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This document defines speaking as the art of communication through generating words that can be understood by listeners. It discusses speaking as conveying information and expressing thoughts and feelings according to the Oxford Dictionary. The key elements of speaking skills are defined as grammar, vocabulary, pronunciation, lack of hesitation, and independence. Specific aspects of each element are described, such as using correct word order and tenses for grammar, enhancing vocabulary from syllabus lists, clearly delivering pronunciation, speaking smoothly, and independently expressing ideas.
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Speaking Skill: Concept and Strategies
It is a presentation on different strategies to be used for developing speaking skill in school students- what is speaking-what is speaking skill-benefits of speaking skill- how to speak in English language-
Speaking skill
Speaking involves conveying thoughts and feelings through spoken language. It can be formal or informal. Accuracy refers to using correct grammar and vocabulary while fluency is the ability to speak smoothly and expressively. The components of speaking skills are grammar, vocabulary, pronunciation, and fluency. Purposes for speaking include expressing feelings, telling stories, entertaining, describing, informing, explaining, inquiring, questioning, and conversing. Formats for speaking include conversations, discussions, formal speeches, dramatic presentations, and monologues.
speaking skills
The document discusses improving public speaking skills. It identifies common fears related to public speaking like glossophobia. It provides tips for effective speaking such as being prepared, using a clear tone of voice, and understanding the purpose and audience. The document also discusses micro-skills needed for speaking like pronunciation, vocabulary, and grammar. It recommends practicing speaking skills whenever possible to build confidence and fluency.
Critics of grammar translation method sunum
The document provides criticism of the Grammar Translation Method of teaching foreign languages. It notes that while the method has some benefits like easing vocabulary learning through translation, it has significant drawbacks. Specifically, it is unnatural compared to how languages are acquired, focuses too much on grammar at the expense of other skills, and positions language as collections of words rather than a system of communication. Overall, the Grammar Translation Method provides a limited and ineffective approach to teaching foreign language proficiency.
Skill of Speaking
This document discusses the skill of speaking. It notes that speaking and writing are productive skills as they require learners to produce language, unlike receptive skills like listening and reading. The document outlines that speaking has characteristics of effectiveness and components that can be evaluated. It also discusses the teacher's role in developing students' speaking abilities. Specifically, it mentions evaluating speaking using scales like the Hitchman Rating Scale, Walter Bartz role play scale, and Schulz communicative competence scale.
Speaking skill
This document outlines the steps for improving speaking skills. It begins with defining speaking skills as the productive oral communication skill, which includes activities like lecturing, reporting, interviews, and presentations. It then describes different types of speaking like extemporaneous, manuscript-reading, memorization, and impromptu. The main steps outlined for improving speaking skills are to determine the purpose, analyze the audience, organize data and choose an idea, plan visual aids, and rehearse the talk. The document emphasizes analyzing the audience's characteristics, organizing information with an introduction, body, and conclusion, and practicing the speech.
Accuracy vs fluency
This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or difficulties. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues when over-emphasized in language teaching.
How to teach reading
This document provides an overview of teaching reading. It defines reading as receiving and interpreting information from print. Key aspects discussed include the importance of teaching reading for different purposes. It also outlines lower level reading processes and comprehensive teaching approaches, including before, during, and after reading activities. The benefits of extensive reading are explained, such as reading for pleasure. Balancing intensive, extensive, vocabulary, and skills development is emphasized for an effective reading program.
