scholarly journals MODERN VIEWS ON TEACHING LANGUAGE THROUGH LITERATURE

2019 ◽  
pp. 138-145
Keyword(s):  
Language Learners ◽  
Communication Skills ◽  
Language Skills ◽  
Current Paper ◽  
Teaching Language ◽  
Basic Language ◽  
Language And Communication ◽  
Literature Class ◽  
Listening And Speaking ◽  
Speaking Skills

The current paper aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and supporting the potential values of literature in enhancing language and communication skills for the language learners in our times. The research is in its quest for the issues on how to effectively teach communication skills in a literature class as well as how to develop students’ inspirations in studying literature. Moreover, the work studies specific features of the use of different techniques and activities to develop speaking skills by using literature texts at practical English lessons.

scholarly journals Female EFL Learners' Needs of an Advanced Communication Course in an Arab University

2018 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Mona Nagour ◽  
Nadia Shukri
Keyword(s):  
Communication Skills ◽  
Undergraduate Students ◽  
Reading Skills ◽  
Language Skills ◽  
Vocabulary Learning ◽  
Female Undergraduate ◽  
Communication Course ◽  
Efl Learners ◽  
Listening And Speaking ◽  
Speaking Skills

This needs analysis is conducted to examine the EFL communication skills needs of female EFL undergraduate students at a female Arab university located in Jeddah, Saudi Arabia from their own perspectives.  The significance of this study is to help the administrators and educators at this university to identify and accommodate the students’ current needs and lacks which are required for the advanced course, i.e. English 102 (ENGL 102). The participants were 52 female undergraduate students from diverse majors enrolled in English 101 (ENGL 101) course. A questionnaire adapted from (Gravatt, Richards, & Lewis, 1997) was used to examine what the students believe they need and lack in an EFL communication skills. The questionnaire findings showed that some of the needs of EFL learners match with their weaknesses in listening and speaking skills. The results have also showed that in spite of the main focus of ENGL 102, which is to enhance the listening and speaking skills, students have expressed that they need more writing and reading skills practice implementations besides listening and speaking. This illustrates that the four-language skills reading, writing, speaking and listening are central and need to be integrated in the teachers’ pedagogies Nevertheless, when comparing the result of the questionnaire and the objectives of ENGL 102, it has been found that there is no discrepancy between them.  Finally, the students prefer more practice, activities and vocabulary learning to improve their listening and speaking skills.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals Constructivism and ICTs to Improve Language Skills

LETRAS ◽  
2008 ◽  
pp. 167-176
Author(s):  
Sonia Rodríguez Salazar
Keyword(s):  
Information And Communication Technologies ◽  
Communication Skills ◽  
Language Skills ◽  
Oral Communication ◽  
Communication Technologies ◽  
Information And Communication ◽  
English Speaking ◽  
Speaking Skills

Se examina la experiencia de los estudiantes y los profesores de dos grupos de un curso de Elocución con el uso de las Tecnologías de la Información y la Comunicación (TICs), para mejorar sus habilidades de expresión oral en inglés. Se presenta el diseño del curso y la metodología en la cual se fundamentó, así como las apreciaciones de los trabajos de estos a lumnos a la hora de mejorar las habilidades comunicativas orales por medio del enfoque constructivista. Se incluyen recomendaciones para poner en práctica esta metodología.A description is provided here of the experience of the students and teachers of two Elocution courses in which Information and Communication Technologies (ICTs) were used to improve oral communication skills in English. Reference is made to the design of the course and the methodology it is based on, together with some insights of the assignments that students did to improve their English speaking skills through the constructivism approach. Recommendations are also provided for others interested in using this type of methodology.

