This document outlines a study that aims to identify factors affecting the development of speaking skills in English at the intermediate level for students in Lahore, Pakistan. The study will use questionnaires to collect data from 100 students across 10 colleges on factors like teaching methods, curriculum, and learning environment. The data will be analyzed using SPSS software. The study hopes to provide solutions to help students overcome inability to speak English and inform curriculum development. It will take 2 months to collect data, analyze results, and write the thesis.
The document discusses issues related to teaching pronunciation to language learners. It addresses whether there should be a focus on pronunciation and factors like accuracy, fluency, anxiety, and learning environment. It also discusses techniques like clustering, redundancy, rates of delivery, feedback, and avoiding fossilization. The techniques discussed are meant to cover learners' needs, be motivating, use authentic language, and focus on speaking and listening links.
Tecnology in the classroom and the teachingabidayou
This document discusses listening, speaking, and oral communication skills in language learning. It covers the history of listening labs and technology-assisted language learning. It describes the benefits of CALL (computer-assisted language learning) and principles for designing listening skills. It also discusses types of listening and speaking performance in the classroom, factors that make listening and speaking difficult, and approaches to teaching conversation and pronunciation.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
Investigating the implementation of BOAR to develop secondary school students...CherylLimMingYuh
This document summarizes a research paper investigating the implementation of a thinking framework called B.O.A.R to develop secondary school students' conversation skills in Singapore. It begins with an introduction outlining the importance of integrating thinking and speaking for meaningful conversations. It then reviews literature on the Singapore education system's focus on oral proficiency, the O-Level oral examination format, research on students' conversation skills, and the relationship between thinking and speaking. The paper proposes that teaching thinking skills can help students structure their thoughts and experiences to produce more developed responses. It introduces B.O.A.R as a thinking framework to help students in organizing their ideas, generating responses, and practicing thinking in speaking. The goal is to help
Dr. H. Douglas Brown(Teaching Pronunciation)Sheida Karagah
The document discusses the changing views of teaching pronunciation over the last century. It began with a bottom-up focus on articulation in the audio-lingual method of the 1950s-1970s. Then in the 1970s, pronunciation became incidental. By the 1980s, it was seen as key to communicative competence. Current approaches combine bottom-up articulation training with top-down work on stress, rhythm and intonation. The goal is clear, comprehensible pronunciation. The document provides examples of pronunciation activities and how to give feedback on errors.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This document outlines a study that aims to identify factors affecting the development of speaking skills in English at the intermediate level for students in Lahore, Pakistan. The study will use questionnaires to collect data from 100 students across 10 colleges on factors like teaching methods, curriculum, and learning environment. The data will be analyzed using SPSS software. The study hopes to provide solutions to help students overcome inability to speak English and inform curriculum development. It will take 2 months to collect data, analyze results, and write the thesis.
The document discusses issues related to teaching pronunciation to language learners. It addresses whether there should be a focus on pronunciation and factors like accuracy, fluency, anxiety, and learning environment. It also discusses techniques like clustering, redundancy, rates of delivery, feedback, and avoiding fossilization. The techniques discussed are meant to cover learners' needs, be motivating, use authentic language, and focus on speaking and listening links.
Tecnology in the classroom and the teachingabidayou
This document discusses listening, speaking, and oral communication skills in language learning. It covers the history of listening labs and technology-assisted language learning. It describes the benefits of CALL (computer-assisted language learning) and principles for designing listening skills. It also discusses types of listening and speaking performance in the classroom, factors that make listening and speaking difficult, and approaches to teaching conversation and pronunciation.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
Investigating the implementation of BOAR to develop secondary school students...CherylLimMingYuh
This document summarizes a research paper investigating the implementation of a thinking framework called B.O.A.R to develop secondary school students' conversation skills in Singapore. It begins with an introduction outlining the importance of integrating thinking and speaking for meaningful conversations. It then reviews literature on the Singapore education system's focus on oral proficiency, the O-Level oral examination format, research on students' conversation skills, and the relationship between thinking and speaking. The paper proposes that teaching thinking skills can help students structure their thoughts and experiences to produce more developed responses. It introduces B.O.A.R as a thinking framework to help students in organizing their ideas, generating responses, and practicing thinking in speaking. The goal is to help
Dr. H. Douglas Brown(Teaching Pronunciation)Sheida Karagah
The document discusses the changing views of teaching pronunciation over the last century. It began with a bottom-up focus on articulation in the audio-lingual method of the 1950s-1970s. Then in the 1970s, pronunciation became incidental. By the 1980s, it was seen as key to communicative competence. Current approaches combine bottom-up articulation training with top-down work on stress, rhythm and intonation. The goal is clear, comprehensible pronunciation. The document provides examples of pronunciation activities and how to give feedback on errors.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
“Listening and Speaking: Way of Improving the English Speaking Ability of Stu...MJ Green Gomez Malacapay
In Partial Fulfillment
Of the Requirements of the Advance Academic Writing
Master of Arts in Education-English Language Teaching
By
Mary Jane G. Malacapay
December, 2017
This document summarizes a study that examines anxiety levels related to speaking English as a second language among male and female business students in Malaysia. The study aims to identify potential sources of language anxiety and whether gender differences impact anxiety levels. A literature review discusses previous research on language anxiety and how it can be experienced both generally as a trait and situationally in response to specific contexts. The study uses questionnaires to collect qualitative data from 150 business students on their experiences with second language anxiety and speaking English in public.
