Developing a learnig and teaching model of speaking competence in english for kindergarten students in felda schemes in Malaysia: Discourse-based and sociocultural approaches

Many preschool teachers in Malaysia, who are teaching English as a foreign language (EFL), are having problems in using and teaching English language proficiently in conversations.The methodology used by the teachers is largely traditional in nature and the preschool teachers still use grammar translation method and drills in rural preschools.This method lacks creativity and opportunities for young learners to acquire speaking skills.Although some studies have been conducted on the teaching of English to young learners, there is lack of research on the effects of using sociocultural theory and discourse-based approach in speaking competence among Malaysian young learners.Therefore, the present mixed-method classroom research aimed to examine the effect of a teaching intervention on the speaking skills among Malaysian preschoolers aged 5 to 6 years old. The study also examined the vocabulary learned, and the perceptions of preschool teachers on the needs and difficulties of teaching speaking skills to the young learners.The present study adopted a mixed-method classroom research design in which the focus group which consisted of 19 children, was taught using sociocultural-based and discourse-based language activities during two months of teaching intervention.A speaking and a vocabulary post-test and structured interviews were conducted with the group.The data were analysed quantitatively using descriptive statistics. Findings revealed that majority of the young learners, who learnt English at the rural preschool, learnt English through memorization. The teachers believed that indoor and outdoor activities based on the sociocultural theory and discourse-based approach could help the preschoolers acquire basic speaking skills. The children were motivated in learning English and the findings showed that the treatment group performed better in their post-test.It is concluded that the teaching intervention could provide stimulating, and enriching learning experience among Malaysian young learners. The study contributed to the use of sociocultural based and discoursed-based learning materials for inside and outside classroom activities particularly for teaching speaking skills in a Malaysian context. The Malaysia preschool teachers would be able to facilitate young learners by improving their pedagogy in terms of creating more creative, interactive and engaging language learning activities for developing speaking skills