Non-Native Speakers Who Speak English Well –
There are many Chinese, Japanese, and Korean teachers and
business people who speak English well. Perhaps they can speak
with you. Besides, if you get a job which requires you to conduct
international business, you will not just be speaking with native
English speakers. Many business deals all over the world are
conducted in English, even though English may not be the
mother tongue of any person at the meeting. Therefore, speaking
English with non-native speakers will not only help you acquire
English, but also will prepare you for international business
communication.
• Speak Over the Phone – Many Chinese friends I know have
relatives living in English speaking countries that speak
English very well. Perhaps you can speak with them in English
over the phone. Speaking a foreign language over the phone is
not easy, but can be very helpful. My sister speaks Spanish very
well. I called her on the phone 2-3 times a week to practice my
Spanish with her. I improved a lot from this.
• Read Outloud – This is not nearly as helpful as true
communication with another person. However, it can help you
develop oral fluency and confidence.
Strategies
• Do not be afraid of making mistakes. Mistakes are normal.
• Realize you will not always be understood. When you are not
understood, you may use the following strategies:
o repeat yourself
o use gestures (hand movements and body language)
o say the same thing in a different way
o use examples
o give definitions or synonyms for words
• Realize you will not always understand what the other person is
saying. When you do not understand, you may use the following
strategies:
o Make guesses about what is being said.
o Check these guesses by asking questions.
o Check your understanding by restating what you think the
person means. (i.e. Do you mean . . . ?) (Amato 1996)
How to Improve Your Spoken English

17
Saving Face
Perhaps you know you should speak English in one of the above ways, but
you do not dare because you are afraid of “losing face.” This is a big problem.
In fact, I asked students the following question about face. The results are
not surprising.
Question:
Which of the
following
statements best
describes you?
A
I am not afraid
of losing face.
Speaking
English with
foreigners is
no problem.
B
I am afraid of
losing face, but
I know I need
to practice to
get better. So I
force myself to
speak English
with others.
C
I am afraid of
losing face. So
many times I
avoid speaking
English.
D
My spoken
English is so
poor I dare not
speak out.
Successful
Learners
48.48 % 39.39 % 12.12 % 0 %
Non-successful
Learners
15.15 %
33.33 %
36.36 %
15.15 %
If we combine the results, they give us a better understanding of what is
happening.
Question: Which of the following statements
best describes you?
A & B
[Students who
speak without or
in spite of fear of
losing face.]
C & D
[Students who
avoid speaking
because they
fear losing face.]
Successful Learners 87.88 % 12.12 %
Non-successful Learners 48.48 % 51.52 %
These results are disturbing. Apparently 51.52 % of non-successful students
are avoiding opportunities to communicate in English for fear of losing face.
In contrast, only 12.12% of successful learners avoid speaking in English. The
results strongly suggest that if you want to speak English well, you must
overcome your fear of losing face and begin speaking English with others.
I have always found this ironic. Students attempt to save face by hiding their
poor English skills, while this prevents them from gaining face by improving
these skills. Which is better? To save face by hiding your mistakes? Or to
gain a lot of face by improving your English skills, even though you may lose
a little face along the way? The answer is obvious. The honorable thing to do
is overcome your fear!
How to Improve Your Spoken English

18
LEARNING GRAMMAR
I suggest that you will acquire language best when you study in such a
way that you 1) listen to large amounts of comprehensible input, 2) have
opportunities to use the target language to communicate with others, and 3)
support your learning with some grammatical learning (focused on making
input comprehensible and developing awareness).
In days old, teachers and students spent countless hours talking about
grammar. Often these students had a lot of knowledge about the language,
but little ability to use it. In recent times, some teachers (mostly in the west)
have claimed that grammar teaching is useless. Grammar will be learned
naturally through listening to comprehensible input and interacting with
others. Often students taught in this way can communicate very well, but
often do not speak accurately. What is the right way to study grammar?
I believe grammar study should focus on two areas: 1) making input
comprehensible and 2) developing awareness to help the learner notice the
grammar of the input.
First, a little knowledge of grammar can make input a lot more
comprehensible. For example, when I studied Chinese, I had great difficulty
with the passive voice. When I first heard it in a listening passage, I had no
idea what the sentence meant. It was completely incomprehensible to me,
and therefore simply noise. Now, if I listened to hours of input, I might have
been able to eventually learn the passive voice. But that is too long and
difficult. Instead, the textbook gave me a little information on passive voice
sentences using “ba” and “bei”. After reading the explanation, I could
comprehend these sentences. A little knowledge of the grammar made the
input comprehensible. I went on to learn the passive voice very well and
much quicker than if I had not studied any grammar.
Second, when learners are concerned only with communicating their
meaning, they often do not need to be grammatically accurate in order to
accomplish their goals. For the passive voice, I needed to know the grammar
in order to understand what was being said. But for other aspects of language
this is not the case. For example, in English, subject-verb agreement is
completely unnecessary to comprehend the meaning of the sentence. Thus,
because a student can subconsciously ignore the grammar, he may not learn
to speak accurately. This phenomenon is called “fossilization.” Fossilization is
when a student, though he may speak fluently, continues to make the same
mistakes over and over again even though he has heard the correct way to
say them a thousand times.
How to Improve Your Spoken English