Kinds Of Language Problems Of Kindergarten Children In Surakarta

2021 ◽  
pp. 65-72
Author(s):  
Arif Siswanto ◽  
Hafidz Triantoro Aji Pratomo ◽  
Muryanti Muryanti ◽  
Windiarti Dwi Purnaningrum
Keyword(s):  
Communication Skills ◽  
Language Skills ◽  
Receptive Language ◽  
Literacy Skills ◽  
Descriptive Statistics ◽  
Kindergarten Children ◽  
Preschool Language ◽  
Language Problems ◽  
Language And Communication ◽  
Initial Literacy

Background: Language and communication skills are essential skills that preschoolers must have. This ability is a precursor to further literacy skills which will later be useful in the academic process of children, so it is necessary to trace the language and communication skills of preschool children.  Methods: This research is a survey research by distributing questionnaires to respondents. The questionnaire contains the profile of language and communication skills through parent reports. The analysis used is using descriptive statistics.  Results: This study provides an overview of language and communication skills in depth. The language component consists of receptive language skills, expressive language skills, and initial literacy skills. Meanwhile, communication skills consist of attention and listening, the ability to follow simple commands, the ability to ask questions, and the ability to speak. About 20% of preschoolers have language skills below their peers.  Conclusion: Data found on language skills of children under their peers. Further research is needed to prove broader data about preschool language skills.

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

2021 ◽  
pp. 204275302110365
Author(s):  
Akbar Bahari
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Language Skills ◽  
Educational Technologies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Software Developers ◽  
Teaching Language ◽  
Skills Learning ◽  
Listening And Speaking

The emergence of newer educational technologies provides opportunities for computer-assisted language learning practitioners and software developers to capitalize on the affordances for the second language (L2) learning purposes. This article explored and brought together the reported affordances and challenges of virtual reality to teach the L2 receptive and productive skills by reviewing seventy-five peer-reviewed articles published from 2010 to 2020. The results revealed an imbalanced trend of research on language skills learning by virtual reality tools and affordances in favor of listening and speaking skills compared to reading and writing skills. The obtained data were tabularized in terms of language skills. The results were visualized by hierarchical database formats. Pedagogical implications of the study inform teachers about affordances available to teach L2 skills in educational virtual reality environments toward a more digitally enhanced L2 pedagogy. Theoretical implications of the study inform researchers about the challenges that need to be addressed.

scholarly journals Simultaneous versus Consecutive Movie Narration: An Attempt at Boosting L2 Oral Communication Skills

2019 ◽  
Vol 8 (2) ◽  
pp. 31
Author(s):  
Sepideh Tahami ◽  
Gholam Reza Parvizi
Keyword(s):  
Statistical Analysis ◽  
Communication Skills ◽  
Oral Communication ◽  
Foreign Languages ◽  
Group Activities ◽  
Pair Group ◽  
Exam Preparation ◽  
The World ◽  
Listening And Speaking ◽  
Speaking Skills

Fluency in one of the most significant components of oral communication, and in the communication era, when it is essential for almost everyone to master speaking skills in foreign languages, especially English, this component needs to be put in the spotlight. Diverse steps have been taken in the world of SLA to promote learners' fluency in L2, yet there is still much to do in this arena. The present study aims at probing the effectiveness of simultaneous movie narrations as a new fluency-booster strategy. To this end, 66 students of IELTS speaking preparation classes in an institute in Tehran, Iran were selected and put into 2 groups of 33 (each group distributed in 3 classes). The homogeneity of the sample was checked by a mock IETLS test obtained from Cambridge IELTS 10 (Cambridge Local Examinations syndicate ( 2015) and through a MANOVA. The treatments contained 24 hours of training and practice on IELTS speaking strategies, offered to them in 16 sessions of 90 minutes. The first half of each session was allocated to teaching and practice on the institute’s main course book – Focusing on IELTS - Listening and Speaking Skills (Thurlow & O'Sullivan, 2011). In the second 45 minutes, learners of both groups were exposed to the same 10-minute movie extracts, and practiced their narration and speaking skills in pair-group activities. Learners of the consecutive narration group narrated the movie plot and actions with delay (consecutively) whereas those of the simultaneous narration group narrated them simultaneously as the movie was being played. The results of the statistical analysis of the posttest highlighted that simultaneous narration group learners outperformed those of the consecutive narration group in terms of oral communication skills. The findings of this study have pedagogical implications for English teachers, teacher trainers, exam preparation teachers and simultaneous interpreters’ trainer.