This document discusses strategies for teaching speaking skills in a second language. It begins by noting that speaking has often been viewed as the most demanding of the four language skills. It then states that the goal of teaching speaking should be the development of communicative competence, as proposed by Canale and Swain. Oral skill classes are generally structured around functional uses of language. The document provides several websites with useful speaking activities and exercises. It concludes with a bibliography of references on teaching speaking and oral skills.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
- The study aimed to assess the reading comprehension ability of master's students at Tribhuvan University in Nepal based on an IELTS academic reading test.
- The test was administered to 88 students across four campuses. Their average score was 3.7 out of 9 bands, equivalent to 41% comprehension.
- According to IELTS standards, a 3.7 band score is considered an "Extremely Limited User" level, meaning the students would not be eligible for admission to universities that require IELTS. The results suggest the need to develop students' reading skills.
Speaking involves vocal communication to convey thoughts and information to others. It is one of the key language skills and involves more than just pronouncing words. There are different types of speaking situations from informal conversations to formal presentations that can be interactive, partially interactive, or non-interactive. Good speaking skills include being prepared, knowing the audience, keeping the message concise through structures like an opening, body and conclusion, interacting with the audience, speaking with passion and sincerity, and closing memorably. Fluency and overcoming barriers like unclear messages are also important for effective speaking.
The oral production requires students to define, explain, ask questions, give examples, and answer questions in ways similar to what we may encounter when speaking and listening to English in the real world, require students to speak spontaneously, rather than reciting a prepared speech.
This document discusses effective communication between teachers and students in the classroom. It begins by outlining the objectives of communication techniques and teaching methods. It then defines educational communication as a transactional process where educators and students jointly influence each other. The document recommends teachers ask questions about their communication goals and impact. It states that teaching requires balancing knowledge and performance, and good teachers connect with students through caring attitudes and effective communication. Specific communication skills discussed include establishing emotional connections, using non-verbal language, humor, reflection, and technology. The conclusion emphasizes the importance of respect in student-teacher relationships.
Speech disordered conditions and challenges experienced by learners with diff...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses the assessment of oral language skills in students. It notes that the exam tests students' competency in using standard English through a 5-10 minute conversation between the student and examiner. It aims to test students' receptive language abilities and their mastery of English structures, which impacts their capacity for listening, speaking, reading and writing. The exam focuses on students' ability to interpret and convey meaning through language functions. Scores are determined based on a rubric measuring students' use of standard English vocabulary, articulation and expression.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
This document discusses research on long-term English language learners (LTELLs) and Generation 1.5 students. It outlines key findings regarding their writing abilities and instructional needs. Research shows these students often experience inconsistent programming and subtractive schooling that does not support development of their native language literacy skills. The document also recommends that schools provide distinct and consistent support for LTELLs and new arrivals, and ensure instructors are prepared to address linguistic and cultural needs of second language writers.
The document discusses language awareness and how it is acquired. It defines awareness as the ability to perceive or be conscious of events, objects or patterns. Language awareness refers to explicit knowledge about language and conscious perception of how languages work and are used. The document notes that some degree of conscious awareness is necessary for restructuring a learner's mental representation of a language. It provides examples of awareness-raising activities like focusing on language rules to help learners identify gaps in their knowledge.
