The use of oracy skills when teaching English to Swedish speaking primary school pupils

Abstract: This study aims to understand in what way focused verbal exercises improve pupils’ overall expressive understanding of English together with their use of extramural English. The study took into consideration and demonstrated that learning and acquisition of an additional language appears to happen both consciously and subconsciously. The tasks carried out in this study strengthened pupils’ abilities and confidence for oracy in the classroom in conjunction with being modelled by their English teacher. This was achieved through short verbal exercises, with a focus on sentence structure. The study concluded that most pupils improved their oracy skills because of their progressive use of full sentences when answering questions and in other oral contexts. The persistent undertaking of striving towards completing sentences showed that they required a greater active use of English. Pupils understood to resource their latent vocabulary and comprehension. Moreover, the pupils achieved improved confidence in demonstrating an understanding to structure their speech.