ENGLISH OUTSIDE THE CLASSROOM

Abstract

T eachers involved in developing spoken language skills in EFL learners often find themselves
in a paradoxical situation. There seems to be a conflict between, on the one hand, the learner’s
perception that fluency and naturalness are the key to success and, on the other, their
disinclination to participate in activities designed to develop competent speaking skills. This
suggests a need to reexamine our practice to see how we can exploit the motivation inherent in
the learner’s positive perception of the ability to speak English fluently.