Five Factors That Affecting Learning Language StrategiesNik Siti Maisarah
Five factors affect language learning strategies: intelligence, aptitude, personality, motivation/attitude, and learning styles. Intelligence, as measured by IQ scores, predicts success with analytic learning but may be less important for communicative focus. Aptitude includes abilities in sound identification, word functions/meanings, and grammar rules. Personality traits like anxiety, extroversion, and inhibition impact language learning. Motivation depends on communicative needs and language attitude. Learning styles are visual, auditory, or kinesthetic preferences for acquiring information. Teachers can motivate students and vary activities to engage different learning styles.
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
Internal and external factors influence how quickly and easily someone learns a new language. Internal factors include cognitive ability, personality, age, motivation, and experience. External factors are outside the learner's control and include aspects of instruction, curriculum, culture and status, access to native speakers, and motivation from teachers/parents. Both internal and external factors interact complexly to determine the speed of new language acquisition for each learner.
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This chapter discusses speaking skill and factors related to developing speaking ability. It defines speaking and outlines key criteria for selecting speaking tasks, including productivity, purposefulness, interactivity, challenge, safety, and authenticity. It also examines types of speaking tasks like role plays, information gap activities, free discussions, and storytelling. The chapter explores characteristics that enhance speaking such as fluency, accuracy, vocabulary, and pronunciation. It analyzes student psychological problems and barriers to oral English teaching. Finally, it recommends error correction techniques and concludes that addressing affective factors is important for improving EFL learners' speaking skills.
Five factors affecting learning language strategiesafzannazam95
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
This document summarizes a study on the struggles that education students face with speaking anxiety in oral discussions. The researchers interviewed 12 education students to identify themes. They found students struggle with negative behaviors, fear of speaking, inability to express thoughts and feelings, and low self-esteem during oral discussions. To cope, students reported preparing, developing speaking strategies, accepting their ability level, talking minimally, and seeking to improve. The researchers concluded education students experience anxiety due to lack of confidence, preparation, fear of judgment, and language skills, affecting their performance. However, students worked to overcome struggles by preparing, thinking before speaking, and accepting weaknesses.
“Listening and Speaking: Way of Improving the English Speaking Ability of Stu...MJ Green Gomez Malacapay
In Partial Fulfillment
Of the Requirements of the Advance Academic Writing
Master of Arts in Education-English Language Teaching
By
Mary Jane G. Malacapay
December, 2017
This document summarizes a study that examines anxiety levels related to speaking English as a second language among male and female business students in Malaysia. The study aims to identify potential sources of language anxiety and whether gender differences impact anxiety levels. A literature review discusses previous research on language anxiety and how it can be experienced both generally as a trait and situationally in response to specific contexts. The study uses questionnaires to collect qualitative data from 150 business students on their experiences with second language anxiety and speaking English in public.
This document discusses strategies for teaching speaking skills in a second language. It begins by noting that speaking has often been viewed as the most demanding of the four language skills. It then states that the goal of teaching speaking should be the development of communicative competence, as proposed by Canale and Swain. Oral skill classes are generally structured around functional uses of language. The document provides several websites with useful speaking activities and exercises. It concludes with a bibliography of references on teaching speaking and oral skills.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
- The study aimed to assess the reading comprehension ability of master's students at Tribhuvan University in Nepal based on an IELTS academic reading test.
- The test was administered to 88 students across four campuses. Their average score was 3.7 out of 9 bands, equivalent to 41% comprehension.
- According to IELTS standards, a 3.7 band score is considered an "Extremely Limited User" level, meaning the students would not be eligible for admission to universities that require IELTS. The results suggest the need to develop students' reading skills.
Speaking involves vocal communication to convey thoughts and information to others. It is one of the key language skills and involves more than just pronouncing words. There are different types of speaking situations from informal conversations to formal presentations that can be interactive, partially interactive, or non-interactive. Good speaking skills include being prepared, knowing the audience, keeping the message concise through structures like an opening, body and conclusion, interacting with the audience, speaking with passion and sincerity, and closing memorably. Fluency and overcoming barriers like unclear messages are also important for effective speaking.
The oral production requires students to define, explain, ask questions, give examples, and answer questions in ways similar to what we may encounter when speaking and listening to English in the real world, require students to speak spontaneously, rather than reciting a prepared speech.
This document discusses effective communication between teachers and students in the classroom. It begins by outlining the objectives of communication techniques and teaching methods. It then defines educational communication as a transactional process where educators and students jointly influence each other. The document recommends teachers ask questions about their communication goals and impact. It states that teaching requires balancing knowledge and performance, and good teachers connect with students through caring attitudes and effective communication. Specific communication skills discussed include establishing emotional connections, using non-verbal language, humor, reflection, and technology. The conclusion emphasizes the importance of respect in student-teacher relationships.
