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THE LEVEL OF ORAL ENGLISH PERFORMANCE OF PUPILS IN SELECTED PRIMARY SIX CLASSES

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Oral English proficiency is a fundamental skill in the education system, serving as a pivotal aspect of communication and language acquisition. The efficacy of language education programs can be gauged by assessing the oral English performance of pupils, particularly in primary education where foundational language skills are developed. This paper endeavors to explore and analyze the level of oral English performance among pupils in selected Primary Six classes. By delving into various factors that influence oral English proficiency, such as teaching methodologies, classroom environments, and socio-cultural backgrounds, this study aims to provide insights into the strengths and weaknesses of current language education practices.

In the context of primary education, the acquisition of oral English skills is critical as it forms the basis for further language development and academic success. Effective oral communication not only facilitates classroom interactions but also enhances social interactions and prepares pupils for future academic and professional endeavors. Therefore, assessing the level of oral English performance among Primary Six pupils is imperative for evaluating the effectiveness of language education initiatives and identifying areas for improvement.

The primary objective of this study is to assess the proficiency level of oral English among Primary Six pupils in selected classes. To achieve this goal, a comprehensive research methodology will be employed, encompassing both quantitative and qualitative approaches. Quantitative analysis will involve the administration of standardized oral English tests to measure pupils' proficiency levels, while qualitative methods such as observations and interviews will provide deeper insights into the factors influencing oral English performance.

Previous research in the field of language education has highlighted the multifaceted nature of oral proficiency assessment, emphasizing the interplay between linguistic competence, communicative effectiveness, and socio-cultural factors. According to Cummins (1981), language proficiency is not solely determined by grammatical and lexical knowledge but also by the ability to effectively convey meaning and engage in authentic communication. Similarly, sociocultural theorists such as Vygotsky (1978) have underscored the importance of social interaction and cultural context in language development, suggesting that language learning is inherently tied to socialization processes.

In addition to theoretical frameworks, empirical studies have investigated various factors that contribute to oral English proficiency among primary school pupils. For instance, classroom environment, teacher-student interactions, and instructional strategies have been identified as significant predictors of language acquisition and oral fluency (Ellis, 2003; Lightbown & Spada, 2013). Moreover, socio-economic status, parental involvement, and exposure to English outside the classroom have been shown to influence language learning outcomes (Bialystok, 2001; Madyarov et al., 2015).

Despite the wealth of research on oral English proficiency, there remains a dearth of studies specifically focusing on Primary Six pupils in selected classroom settings. By narrowing the scope of investigation to this particular demographic, this study aims to provide nuanced insights into the oral English performance of pupils at a crucial stage of

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