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Speaking Skill: Concept and Strategies
It is a presentation on different strategies to be used for developing speaking skill in school students- what is speaking-what is speaking skill-benefits of speaking skill- how to speak in English language-
Speaking skill
Speaking involves conveying thoughts and feelings through spoken language. It can be formal or informal. Accuracy refers to using correct grammar and vocabulary while fluency is the ability to speak smoothly and expressively. The components of speaking skills are grammar, vocabulary, pronunciation, and fluency. Purposes for speaking include expressing feelings, telling stories, entertaining, describing, informing, explaining, inquiring, questioning, and conversing. Formats for speaking include conversations, discussions, formal speeches, dramatic presentations, and monologues.
speaking skills
The document discusses improving public speaking skills. It identifies common fears related to public speaking like glossophobia. It provides tips for effective speaking such as being prepared, using a clear tone of voice, and understanding the purpose and audience. The document also discusses micro-skills needed for speaking like pronunciation, vocabulary, and grammar. It recommends practicing speaking skills whenever possible to build confidence and fluency.
Critics of grammar translation method sunum
The document provides criticism of the Grammar Translation Method of teaching foreign languages. It notes that while the method has some benefits like easing vocabulary learning through translation, it has significant drawbacks. Specifically, it is unnatural compared to how languages are acquired, focuses too much on grammar at the expense of other skills, and positions language as collections of words rather than a system of communication. Overall, the Grammar Translation Method provides a limited and ineffective approach to teaching foreign language proficiency.
Skill of Speaking
This document discusses the skill of speaking. It notes that speaking and writing are productive skills as they require learners to produce language, unlike receptive skills like listening and reading. The document outlines that speaking has characteristics of effectiveness and components that can be evaluated. It also discusses the teacher's role in developing students' speaking abilities. Specifically, it mentions evaluating speaking using scales like the Hitchman Rating Scale, Walter Bartz role play scale, and Schulz communicative competence scale.
Speaking skill
This document outlines the steps for improving speaking skills. It begins with defining speaking skills as the productive oral communication skill, which includes activities like lecturing, reporting, interviews, and presentations. It then describes different types of speaking like extemporaneous, manuscript-reading, memorization, and impromptu. The main steps outlined for improving speaking skills are to determine the purpose, analyze the audience, organize data and choose an idea, plan visual aids, and rehearse the talk. The document emphasizes analyzing the audience's characteristics, organizing information with an introduction, body, and conclusion, and practicing the speech.
Accuracy vs fluency
This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or difficulties. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues when over-emphasized in language teaching.
How to teach reading
This document provides an overview of teaching reading. It defines reading as receiving and interpreting information from print. Key aspects discussed include the importance of teaching reading for different purposes. It also outlines lower level reading processes and comprehensive teaching approaches, including before, during, and after reading activities. The benefits of extensive reading are explained, such as reading for pleasure. Balancing intensive, extensive, vocabulary, and skills development is emphasized for an effective reading program.
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The document discusses different approaches to analyzing language systems over the last 200 years. It describes how structuralism divided language into parts including phonology, lexis, vocabulary, and grammar. Linguistics then classified language at three levels: phonology, morphology, and syntax. The communicative approach added two more units: situational and functional aspects. The key components are explained as phonology concerning sounds, lexis concerning vocabulary, grammar concerning sentence structure, morphology concerning morphemes and parts of speech, and syntax concerning sentence rules. Situational and functional aspects help understand expression use in different contexts.
Audio lingual Method of teaching
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
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This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production of language. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or hesitation. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues, like discouraging speaking through constant correction or fossilization of errors.
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The document discusses four important language skills for teachers and learners: listening, speaking, reading, and writing. Listening involves both bottom-up processing of sounds and top-down processing using context clues. Speaking refers to oral communication skills that can differ from formal written language. Reading is an interactive cognitive process between the reader and text through which the reader gains knowledge. Writing serves to communicate ideas, thoughts, and feelings through the visual representation of language using written symbols in an ordered system.
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This document discusses the importance of English language and effective English teaching. It makes the following key points:
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The document discusses teaching listening skills. It defines listening as an active process where the listener tries to understand meaning from sounds. Listening was historically overlooked but is now recognized as active. Teaching listening helps students function in real situations and activates their mental lexicon. Active listening focuses on understanding without responding, while passive listening involves multitasking. Active listening improves learning and relationships. The listening process involves bottom-up and top-down models as well as using schemas. Challenges include difficulties with sounds, speed of speech, and maintaining focus.