Speech disordered conditions and challenges experienced by learners with diff...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses the assessment of oral language skills in students. It notes that the exam tests students' competency in using standard English through a 5-10 minute conversation between the student and examiner. It aims to test students' receptive language abilities and their mastery of English structures, which impacts their capacity for listening, speaking, reading and writing. The exam focuses on students' ability to interpret and convey meaning through language functions. Scores are determined based on a rubric measuring students' use of standard English vocabulary, articulation and expression.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
This document discusses research on long-term English language learners (LTELLs) and Generation 1.5 students. It outlines key findings regarding their writing abilities and instructional needs. Research shows these students often experience inconsistent programming and subtractive schooling that does not support development of their native language literacy skills. The document also recommends that schools provide distinct and consistent support for LTELLs and new arrivals, and ensure instructors are prepared to address linguistic and cultural needs of second language writers.
The document discusses language awareness and how it is acquired. It defines awareness as the ability to perceive or be conscious of events, objects or patterns. Language awareness refers to explicit knowledge about language and conscious perception of how languages work and are used. The document notes that some degree of conscious awareness is necessary for restructuring a learner's mental representation of a language. It provides examples of awareness-raising activities like focusing on language rules to help learners identify gaps in their knowledge.
Five Factors That Affecting Learning Language StrategiesNik Siti Maisarah
Five factors affect language learning strategies: intelligence, aptitude, personality, motivation/attitude, and learning styles. Intelligence, as measured by IQ scores, predicts success with analytic learning but may be less important for communicative focus. Aptitude includes abilities in sound identification, word functions/meanings, and grammar rules. Personality traits like anxiety, extroversion, and inhibition impact language learning. Motivation depends on communicative needs and language attitude. Learning styles are visual, auditory, or kinesthetic preferences for acquiring information. Teachers can motivate students and vary activities to engage different learning styles.
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
Internal and external factors influence how quickly and easily someone learns a new language. Internal factors include cognitive ability, personality, age, motivation, and experience. External factors are outside the learner's control and include aspects of instruction, curriculum, culture and status, access to native speakers, and motivation from teachers/parents. Both internal and external factors interact complexly to determine the speed of new language acquisition for each learner.
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This chapter discusses speaking skill and factors related to developing speaking ability. It defines speaking and outlines key criteria for selecting speaking tasks, including productivity, purposefulness, interactivity, challenge, safety, and authenticity. It also examines types of speaking tasks like role plays, information gap activities, free discussions, and storytelling. The chapter explores characteristics that enhance speaking such as fluency, accuracy, vocabulary, and pronunciation. It analyzes student psychological problems and barriers to oral English teaching. Finally, it recommends error correction techniques and concludes that addressing affective factors is important for improving EFL learners' speaking skills.
Five factors affecting learning language strategiesafzannazam95
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
This document summarizes a study on the struggles that education students face with speaking anxiety in oral discussions. The researchers interviewed 12 education students to identify themes. They found students struggle with negative behaviors, fear of speaking, inability to express thoughts and feelings, and low self-esteem during oral discussions. To cope, students reported preparing, developing speaking strategies, accepting their ability level, talking minimally, and seeking to improve. The researchers concluded education students experience anxiety due to lack of confidence, preparation, fear of judgment, and language skills, affecting their performance. However, students worked to overcome struggles by preparing, thinking before speaking, and accepting weaknesses.
This document summarizes key points from a language learning module taught by Dr. Elaine Horwitz. It discusses defining successful language learners, the disconnect between teachers' and learners' perspectives, and important learner characteristics like motivation, anxiety, and beliefs. Groups interviewed students about their language learning experiences. Learner motivation, anxiety, and beliefs influence strategies, performance, and self-concept. Teachers should address common myths and help students develop realistic goals. Homework includes a portfolio, module, reflection, and observation.
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students build stocks of minimal responses and familiarizing them with common conversational scripts to increase confidence and participation.
3. Teaching clarification strategies so students are comfortable acknowledging misunderstandings.
4. Creating information-gap and role-playing activities
The document summarizes key aspects of Communicative Language Teaching (CLT), including its underlying principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, examples of materials and techniques, and models of syllabuses related to CLT. Specifically, it notes that CLT focuses on developing communicative competence, views language as a means for communication, emphasizes purposeful exchange of information between teacher and students and among students, and evaluates students' accuracy and fluency through both formal and informal assessments.