Some scholars believe that when students learn about grammar, this
knowledge can help them “notice” (pay attention to) not only the meaning of
the input, but also its grammatical form. Even though they might not yet
speak the form correctly; if they are aware of the correct form, they can then
“notice” it in the input. Eventually, after “noticing” a grammatical feature
enough, they will use it correctly.
Although unable to test this idea of noticing directly, I wondered if there was
a difference between successful and non-successful students in the amount of
time they spent studying grammar.
Question: On an average
DAY of study, how much
time did you spend
studying English
GRAMMAR?
A:
0 hours
B:
Less than 1
hour
C:
1 hour or
more
Successful Learners 24.24 % 66.67 % 9.09 %
Non-successful Learners 36.36 % 30.30 % 33.33 %
Apparently, successful learners claim to spend more time each day listening
to English than studying grammar. Therefore, a reasonable inference is that
the majority of successful language learners in this study use grammar in a
subordinate role; their primary focus is on communication, using English as a
tool to receive and send messages.
Accordingly, if the goal is to improve your spoken English, you would do well
not to let the memorization of grammatical rules and such activities
dominate your English study. Rather, make listening and using the target
language the focus of your study. I recommend studying grammar for the
following reasons: 1) to make input comprehensible and 2) to develop
awareness to help the learner notice the form of input and their own output.
This may help you eventually internalize these grammatical rules rather
than storing them up in your short-term memory where they will be quickly
forgotten after the test.
Remember, the advice for studying grammar here is designed to help you
improve the accuracy of your spoken English. You may need to study
grammar in additional ways to prepare for certain exams or writing projects.
Tips for Grammar Study
• Study grammar to help you understand input.
• Study grammar to help you notice grammatical features in
input.
How to Improve Your Spoken English

• Do not be frustrated that you can not apply the grammar rules
you learn in spontaneous speech. This is perfectly normal.
Continue to notice these troublesome features in input.
CONCLUSION
In conclusion, I confess my knowledge of SLA theory is incomplete and the
scope of my study is limited. I do not claim to have a magic formula for
language learning. Nevertheless, based on theory and data from real
successful language learners, I suggest you will improve your English skills if
you do the following:
• Move beyond a motivation that simply desires to pass a test to one that
views language as a key that unlocks opportunities.
• Listen to comprehensible input on a daily basis.
• Overcome fear of losing face. Find and take advantage of opportunities
to use English to communicate with both native and proficient nonnative
speakers.
• Study grammar in a way that supports the purpose of language,
communication, not as an end in itself.
Do not fear losing face. Fear poor English skills! Do not complain about your
environment! Do the best you can in the environment you are in! As the
Chinese National Anthem declares, “Stand up . . . Stand up . . . Stand up!”
Stand up and study English with the right attitude in the right way!
How to Improve Your Spoken English

REFERENCES
Batstone, Rob. (1996). Key Concepts in ELT: Noticing. ELT Journal, Volume
50/3, 8 paragraphs.
Available:
http://www3.oup.co.uk/eltj/hdb/Volume_50/Issue_03/freepdf/500273.pdf
Brook, Andrew and Edina Torlakovic. The Role of Consciousness in Second
Language Acquisition. 40 paragraphs. Available:
http://www.cognitivesciencesociety.org/confproc/gmu02/final_ind_files/torlako
vic_brook.pdf
Brown, James Dean. (2001). Using Surveys in Language Programs. UK:
Cambridge University Press.
Cross, Jeremy. (December 2002) ‘Noticing’ in SLA: Is it a Valid Concept?
TESL-EJ. Vol. 6, No.3. Available: http://www-writing.berkeley.edu/TESLEJ/
ej23/a2.html
Ellis, Rod. Options in Grammar Teaching (Speech Notes).
Available:
http://www.tki.org.nz/r/esol/esolonline/teachers/prof_read/rod_ellis_e.php
Ellis, Rod. (2001). Second Language Acquisition: The Role of Consciousness.
Lecture given at National Chengchi University, Taiwan.
Available: http://english.nccu.edu.tw/academic/RodEllis/Lect1.doc
Ellis, Rod. (2002). The Place of Grammar Instruction in the Second/Foreign
Language Curriculum. In Fotos, Sandra and Eli Hinkel (Eds.), New
Perspectives on Grammar Teaching in Second Language Classrooms (pp. 17-
34). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Ellis, Rod. (1997). Second Language Acquisition. New York:
Oxford University Press.
Gan, Zhengdong, Gillian Humphreys, and Liz Hampton-Lyons. (2004).
“Understanding Successful and Unsuccessful EFL Students in Chinese
Universities.” The Modern Language Journal. Vol 88, no 2.
How to Improve Your Spoken English

Hadley, Alice Omaggio. (1993). Teaching Language in Context. USA: Heinle
& Heinle Publishers.
Krashen, Stephen. (2002). “The Comprehension Hypothesis and Its Rivals.”
Selected papers from the International Symposium on English Language
Teaching/Fourth Pan-Asian Conference. Taipei: Crane Publishing Company.
Available: http://www.azusausd.k12.ca.us/bilingual/pdf%5CKrashen89.pdf
Krashen, Stephen. (1985). The Input Hypothesis: Issues and Implications.
New York: Longman Press.
Krashen, Stephen. (1981). Second Language Acquisition and Second
Language Learning.
Pergamon Press. Also available on-line:
http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html
Mitchell, Rosamond and Florence Myles. (1998). Second Language Learning
Theories. Great Britain: Oxford University Press.
Norris-Holt, Jacqueline. (2001). Motivation as a Contributing Factor in
Second Language Acquisition. The Internet TESL Journal. Vol. VII, No. 6.
Available: http://iteslj.org/Articles/Norris-Motivation.html
Richard-Amato, Patricia. (1996). Making It Happen: Interaction in the
Second Language Classroom. White Plains, NY: Addison-Wesley Publishing
Group.
Sysoyev, Pavel V. (1999). Integrative L2 Grammar Teaching: Exploration,
Explanation and Expression. The Internet TESL Journal. Vol. V, No. 6.
Available: http://iteslj.org/Articles/Sysoyev-Integrative.html