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The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
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This document discusses material for teaching listening and speaking skills. It provides an agenda that covers why listening and speaking are important, different types of listening and speaking, material for each skill, and skills that can be developed. For listening material, it should follow a process, activate background knowledge, develop comprehension skills, and exercise different spoken language types. For speaking, material should allow students to practice pronunciation, fluency, vocabulary and performance skills. The document provides examples and considerations for effective listening and speaking exercises.
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This document discusses methods for teaching English, beginning with definitions of method and approach. It describes the grammar-translation method, which was commonly used in Pakistan. This method focuses on translating English texts word-for-word into the native language. While it helps with vocabulary and comparing grammar structures, it fails to develop English speaking, writing, pronunciation or cultural understanding. The document also briefly outlines the direct method and audio-lingual method before focusing on criticisms and suggested improvements for the grammar-translation approach.
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In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
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The document discusses the key concepts of language sounds, including:
- Sounds are the basic components of speech and essential for communication, though the ability to produce sounds alone is not sufficient.
- Speech sounds are produced through three stages: articulation, phonation, and resonance.
- Sounds can differ in their place and manner of articulation, as well as whether vocal tract closure or nasal airflow is involved.
- Vowels involve free airflow while consonants involve partial or full vocal tract closure.
- Factors like context, familiarity with accents, and variability across speakers can influence sound understanding.
Speaking skills.finall
These slides deals with Linguistic and one of four primary skills used to teach students.Speech is one of primary skills. Modern educationists are of the view that because of speaking skills we can learn reading and writing skills easily.
Audio Lingual Method
The audio-lingual method focuses on teaching language through repetition and drills without explanation in the student's native language. Students are expected to imitate the teacher's pronunciation and not make mistakes. Vocabulary is not emphasized, and the goal is for students to automatically produce grammatically correct utterances in response to stimuli. Speaking and listening are prioritized over reading and writing in the early stages of learning.
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Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
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Speaking skills
Speaking is the act of communicating orally through vocal sounds and language. It involves more than just pronouncing words and requires skills like being prepared, interacting with audiences, and structuring speeches effectively. There are different types of speaking situations from interactive conversations to non-interactive recordings. Improving speaking abilities involves regular practice, public speaking opportunities, gaining feedback, and focusing on fluency over complex grammar. Speaking skills are important for meetings, presentations, and communicating ideas clearly.
Speaking skills
The document discusses developing speaking skills in a foreign language. It identifies speaking as one of the four productive skills that must be mastered. It provides tips for improving speaking skills, such as finding native English speakers to practice with, slowing down speech for clarity, and recording oneself to identify areas for improvement. Effective instructors teach speaking strategies like using minimal responses and recognizing scripts to help students expand their language skills and confidence.
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The document discusses different approaches to analyzing language systems over the last 200 years. It describes how structuralism divided language into parts including phonology, lexis, vocabulary, and grammar. Linguistics then classified language at three levels: phonology, morphology, and syntax. The communicative approach added two more units: situational and functional aspects. The key components are explained as phonology concerning sounds, lexis concerning vocabulary, grammar concerning sentence structure, morphology concerning morphemes and parts of speech, and syntax concerning sentence rules. Situational and functional aspects help understand expression use in different contexts.
Audio lingual Method of teaching
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
Accuracy vs fluency
This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production of language. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or hesitation. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues, like discouraging speaking through constant correction or fossilization of errors.
Teaching Language Skills
The document discusses four important language skills for teachers and learners: listening, speaking, reading, and writing. Listening involves both bottom-up processing of sounds and top-down processing using context clues. Speaking refers to oral communication skills that can differ from formal written language. Reading is an interactive cognitive process between the reader and text through which the reader gains knowledge. Writing serves to communicate ideas, thoughts, and feelings through the visual representation of language using written symbols in an ordered system.