(Ms. Word) EXPLORING STUDENTS' PROBLEM IN APPLYING FULL ENGLISH SPEAKING AREA...SMP NEGERI 4 SANANA
He researched about English speaking area at English study program of Khairun university but this research report has not been completed to become a thesis yet . It is on the process.
This document discusses second language acquisition theory and its application to materials development. It outlines several key facilitators of SLA according to research, including meaningful input, affective engagement, opportunities for output and interaction. However, the document finds that commercial ELT coursebooks generally have a weak match with SLA theory, focusing more on forms and practice than meaning, interaction, and creative use of language. The document suggests approaches like task-based learning and content-based instruction that better apply SLA principles. A text-driven approach is highlighted as having strong potential to design materials around engaging texts that stimulate language use in meaningful ways.
An Analysis of Students Body Language Responses to Teacher Talk in Speaking ...Karla Long
This document summarizes a study on students' use of body language in response to teacher talk in English speaking classes at Makassar State University in Indonesia. The study aims to analyze why students frequently use body language even in speaking classes, which typically focus on oral communication. Previous research has not fully explained the reasons for and implications of students mixing body language with oral language. The study seeks to provide additional information for teachers on this trend and determine whether the use of body language is beneficial for improving students' speaking skills.
This document discusses strategies for teaching speaking skills. It begins by explaining that speaking skills require different strategies than writing skills because the goals are different, with speaking focusing on oral production. It then discusses some key factors that influence speaking abilities, such as linguistic knowledge and familiarity with other speakers. The document goes on to define teaching as transferring knowledge from teacher to student through an interactive process. It provides examples of common speaking teaching strategies like simulations, games, drilling, and discussion. These strategies provide opportunities for practice and active involvement to improve students' speaking skills. The document concludes that the strategies discussed are useful for helping students learn.
A Study On The Students Ability In Pronouncing DiphthongsKristen Carter
The document discusses a study on students' ability to pronounce English diphthongs at STKIP PGRI Pasuruan university. It found that many students had incorrect pronunciation of diphthongs, with an average score of 73 out of 100, in the "fair" category. The hardest diphthong for students to pronounce was /oU/, while the easiest was /aU/. Speaking is a complex skill involving pronunciation, vocabulary, grammar and fluency. Pronunciation of sounds like diphthongs is an important component of speaking ability.
The purpose of this study was to identify the psychological factors involved in oral communication of ESL students. The research aimed to uncover the psychological barriers like learner’s self-esteem and self-opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Psychological factors affect student’s oral competency. This investigation has proved informative implications and suggested a variety of strategies for learners to cope with second language anxiety and for teachers to recognize and handle the learner’s fears.
This study examined the role of speech style between teachers and students
in learning English. This study was ex post facto research, using quantitative
approach. The students at English Department of Madura University,
Indonesia were the population in this research. A sample was decided using
proportional stratified random sampling technique. The data were analyzed
by simple regression technique. The result of the study showed that the role
of speech style between the teachers and the students in learning English is
0.62 (62%). The speech styles of the teachers and students work on students’
proficiency level in English. Conducive classroom in language learning is
the requirement of the right speech styles of the teachers and the students. It
makes necessary for the teachers to provide students with suitable speech
style with the contexts in order to put up the classroom serving the students
with substantial input.
This document discusses factors that make speaking a foreign language difficult and principles for designing speaking techniques and activities in the classroom. It addresses the following key points:
1) Successful language acquisition involves the ability to accomplish pragmatic goals through interactive discourse. Several factors make speaking difficult, including affective factors like anxiety, the interactive nature of communication, and performance variables like hesitations.
2) Speaking activities in the classroom include imitative, intensive, responsive, interactive, and extensive types. Techniques should be intrinsically motivating, address a range of learner needs, and provide appropriate feedback.
3) Teaching conversation can involve direct instruction of speaking skills or an indirect approach of conversation practice. Individual practice and other interactive techniques
The document discusses a study on the effectiveness of role playing strategies on students' speaking skills. It provides background on the importance of speaking skills and challenges students face developing them. The study uses a quasi-experimental design with pre-and post-tests to compare speaking skills levels between an experimental group that receives role playing training and a control group. Related literature suggests role playing can improve speaking by giving students practice in realistic scenarios. The study aims to determine if role playing strategies significantly improve students' speaking skills.
