Enhancing the oral proficiency of Spanish majors: An examination of the attitudes of L1 English -speaking Spanish majors of non -Hispanic heritage toward oral communication activities and instructional practices

Previous research found that speaking was the skill area most valued by beginning- and intermediate-level FL/L2 learners (Frey & Sadek, 1971; Harlow & Muyskens, 1994; Houston, 2005; Rivera & Matsuzawa, 2007; Tse, 2000; Walker, 1973). Despite the importance these learners ascribed to the development of their FL/L2 oral ability, no research to date has focused exclusively on students’ attitudes toward in-class speaking activities. This study, grounded in a social constructivist framework and inspired by the principles of the learner-centered curriculum (Nunan, 1988, 1993, 1995), examines the views of an often neglected group of FL/L2 learners, the L1 English-speaking Spanish major of non-Hispanic heritage (NENH). Via an online survey, 113 NENH learners at four campuses in the Purdue University-Indiana University system describe the effectiveness of certain speech production tasks and instructional practices. Information from group interviews assist in the interpretation and analysis of survey responses. Findings reveal that of the featured activities, oral presentations with text support, although widely employed, are considered by learners as one of the least helpful in terms of the development of their FL/L2 spoken expression. Additionally, surveyed learners perceive oral presentations in which the use of written cues is prohibited as more helpful; however, this alternative presentational method is infrequently practiced. Respondents rate interviews conducted with native speakers of Spanish, class debates, and storytelling-sharing activities as their preferred oral communication tasks. Participants’ reaction to group and pair work is decidedly mixed with respondents commenting on frequent use of English, unmotivated classmates, and difficulty remaining on-task. Learner-devised strategies to improve the efficacy of speaking activities and classroom management are discussed. Results suggest that instructors of Spanish as a second and/or foreign language present a broader variety of speaking practices, especially those that promote contact with members of the TL community. It is recommended that teaching staff, level coordinators, and administrators of undergraduate Spanish programs actively solicit student opinion to help shape the instructional agenda and offer courses more relevant to learners’ personal and professional goals, especially those relating to their future oral communication needs