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This document discusses the importance of English language and effective English teaching. It makes the following key points:
1) English has become the most widely used language globally and is important for personal and professional success.
2) An effective English teacher possesses qualities like imagination, interaction skills, and independent thinking to convey information to students in an interesting way.
3) The goal of English teaching is to help students develop both receptive skills like listening and reading as well as communicative skills like speaking and writing.
4) English teachers must be proficient in language skills, incorporate new technologies, and act as role models to prepare students for communicating in today's globalized world.
Teaching listening
The document discusses teaching listening skills. It defines listening as an active process where the listener tries to understand meaning from sounds. Listening was historically overlooked but is now recognized as active. Teaching listening helps students function in real situations and activates their mental lexicon. Active listening focuses on understanding without responding, while passive listening involves multitasking. Active listening improves learning and relationships. The listening process involves bottom-up and top-down models as well as using schemas. Challenges include difficulties with sounds, speed of speech, and maintaining focus.
Teaching listening and speaking
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
Presentation speaking and listening
This document discusses material for teaching listening and speaking skills. It provides an agenda that covers why listening and speaking are important, different types of listening and speaking, material for each skill, and skills that can be developed. For listening material, it should follow a process, activate background knowledge, develop comprehension skills, and exercise different spoken language types. For speaking, material should allow students to practice pronunciation, fluency, vocabulary and performance skills. The document provides examples and considerations for effective listening and speaking exercises.
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a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
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This document discusses methods for teaching English, beginning with definitions of method and approach. It describes the grammar-translation method, which was commonly used in Pakistan. This method focuses on translating English texts word-for-word into the native language. While it helps with vocabulary and comparing grammar structures, it fails to develop English speaking, writing, pronunciation or cultural understanding. The document also briefly outlines the direct method and audio-lingual method before focusing on criticisms and suggested improvements for the grammar-translation approach.
Grammar Translation Method
Grammar Translation Method, PdPP June 2021,
IPGK Ipoh,
Anis Suhaila
Erin Syazwani
Aftikah
Hazimah Izzati
English language and communication skills
English Language and Communication Skills focuses on developing speaking, listening, reading, and writing skills. The presentation covers listening to news, songs, documentaries and more to improve listening comprehension. Speaking skills are developed through introducing oneself, extemporaneous speeches on topics like the ideal teacher or mobile phones, describing pictures, and role playing. Reading skills involve skimming, scanning articles, newspapers and books. Writing skills include writing articles in one's own words. The presentation concludes by asking if the audience has any questions.
Teaching Speaking
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
The sounds of language
The document discusses the key concepts of language sounds, including:
- Sounds are the basic components of speech and essential for communication, though the ability to produce sounds alone is not sufficient.
- Speech sounds are produced through three stages: articulation, phonation, and resonance.
- Sounds can differ in their place and manner of articulation, as well as whether vocal tract closure or nasal airflow is involved.
- Vowels involve free airflow while consonants involve partial or full vocal tract closure.
- Factors like context, familiarity with accents, and variability across speakers can influence sound understanding.
Speaking skills.finall
These slides deals with Linguistic and one of four primary skills used to teach students.Speech is one of primary skills. Modern educationists are of the view that because of speaking skills we can learn reading and writing skills easily.
Audio Lingual Method
The audio-lingual method focuses on teaching language through repetition and drills without explanation in the student's native language. Students are expected to imitate the teacher's pronunciation and not make mistakes. Vocabulary is not emphasized, and the goal is for students to automatically produce grammatically correct utterances in response to stimuli. Speaking and listening are prioritized over reading and writing in the early stages of learning.