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Difficulties in telling_story_from_picture_prompts_and_the_solution_for_this_problem_in_flyers_practice_and_exam_2644
1. 1
Đề tài: “Difficulties in telling story from picture prompts and the solution for this problem in
Flyers practice and exam”
Word count:
Introduction
Many institutions decide to help students to properly practice speaking by the method of
telling stories using picture prompts. What is this approach, and why should it be utilized?
And in what way should it be utilized? The report, firstly, gives definitions of speaking and
emphasizes its real-life importance. Next, definitions of flyers and picture story-telling will be
discussed. Reasons for students to find speaking difficult will be discussed in the following
section. And last but not least, approaches to tackle these difficulties will be proposed.
Definitions
Definition of speaking
Speaking is considered an instinctive process of shaping meaning that includes delivering,
receiving, and processing data. The situational conditions, including all participants and their
experiences as well as their reasons for speaking are factors that the meaning is based on.
Not only learners are required to know how to create particular sections of languages, for
example, grammar, pronunciation, or vocabulary (phonetic capability), but also they
comprehend when, why, and in what approaches to deliver language during speeches
(Florez 1999; Al Nakhalah 2016).
In comparison with the skill of writing, the skill to speak is also considered to be among
productive skills, which differ from receptive skills including the skills of reading and listening.
However, the relationship between speaking and listening closely relates to the
accomplishment of communication, since each speaker is also a listener (Florez 1999).
There are two types of speaking. Monologue, the first one, concentrates on a long speech
executed by an individual during conversations. Dialogue, the second one, focuses on the
interactions between two individuals in the process of communication, particularly in
speaking. Also, there are two primary functions, and one, out of two, serves as the purpose
of speaking in specific circumstances. The first one is transactional function, in which
2. 2
information is being transferred, and the second is interactional function, in which social
relationships are maintained (El Fattah Torky 2006).
Importance of speaking
The four language abilities of listening, speaking, reading, and writing are altogether
interconnected. Proficiency in every expertise is important to become a balanced
communicator, however the capacity to speak skilfully gives the speaker distinct advantages
(Ahmad 2016; Gillis 2013; Gilakjani & Ahmadi 2011):
● Capacity to inform, convince, and coordinate: Speaking clearly and confidently can
draw attention of audiences, giving the brilliant chance to the speaker to get the
message through.
● Capacity to stand out: This is not a common capacity. A speaker whose aptitudes are
sharpened and enhanced with constant application and diligent work can emerge.
● Capacity to profit derivatively: Good verbal aptitudes can expand one's negotiation
abilities. Fearlessness is enhanced. A reputation for perfection in speaking can
accumulate overtime, then giving a specific credibility to the speaker.
Speaking aptitudes are critical for education achievement, and in addition, improve one's
personal life.
Definition of Flyers
A flyer, known as handbill, is widely utilized for advertising frequently in a small region.
Flyers are considered to be a financially-savvy approach to reach a substantial client base.
Since flyers hold the group of readers' attention for a minor traverse of time, its design must
be attractive (Interactive Bees 2015).
Definition of telling story from picture prompts
Picture prompts are a collection of photos, which can be used as a starting point for students
to utilize their imagination and creativity. Understudies initially conceptualize words identified
with a photo, then put those words into categories and shaping full sentences. Subsequently,
sentences are organized into essays/transcripts. Ultimately, a title is picked. Each student
will see and develop different ideas on each photo, in accordance with differences beliefs
and experiences that they possess. Stories can be told either in an oral or written form
(Ferlazzo 2012).
3. 3
Why students find speaking difficult?
Lack of Confidence
It is generally comprehended that students' absence of confidence normally happens when
they understand that their discussion accomplices have not comprehended them or when
they do not comprehend different speakers. In this circumstance, they would rather keep
quiet while others do talking. Moreover, those with absence of confidence about themselves
and their language skills essentially experience the ill effects of communication misgiving.
The other reason for this relates to the absence of encouragement from the instructor. In this
unique circumstance, numerous teachers think that persuading students to communicate is
critical. Subsequently, students find the learning demotivating. This recommends
encouragement turns into an indispensable thing so as to contribute to the students'
confidence (Basic 2011; Paakki 2013).
Inhibition & Anxiety
As contended by numerous scholars, fear of mistakes becomes one of the principle
elements of students' hesitation to speak in the classroom. This fear is connected to the
issue of correction and negative assessment. In addition, the fear of being criticized by
teachers and being laughed at by other students substantially contribute to the student’s
decision of staying quiet. In some different cases, they likewise stress over how they will
sound, and are frightened of sounding senseless. Hence, it is critical for instructors to
persuade their understudies that committing errors is not an awful thing since understudies
can gain from their mistakes (Al Nakhalah 2016).
