Regarding the immense significance of speaking to the learners, teachers have tried to employ unusual techniques and teaching procedures to assist learners master this skill, one of which is task-based language teaching (TBLT). Various investigators stress the significance of task-based approaches over communicative instruction in which teachers and learners feel freer to discover their own practices to exploit communicative effectiveness (Gass& Crookes, 1993; cited in Skehan, 1996). Task-based L2 performance is an attractive subject in itself and requires more experiential examination, but as tasks are extensively employed in language teaching methods and also language examination, knowing more about their efficacy could have convenient worth (Tavakoli& Foster, 2008). 2.4.3. Importance of Learning Oral Skills as Practical Issues in FL/ SL Today, English is used by millions of peopleforseveral communicative functions across the countries. English seems to …show more content…
This study explores the importance of learning English and improving learners' speaking abilities. In order, the educators of distinctive countries decided to integrate and exploit listening and speaking skills as a complement inside grammar and as a way of improving the English level of our students through a series of motivating activities and techniques suggested. Speaking is one of the most difficult skills language learners have to face. In spite of this, educators and teachers of English have spent all our classroom time attempting to teach our learners how to write, to read and sometimes even to listen in a second language because grammar has a long written tradition (Bueno, Madrid &Mclaren, 2006). Most of the teacher’s attempt was to expanding the approaches which could improve learners’ speaking
... ways and with many different methods, all of them have a different effect, good or bad, on different learners. But as soon as the learners see the point of learning this the biggest obstacle is out of the way and give the opportunity for many types of fun and educational assignments that ultimately learn the learner to communicate at it’s best. Which is the goal every language teacher should be striving to achieve.
Rothenberg, C., & Fisher, D. (2007). Teaching English language learners: A different approach. New York: Pearson.
The English dialect is recorded as the authority or co-official dialect of 45 nations, contrasted with 27 for French, 20 for Spanish and 17 for Arabic. English is well on its method for turning into the informal dialect of the world. Half of all business arrangements are led in English. 66% of every logical paper are composed in English. More than 70% of all post/mail is composed and tended to in English and most global tourism and flying in directed in English. (Cuddon
It is extensively being used in global communication, business dealings, internet, political negotiation, entertainment, tourism literature et al. As Crysal illustrates in his book, a language achieves a global status, when it is made an official language or the country’s official foreign teaching are done primarily in that language, even if it hasn’t attained an official status. English has been made an official language in India, Singapore, Malta, Indonesia etc. In the field of science and technology, English is employed mainly as the sole language of communication. For instance, English is used in technological and scientific diaspora in 80-85% cases. He states that according to data in 1987, almost half of the academic papers published each year are in English. For a more comprehensive understanding of the paper, it is imperative to consider the classification of English speakers across the
English as a foreign language is relatively an easy language to learn. It is simple and quick for most learners to reach intermediate level, as the basic grammatical structures are direct, and the vocabulary is simple and often has traces in students’ first languages and this is one of the reasons why English has become popular language and extended to be a common language among most countries all over the world. However, when students move to a higher level, it becomes quite difficult. Hinofotis and Baily (1980, pp. 124-125) notes that “up to a certain proficiency standard, the fault which most severely impairs the communication process in EFL/ESL learners is pronunciation”, not vocabulary or grammar.
Many of us are searching for methods that would help to improve English, because we understand that the language says a lot about a person, and thus will be an indicator of education and character. Competent speech is a clear indicator of how diligent people, as far as he respects himself and others, as far as he is intelligent. Good language plays a very important role when we want to get a job, go to our friends and family.
Tongco, as cited by Prejoles (1997), stressed in her study that the different complications in oral communication continue to give challenges not just only to the students but also to the English language teachers over the past few years, so that teachers find ways on how to enhance the oral communication competence of their students and how to make language teaching more pertinent and more effective.