Vocabulary Teaching and Learning
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
TEACHING ENGLISH AS A FOREIGN LANGUAGE
TEFL refers to teaching English to students whose first language is not English, which usually occurs in the student's own country within state schools or privately. TEFL teachers may use techniques like visualization and blended learning, which combines face-to-face instruction with online activities and exercises accessed through a Virtual Learning Environment to engage students both inside and outside the classroom.
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The document discusses developing speaking skills in a foreign language. It identifies speaking as one of the four productive skills that must be mastered. It provides tips for improving speaking skills, such as finding native English speakers to practice with, slowing down speech for clarity, and recording oneself to identify areas for improvement. Effective instructors teach speaking strategies like using minimal responses and recognizing scripts to help students expand their language skills and confidence.
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Listening and speaking skills
This document discusses listening and speaking skills. It outlines different types of listening like active listening and passive listening. It also identifies barriers to effective listening like lack of interest and preconceived notions. Good listening skills provide benefits like a wider perspective. Speaking skills involve elements like rate, pauses, and body language. Different types of speaking are also outlined, including informal, formal, and public speaking. The document concludes with an example activity about viewing a solar eclipse.
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Communication skills listening and speaking skills
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oral language
Oral language refers to speaking and listening skills used to communicate knowledge, ideas, and feelings. It includes six key areas: phonological skills, pragmatics, syntax, morphology, vocabulary, and oral expression. Together these components allow people to communicate and learn through conversation. Oral language skills provide the foundation for reading comprehension and vocabulary development.
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Oral language refers to speaking and listening skills used to communicate knowledge, ideas, and feelings. It includes six key components: phonological skills, pragmatics, syntax, morphological skills, and vocabulary. Developing strong oral language skills in students provides the foundation for reading comprehension and vocabulary acquisition. Effective classroom practices that develop oral language focus on engaging academics, building positive community, effective management of the classroom, and developmental awareness of students.
Vocabulary Building
This document discusses vocabulary building and vocabulary types. It defines vocabulary as the glue that holds stories, ideas, and content together for comprehension. It describes the four main types of vocabulary: reading vocabulary includes all words one can recognize when reading; listening vocabulary includes words one can recognize when listening; writing vocabulary includes all words one can employ in writing; and speaking vocabulary includes all words one can use in speech. The document also provides tips for teaching vocabulary, such as teaching it both explicitly and incidentally, using repetition, learning from context, and ensuring active engagement. It emphasizes that vocabulary learning is important for learning a foreign language.
Speaking_Skills.pptx
Speaking is a complex skill that involves more than just pronouncing words. It is the process of building and sharing meaning through verbal and non-verbal communication in a variety of contexts. Speaking skills allow people to convey messages in a clear, thoughtful, and convincing manner so that listeners understand. Teaching speaking skills is important for activities like making presentations, having conversations, reporting information, and solving problems. However, developing strong speaking abilities requires overcoming barriers like a lack of confidence, practice opportunities, and attention to effective techniques.
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This document discusses different communication skills including listening, speaking, reading, and writing. It defines each skill, with listening defined as understanding meaning when someone speaks and focusing on particular sounds in a language. Speaking is described as the ability to speak confidently and fluently. Reading is defined as decoding symbols to arrive at meaning, while writing involves communicating points to an audience succinctly and effectively. The document stresses the importance of developing these language skills.
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it contends the elements of oral evaluation, the ability of oral evaluation can assessment with this process. The different aspects of oral language can improve when the teacher or students notice the errors by oral assessment.
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The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
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This document provides guidance on assessing oral language skills. It recommends planning rubrics and involving students in self and peer assessment. Activities should provide a representative sample of the oral language tasks expected and elicit valid performance that can be reliably scored. Listening and speaking should be taught and assessed together in context. Oral language assessment includes tasks using familiar language and visual cues for beginners, and note-taking with fewer cues for advanced learners. The goals are to prepare English learners to listen and participate like native speakers in their grade-level classrooms.
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This power point discusses assessing speaking in a competence based curriculum. If you have more ideas, please do add a comment.