Anxiety, which also contributes to the hesitation of learners, can be described as a
combination of tension, apprehension and nervousness, with which students are exposed
when learning a foreign language. This, among other factors affecting the ability to learn new
languages, serves as one of the primary elements that have negative impacts on language
learning. As a consequence, anxiety needs proper attention and consideration from
language teachers if they want to handle the situation effectively. They should acknowledge
how the mentality and performance of their students can be influenced by anxiety during
learning and practicing new languages. Anxiety can result in the reduction in the quality of
the verbal presentation, hence, making the speaker become less fluent and persuasive.
4. 4
Teachers really need to focus on how to encourage, motivate, and create an atmosphere for
students to feel comfortable, thus, enhancing their performances and increasing their
engagement in learning activities (Abdullah and Hussein n.d; Paakki 2013; Al Nakhalah
2016).
Difficulties in Learning Pronunciation
This trouble has nothing to do with insight or level of instruction, or even with information of
the language structure and vocabulary. The fundamental issue that second language
learners have with pronunciation relates to the need to change an conceptual arrangement
proper for their first language that they have disguised in adolescence (Al Nakhalah 2016).
Factors influencing the learning of pronunciation are (Gilakjani and Ahmadi 2011):
● Accent: An accent is "the total sound-related impact of those components of
pronunciation that indicate the origin of an individual". A comprehension of learner
accents and their effect on coherence can help instructors address qualities of
learner pronunciation.
● Stress, pitch, and rhythm: Accented speeches sometimes have mistakes in stress,
pitch, and rhythm that influence coherence more than phonetic mistakes. Thus,
pronunciation research and teaching concentrate both on sounds (vowels and
consonants) and components such as stress, sentence and word pitch, and speech
rhythm.
● Guideline: Educational programs stress pronunciation in the principal year of study,
yet seldom proceeds with that past this level. This absence might be because of a
general absence of enthusiasm with respect to the second language procurement
analysts, second language educators and understudies, that pronunciation is not
essential.
Lack of Motivation
It is specified in the writing that inspiration is a key to students' learning accomplishment, as
it influences understudies' hesitance to speak. Regardless of what sorts of inspiration the
learners have, it will increase study interest. It has been demonstrated in many reviews that
understudies with a solid inspiration to succeed can persevere in learning and increase
preferable scores over the individuals who have weaker inspiration of accomplishment
demonstrating that building understudies inspiration to learn is dire for each instructor (Al
Nakhalah 2016).
5. 5
Causes of this can be identified as the boredom in the method of teaching, the
misperception or irrelevance of learning materials provided for study, and lack of knowledge
of the purposes and objectives of the structured program. A boring method of teaching can
have heavy impact on students’ learning motivation. A monotonous teaching approach,
without the interactive characteristic, in most cases, results in the reduction of motivation to
learn, as students feel bored and hence have no interest in studying. In addition, lack of
motivation also causes a student to constantly feel scared and refuse to speak. These are
the consequences of students being not motivated to involve in the English communicating
activities. They will soon become less active in learning and speaking new languages. In
order to avoid this, it is essential that teachers should possess passion, creativity and
interest in their students. Their teaching performance has a massive influence on how
students will perceive new knowledge and their reactions towards that. Consequently,
enthusiasm in teaching should be emphasized and noticed by teachers (Gilakjani and
Ahmadi 2011).
Mother-tongue Use
There are three ways in which the local language of learners can negatively influence their
pronunciation of the target language. First, if the learner’s local language does not possess a
sound belonged to the target language, apparently the learner finds it difficult to properly
pronounce that sound. Second, the pronunciation of words is shaped by joining sounds. If
that of the target language is extremely different from how to join sounds in the local one,
requiring the learner to accurately pronounce those words may be impossible. Thirdly, since
the order of stress and pitch are determined by the rhythm of a language, learners may
move that from their local language into the objective one (Abdullah and Hussein n.d;
Gilakjani and Ahmadi 2011).
Methods of teaching for speaking English
Pair Work
Pair work is a sort of classroom association when understudies are working with different
understudies, as to examine something, to check answers, to do communicative actions,
and so forth. There are two fundamental types of pair work. These are settled pairs and
flexible pairs. Settled pairs are begun when the understudies work with a similar accomplice
6. 6
to finish a task. In flexible pairs the understudies continue evolving accomplices. Instructor
must choose whether understudies can stand up and move around the classroom freely.