scholarly journals Fostering Learners’ Language Proficiency in Oral Class: A Lesson Plan for Integrated Instruction of English Listening and Speaking Skills

2020 ◽  
Vol 9 (1) ◽  
pp. p1
Author(s):  
Wenjin Qi ◽  
Yan Liu
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Lesson Plan ◽  
Target Language ◽  
First Year ◽  
Language Fluency ◽  
Integrated Instruction ◽  
English Major ◽  
Listening And Speaking ◽  
Speaking Skills

This paper aims to foster language learners’ English proficiency by means of integrated instruction of listening and speaking skills in English oral class. It develops a comprehensive lesson plan from the selected textbook, which is applied to first-year English-major students in a northern university in China. The findings of the study are that students’ language accuracy and metacognitive awareness would be significantly improved through perception practice in the listening process. In addition, sufficient input previous to listening exercises enables students to produce spoken output more effectively and efficiently. An integrated lesson plan, emphasizing both English listening and speaking skills, helps language learners in improving language fluency and complexities, and eventually in enhancing their pragmatic competence to develop into strategic listeners and competent speakers in the target language.

scholarly journals Turkish teachers' opinions of the problems they face in the classroom of students with learning disabilities

2015 ◽  
Vol 5 (5) ◽  
pp. 509-532 ◽  
Author(s):  
İbrahim Dadandı ◽  
Pakize Urfalı Dadandı
Keyword(s):  
Learning Disabilities ◽  
Language Skills ◽  
Learning Disabled ◽  
Structured Interview ◽  
Individualized Education Programs ◽  
Students With Learning Disabilities ◽  
Teaching Language ◽  
Basic Language ◽  
Service Training ◽  
Training Courses

The aim of this study is to identify problems encountered by Turkish teachers who have students with learning disabilities. Following the qualitative research, data in this study were collected through semi-structured interview. The study was conducted with 10 Turkish teachers who have students with learning disabilities. The data were analyzed using content analysis. In the study, it was found out that Turkish teachers encountered problems in the implementation of individualized education programs for students with learning disabilities in getting those students gain basic language skills, in the interaction process of these students' class and in communicating with their parents. To increase the effectiveness of the implementations, some suggestions such as increasing the special education qualification of teachers through in-service training courses, organizing seminars for parents, and conducting further researches that examines the effectiveness of computer-aided teaching methods in teaching language skills to learning disabled students were proposed.

scholarly journals Synchronizing the Primary Language Skills for Effective Communication

2015 ◽  
Vol 3 (2) ◽  
pp. 281-285
Author(s):  
Queen Ugochi Njemanze ◽  
Mark chitulu Ononiwu
Keyword(s):  
English Language ◽  
Language Skills ◽  
Effective Communication ◽  
Primary Language ◽  
Major Focus ◽  
Reading And Writing ◽  
Communication Program ◽  
Comprehensive Knowledge ◽  
Listening And Speaking ◽  
Speaking Skills

The primary language skills; listening and speaking skills are interrelated and unique language activities embedded in communication.The basic need for humans to engage in communication involves having a comprehensive knowledge and command of the language skills; listeneing, speaking, reading and writing. The processes of listening and speaking form the major focus of attention in this research. It require the individuals involved to speak eloquently and listen attentively. It makes them think critically, react confidently and respond appropriately to a communication programme. This paper therfore aims at highlighting listening and speaking skills as language skills that promote proficiency in English language communicaiton. Thus study discovered that the combinations of these skills consolidates the meaning in syllabications, stress and intonation in a communication program and as well reduce the complexities of effective communication.

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