Learners of English language evaluate their success in language learning as well as the effectiveness of their English course, on the basis of their improvement in spoken language proficiency. Though oral skills have hardly been neglected in ESL courses, how best to approach the teaching of oral skills has long been problematic, partly as a consequence of the complexity of spoken interaction and difficulty of developing principled pedagogical approaches that reflect this complexity. But in most of the learning
With the emergence of CLT and TBLT in the language teaching field, the importance of both task and task design have increased. It seems that L2 teachers should be able to design appropriate tasks to promote learners’ achievement. It is one of teachers’ duties to offer the lesson to the learners in an appropriate sequence. A lesson consists of different tasks and activities and “the basic building block of a lesson is the activity or task” (Scrivener, 2011, p.37)
People live in the world of communication. According to the Oxford Dictionary of Current English (Moore, 1997), communication is defined as, “The activity or process of expressing ideas and feelings or of giving people information”. The significance of communication can be found within the context of a human existing as a social being. As a human being manages his or her life in the course of the interaction between other members of the entire society, communication is inevitable. Communication occurs through the medium of a language and it is presented in two different forms which are written and spoken (Brown & Yule, 1983: 1-10). The importance of spoken performance of a language is becoming more prominent over the written performance capability. It is because the ability to speak a language reflects a person’s personality, self image, knowledge of the world, ability to reason, skill to express thoughts in real-time (Luoma, 2004: ix). These days, due to the global trend of internationalisation, the ability to communicate in English is needed as an essential skill. Whenever the international exchange happens, the use of spoken English entails. However, it is not always an easy task for people who use English as a second language to be able to speak to the level of a native speaker. They have to perfectly understand the sound system of English, have almost instant access to proper vocabulary and be able to place words together intelligibly without hesitation. Moreover, they also have to perceive what is being said to them and need to be able to respond appropriately to acquire amiable relations or to accomplish their communicative goals (Luoma, 2004: ix). Therefore, non-native English speakers encounter these barriers and they are subject to make mistakes often. In relation to this matter, this essay argues that there are socio-cultural factors as well as linguistic factors that affect non-native speakers’ communication in English. It provides analysis of several different situations when the use of spoken English has generated miscommunication problems in regards to author’s personal experience.
It goes without saying that grammar teaching plays an essential role in teaching English as a Foreign Language (EFL). This opinion is based on the assumption that without a detailed knowledge of grammar, the language use will stall. Despite its importance, grammar teaching has gone through some debates for the decades. Before the 1970s, it was a common belief that grammar was a crucial part of the language teaching since no one would be able to reach the point where he/she communicates well without comprehending the grammatical rules of any language. This belief was then questioned by the conception that "knowledge of the grammatical system of the language was one of the main components which underlie the notion of communicative competence."
It is estimated that about a billion people in the world use English either as their native, second or foreign language. English is used in over 70 countries as an official
Over the years English inarguably has reached a status of a global language and commonly is characterized as a lingua franca. It has become the language that is spoken by millions of people all over the world; as the mother tongue, as the language used for international communication and as the language learned in the millions of schools.
I have made an attempt to explore a relatively untreated arena of English Language Teaching in India. The long association of Indians and English has proved an advantage for the Indian youth. In the current globalized world, oral communication skills have gained importance. Learning language is not difficult for the Indian learners who have a multi-linguistic background. However, this background causes a difficulty which is reflected in their oral communication. While the written skills are more or less uniform, as they are acquired from books, the oral communicative behavior is diversified. This can be attributed to the absence of a conducible atmosphere to teach/learn Spoken English.
THE LITERATURE REVIEW I. Introduction English is the third most widespread native language in the world, and is the second most widely learned language, including Vietnam. Therefore, learning English to communicate with foreigners is becoming more and more popular and important for students. With the aim of studying the difficulties of first year students in learning communication English, the researcher has focused on two basic concepts of communication English in this part. Next, other research which classified learning and speaking skills will be mentioned to have comprehensive understanding. This chapter will discuss the difficulties of first year students in learning English communication.