This will make the action more interesting for them since they can pick the individual they
need to converse with (Hill n.d; Berčíková 2007).
Group Work
Group work is characterized as "understudies cooperating in a group so that everybody can
take an interest on an allocated undertaking". Group work is effective when the undertaking
makes utilization of conceptual thinking rather than memorizing. Likewise the group needs
the information to accurately complete the work. Another great impact is when a question
has no apparent answer, understudies then need to think and examine diverse answers;
something that all individuals from the gathering advantage from. Understudies that together
with the educator effectively take part in the classroom benefit by acquiring knowledge as
well as language (Jansson 2011).
Role-play
Role-play includes (a) giving a part to one individuals from a group and (b) allotting a target
or reason that members must fulfill." Role-play can be performed with a single individual, in
pairs or teams, with every individual as a part to achieve a goal. For the role-play activities in
classes, there are six steps in the process:
● Selecting the Teaching Materials
● Choosing Situations and Creating Dialogues
● Instructing the Dialogues for Role Plays
● Practicing the Role Plays
● Modification of the Situations and Dialogues
● Assessing Students' Comprehension
(Huang 2008).
Dynamic Speaking Activities
Research on second language securing recommends that effectiveness rises when
understudies involved in tasks inside a dynamic learning condition as opposed to
conventional classes (Holmes 2004). Communicative activities give chances for learners to
utilize the language with individuals or in the group. To ensure these activities' effectiveness,
there are a couple of things to recollect (CAELA n.d):
7. 7
● Deciding the achievement of a class by observing how much the understudies are
relying upon the instructor. The more learners are working freely, the more effective
the class.
● Beginning-level learners, and those at moderate and advanced levels, are competent
individuals. They may lack language skills and, sometimes, school abilities, and it is
the instructor's duty to assist them.
● Communicative activities are intended to be fun and interactive. When individuals
feel comfortable, they are probably going to learn more.
Task-based Learning Method
Task-based learning concentrates on the utilization of language through important
assignments, for instance, meeting a doctor or a phone call. This technique supports
significant correspondence and is student-focused. The objective of the educator is to create
academic tasks that are close to real-life assignments, thus creating exercises that are
significant and pertinent to understudies (Bilash n.d). The framework of how to apply this
learning method is illustrated in the figure below.
Teacher’s responsibility Student’s responsibility Reasons
● Introducing the tasks in the
task-based learning.
● Presenting important
vocabularies and
grammars for students to
pay attention to.
● Organizing and allocating tasks
among a group of students.
● Completing allocated tasks and
subsequently the final task
(verbally or written).
● Preparing a written paper or an
oral presentation to be
presented in front of the class
● Helping students to enhance
their practical linguistic skill
building.
● Encouraging and motivating
students to involve in the
learning process via familiar
and practical tasks.
● Providing students with not
only the chance to improve
their languages but also the
problem-solving skills.
Figure 1. Student and teacher role in task-based learning method. Adapted from Bilash n.d.
It is likewise significant for teachers to acknowledge the differences among the real-life
practices and the tasks allocated for students to complete in classes. Since the purpose of
creating and developing speaking tasks in classes is for students to be able to apply what
they have learned and practiced in communicative acts in the real world, teachers should
carefully consider the meaning and relevance of these tasks.
8. 8
Continuous Practice
It is crucial for students to constantly practice speaking, as to habitualize new concepts,
putting gained knowledge into practice, and correcting discovered mistakes. Truth be told,
working memory resembles the bottleneck, whose body is long-term memory. Knowledge
must pass this bottleneck quick or it gets lost. To include learning into the long-term memory,
repetitions are required (Cambridge Assessment 2016; Society for Neuroscience 2014).
Conclusion
Through literature and evaluation of difficulties as well as methods for speaking, motivation
appears to be the most significant factor. It results in most of the reasons why students find
speaking second languages so hard, which are lack of confidence, fear of mistakes, lack of
motivation, pronunciation, and mother-tongue use. Consequently recommendations include
approaches that engage interaction between individuals, such as pair/group work, role-play,
communicative activities, task-based method, and constant practice. Through these
suggestions, teachers can be able to see how changes in teaching methods can result in
changes in terms of motivation, as well as changes in students’ behaviour and performance
in classes. It is also recommended for teachers to regularly and constantly apply new
approaches in teaching, likewise to alter learning activities and create more enjoyable yet
practical situations for students to avoid boredom.
9. 9
References
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Language Among Students at English Department College of Education –University
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10. 10
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