Abstract

In Turkey, where English is a foreign language and where learners share the same native language, teachers are often reluctant to use small group speaking activities because the learners do the ranking, bridge the information gap, or find an answer activities using their first (native) language. This article studies the problem and suggests a range of solutions. On a more general level, the article suggests two principles that should be considered whenever teachers face a problem in their teaching. The first principle is that, as a matter of professional pride, teachers should try to solve classroom problems through the application of pedagogical skills rather than through administrative or disciplinary procedures. The second principle is that most problems have a variety of causes, which to some degree reflect the variety of individuals in a class. There is, thus, likely to be a variety of solutions, and so a teacher may need to put together a package of complementary solutions rather than just try one possible solution.

Key words: Education, native language, foreign language, English, skills.