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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
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This document discusses different types of vocabulary and methods for building vocabulary. It defines listening, reading, and speaking vocabulary as the sets of words a person can recognize or use in each context. It emphasizes that acquiring vocabulary is important for communication, comprehension, and thinking. The document also discusses native language vocabulary size, foreign language acquisition, and memorization techniques like the keyword method and controlled vocabularies.
Capter i
This document discusses using dubbing methods to improve students' English speaking performance. It begins by establishing the importance of speaking skills in English and outlines some challenges students face in developing these skills. The researcher aims to determine if dubbing movies in small groups can improve third year students' speaking abilities at a high school in Selupu Rejang. The significance of the research is that it could help teachers find effective techniques to enhance students' speaking and help students practice through group activities. A literature review covers definitions of speaking ability and theories that support using collaborative small group work.
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The document discusses the five language arts: listening, speaking, reading, writing, and viewing. It provides a brief description of each language art, highlighting important concepts. Listening requires attention to sounds and their production. Speaking focuses on accurate sound articulation. Reading determines sentence meaning through context. Writing follows steps and mechanics to gain expression and style. Viewing considers how information is simply and reflectively transmitted to create ease and relationship.
Reading Approach
The document discusses several approaches to teaching reading:
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2. Examples given are language experience activities, neurological impress activities using books/charts, and shared reading of stories.
3. The phonics approach teaches reading through learning sound-letter correspondences and applying this to build word recognition.
4. Sight words are words that cannot be sounded out and must be memorized through repetition and context.
Listening and speaking
This presentation outlines how one can improve their listening and speaking skills. It explains how much it takes to have speaking and listening skills.
Choosing the linguistic features
This document summarizes a presentation on speaking skills in a second language. It discusses that speaking is often seen as the most difficult skill to master due to the need to consider sociocultural norms, context, and make quick decisions without preparation. Speaking requires mastery of vocabulary, syntax, intonation and discourse markers. Learners can develop compensatory strategies and engage in activities like storytelling and discussions. Maintaining turn-taking, accommodating the listener, and exchanges between native and nonnative speakers are also reviewed. The role of L1 and L2 in interaction and teaching speaking in the classroom are discussed.
Speaking
1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It notes that speaking requires not just grammatical competence but understanding of social and cultural norms.
2) Several factors that can lead to mismatches in oral communication are explored, including lack of linguistic knowledge, different background knowledge between speakers, and differences in sociocultural expectations.
3) The document provides advice for language learners and teachers to help strengthen oral abilities, such as using compensatory strategies, engaging in activities like storytelling and discussions, and creating an supportive environment in the classroom.
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The document discusses strategies for teaching vocabulary to students. It recommends limiting the number of new words introduced each lesson to avoid overwhelming students. Teachers should choose words that are commonly used, related to the lesson topic or structure being taught, and meaningful to students' lives. Introducing words in a systematic way and connecting them to general rules can help students better retain and use the new vocabulary.
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Speaking skill by
- 1. BY SHAGUFTA REHMMAT
- 2. DEFFINATION Speaking is the art of communication or is a productive skill. Good speaking skill is the act of generating words that can be understood by listener. A good speaker is clear and informative.
- 3. According to Oxford dictionary of current English “Speaking is the action of conveying information or express ones thoughts and feeling in spoken language.
- 4. Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbol in a variety of contexts.
- 5. Elements of speaking skill Grammar Vocabulary Pronunciation Lack of hesitation Independence
- 6. Grammar: students use correct words order, tenses, agreement.
- 7. Vocabulary: First students should enhance their vocabulary that corresponds to the syllabus year list and uses the words you have taught. Pronunciation: This is a basic element of speaking skill if speaker deliver clearly defiantly it is easier to the listener to understand it.
- 8. Lack of hesitation: Students speak smoothly at a natural speech. Independence: Students are able to express their ideas in a number of ways.