[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-268697-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-268697-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","stronger-clt-getting-students-to-speak-in-english-in-class-murphy","Stronger CLT - Getting Students to Speak in English in Class - Murphy","","Japan’s secondary English education often prioritizes reading, writing, and translation for entrance examinations, leaving many learners unable to hold basic English conversations. Even when communicative opportunities exist at university, some students remain reluctant to participate, creating frustration for teachers managing mixed proficiency classes. Drawing on Howatt’s “strong” Communicative Language Teaching, the study proposes a discussion-and-debate approach using small-group conversation materials and reports pilot survey findings on students’ willingness to speak under supportive conditions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/stronger-clt-getting-students-to-speak-in-english-in-class-murphy/268697/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/stronger-clt-getting-students-to-speak-in-english-in-class-murphy/268697.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is it difficult to get Japanese university students to speak English in class?","Question",{"text":63,"@type":64},"After years of compulsory study focused on reading, writing, and translation, many students cannot engage in basic conversation. Some also resist communicative tasks due to low confidence or reluctance to participate.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What theoretical basis does the paper use for improving classroom speaking?",{"text":68,"@type":64},"It draws on Howatt’s (1984) “strong” version of Communicative Language Teaching, emphasizing a discussion and debate classroom method that supports small-group conversation.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the study evaluate whether the approach works?",{"text":72,"@type":64},"Effectiveness is considered from the learners’ perspective using end-of-year survey experiences, addressing whether students felt their language improved and whether materials and class style were beneficial.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},268697,1789435067,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":80,"read_time":143,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Stronger CLT: Getting Students to Speak in English in Class  \nMartin J. Murphy  \nSapporo Gakuin University  \nReference Data:  \nMurphy, M. J. (2013). Stronger CLT: Getting students to speak in English, in class. In N. Sonda & A. Krause (Eds.), JALT2012 Conference Proceedings. Tokyo: JALT.  \nIt is well known that pretertiary English education in Japan fails to foster basic conversational ability in many students. In order to prepare students for entrance examinations, a focus on reading, writing, and translation comes at the expense of communication practice. Many students enter university without the ability to engage in basic English conversation. It has also been observed that some students are reluctant to participate in communicative tasks, even when given the opportunity. This reticence can be vexing for instructors of lower proficiency students in mandatory English classrooms. Drawing on Howatt‘s (1984)“strong” version of Communicative Language Teaching, I outline a discussion and debate classroom method that fosters small group conversation even among students of mixed proficiency and confidence levels. The results of a pilot survey asking what students thought of these activities showed that students are willing, given the right conditions, to speak English in class.  \n日本の高等学校における英語教育は、大学入試対策のための、読み、書き、和訳が中心であり、そのため英会話の練習時間が取れなくなるため英会話力を養うことができないことでよく知られている。そのため基礎レベルの英会話さえできない多くの学生が大学に入学することになる。また大学において英会話の機会を与えられても、積極的に参加しようとしない学生も少なくない。特に習熟度が低い学生に対して必修英語を教える教員にとって、どうやってこのような学生の積極性を引き出すか悩ましい問題であろう。本論文はHowatt （1984）による「コミュニケーション」言語の教授法の「強い」バージョンを土台とし、大学生の英会話習熟度を問わず、また少人数グループでの英会話練習法を提案するものである。この教授法について予備調査を行ったところ、この方法を通じて習熟度の低い学習者でさえも積極的に英会話に参加するといった、目覚ましい結果が表れた。  \nA fter a minimum of 6 years of compulsory English study, many students entering uni  \nversity cannot engage in basic English conversation. As Mulligan (2005) observed,  \nJapanese students study English 3 to 5 hours a week or more, anywhere from 6 to  \n10 years, yet Japan has one of the lowest levels of English language proficiency of any developed country in the world. This is further reflected in their international TOEFL scores, which languish at the bottom. (p. 33)  \nMany university EFL teachers attempt to address this proficiency deficit by trying to develop communicative competence. Their students’ study for entrance examinations finished, teachers are free to focus on communicative classroom tasks, to adopt a learner-centered approach, and—ideally—to get their students to speak to each other in English. These efforts  \nJALT2012 ConferenCe ProCeedings  \nONLINE NEXT PAGE 􀁘 FULL SCREEN 420  \nMaking a  \nDifference  \nMurphy • Stronger CLt: getting StudentS to Speak in engLiSh in CLaSS  \nmay be well received among groups of motivated or proficient students. However, often teachers face the reality that their students won’t talk to each other in English. It may appear that they can’t, or that they do not want to. Indeed, getting students to speak in English in the classroom can be a formidable challenge (Boston, 2005; Fellner, 2005). Speaking tasks may be met with mumbling or dead silence.  \nNunan (1998) stressed the importance of using classroom time for activities that practice real conversation (p. 27). Many university EFL instructors choose from an array of textbooks advertised to include communicative approaches and activities. However, for lower proficiency, lower confidence groups, some instructors find themselves starting all over again, reteaching a limited set of basic language forms embedded in a notionalfunctional syllabus. These students become so-called false beginners.“The students just can’t speak,” “Japanese students are shy,”“They have no opinions,”“They do not know what to say,” are not uncommon complaints among instructors who encounter resistance to speaking activities.  \nIn this research, I examined whether classroom materials orientated towards discussion—real conversation—and a stronger communicative approach are indeed effective. A pre","cbCaie9g2qz8WgW2","https://ap.wps.com/l/cbCaie9g2qz8WgW2","pdf",814946,"English","# Introduction\n## Challenges in promoting classroom speaking\n## Background: Japanese EFL education and communicative competence\n# Study Focus\n## Research question and prior work\n## Learner perspective and survey method\n# Pre-University Classroom Experience\n## Yakudoku and Audiolingual adaptations\n## Teachers’ beliefs and limited communicative practice","[{\"question\":\"Why is it difficult to get Japanese university students to speak English in class?\",\"answer\":\"After years of compulsory study focused on reading, writing, and translation, many students cannot engage in basic conversation. Some also resist communicative tasks due to low confidence or reluctance to participate.\"},{\"question\":\"What theoretical basis does the paper use for improving classroom speaking?\",\"answer\":\"It draws on Howatt’s (1984) “strong” version of Communicative Language Teaching, emphasizing a discussion and debate classroom method that supports small-group conversation.\"},{\"question\":\"How does the study evaluate whether the approach works?\",\"answer\":\"Effectiveness is considered from the learners’ perspective using end-of-year survey experiences, addressing whether students felt their language improved and whether materials and class style were beneficial.\"}]","Stronger CLT - Getting Students to Speak in English in Class - Murphy | PDF",25]