In the next point, I inquired about the amount of presentations they had to prepare, which I regarded significant because based on this, they could decide whether it is enough practice, or they would require more. After that they had to rate how difficult it was for them to prepare these presentations. I aimed to discover their attitudes toward presentations because their approach can influence the final quality of their work. For example, if a student is generally worried about oral presentations, it can be perceptible and the audience would be able to notice that the presenter is struggling. In connection with the difficulty of the preparation, I wanted to gather information about the amount of time they usually spend on this activity. I considered it substantial since it can indicate how seriously they take the task and how much time they need to be well-prepared. Of course, it can be variable because there are students who learn faster, while for others it is a more time-consuming process.
In the next point, I aimed to gather some information about teachers’ willingness to help from the students’ point of view. As the university is an entirely new medium compared to secondary schools, it can be hard to adapt to the new atmosphere and expectations, but helpful teachers represent a great advantage. The following three questions dealt with students’ speaking skills in general. The first one asked whether it has ever caused them a problem to speak in a class. The next one aimed to reveal the possible reasons behind the problem. I think it is crucial to be aware of the difficulties that students can have with oral production. After that they could name methods to successfully overcome their possible fears or problems.
I also ...
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Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these students and have lasting effects on their academics and therefore, their lives.
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The irony is that speaking to others is one of the most important, if not the most important, professional and personal skill students must have to be successful (Doyle 88). The student needs to understand the importance of this skill and realize that in the future many opportunities and career successes are directly impacted by working with others. Students are also encouraged to take charge of their learning. Giving the student control and as many choices is a good way to optimized their learning.
Before proceeding to further discuss the basic interpersonal communicative skills (BICS), and cognitive academic language proficiency (CALP), it may be helpful to
The second type of communication is Cognitive Academic Language Proficiency (CALP) and it pertains to the most complex conversations that
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Describe situations when your use of spoken English has caused some problems for you. Either the person you were speaking to didn’t understand, got the wrong message or may have even become offended by what you said (though this was not your intention). Analyse the situation and explain why communication broke down. You will need to reflect on your performance in light of what the literature says about pitfalls in learning to speak English as a second language.
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Another concern that some students might have is communication. Some students might not need to have a teacher in front of them and teach the course material to them, to whereas some students might need the te...
113-117. 151-195. The. English: A Linguistic Tool Kit, (2012), (U214, Worlds of English, DVD ROM), Milton Keynes, The Open University. English in the World, (2012), (U214, Worlds of English, DVD ROM), Milton Keynes, The Open University.
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...