Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
What is the difference between speaking and writing
Features of spoken vs written language
The distinction between speech and written language
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: What is the difference between speaking and writing
Abstract:
When learning a foreign language, receptive skills usually come first and should be followed by practical application of productive ones. If a learning process lacks one of them, the final outcome will not be complete. Expressive skills would only exist with the support of receptive ones. Inbound knowledge - such as listening and reading - symbolises a springboard to active implementation of grammar structures, passive vocabulary lists, heard and repeated sounds of a foreign language. This theoretical background applies to any studied language. This should also prove that both types of skills are inseparable and one cannot exist without the other. This paper discusses the importance of expressive-productive skills as out bound skills
…show more content…
Developing orthographic accuracy
1. The development of new vocabulary, as indicated for speaking, is an activity which spans all the skills of language and will be an ongoing challenge for all pupils. Brainstorming activities and dictionary-based activities (described above) are both excellent means of leading into a written task. Brainstorming gets the pupils involved in the task from the outset and activates their thoughts and previous learning. Using a dictionary effectively is particularly important for pupils whose literacy in English is at a lower level than the peer group. This skill will transfer into other areas of learning.
2. Developing structural accuracy is particularly important in writing tasks because the pupil has time to work on written text with the objective of producing a perfect final version. The teacher must use a variety of means to make pupils aware of the importance of both accuracy and orthography (handwriting) in their written work.
Accuracy will automatically be reinforced through comment and feedback from the teacher. It is advisable, however, to encourage pupils to identify and correct their own mistakes by drawing attention to them but not immediately providing the correct answer. The more a language learner, of any age, is encouraged to work at a problem such as a vocabulary item, or a structural/grammatical inaccuracy, the more he/she will retain the information and apply it in the
We need to adapt vocabulary and consider how we interact positively with pupils as we listen and respond them.
Students will use vocabulary builders to help them become familiar with new vocabulary related to the topics being covered in the Chemistry
... Without adequate vocabulary, students do not have the ability to understand, discuss, and learn. However, teaching specific vocabulary in a meaningful and explicit way improves ones vocabulary and allows them to understand and gain knowledge from the classroom within which that vocabulary is being used. Consequently, learning vocabulary skills addresses the problem of students being able to read but not having sufficient vocabulary skills to understand what they are reading within and outside the classroom environment. Works Cited Gibbons, P. (2000).
... more likely the students will write effectively. When they feel in control of their writing they will gain confidence and be proud of their achievements (Gibbons, 2002).
Brainstorming, teacher guide students through activities in which they aim to get students, first, to activate any background information they have on a topic and second to extend their already existing background knowledge on the topic.
... grammatical errors. However, as an educator in the classroom accuracy must be taken into consideration when assessing speech to further promote grammatical advancement. Therefore, both accuracy and fluency are valid in the ESL classroom and they should be assessed based on the objective of the lesson.
Vocabulary development should give the students the ability to learn the meaning of new words and concepts that are presented to them in their text. Learning this skill will help students with comprehension and their content area curriculum. By teaching students vocabulary development, students will have a reserve of new words, connect new words with their previous knowledge, gain the ability to understand and comprehend the text, and lastly, it will increase a students’ word knowledge to connect with their comprehension and success.
Vocabulary is words known to a person, the knowledge of words, and word meanings. Students develop contextual knowledge and vocabulary by exposer to new words, being engaged in conversations, and reading, discussing, and exploring text. Vocabulary knowledge can never be fully grasped because it is an ongoing process that is developed over the course of a lifetime. Vocabulary instruction is far more involved than simply looking up words in a dictionary, and using the words in a sentence. Vocabulary knowledge is gained through both indirect exposure to words, and through direct, explicit instruction in specific word learning strategies.
Students need to be word detectives and apply this strategy in all content areas throughout the school day. Students encounter many new words throughout the day and because English is a morphologically related language, most new words can be connected to other words by their spelling and pronunciation, and many new words are related in meanings to words that students already
Although adequate writing skills are indispensable for life, leisure, and employment, quite a few students do not learn how to write effectively. Since writing is an exercise in thinking, it is important to balance the process of writing with the mechanics of writing. The areas of the brain involved in the writing task are varied yet interrelated; therefore, a student’s individual needs will determine the method of instruction they receive. Many students who have low expectations for their own academic success will not make even minimal efforts to complete a...
As the global communities migrate from their native home lands to new countries and regions, the need to learn a new language becomes an imminent requirement. Learning second language for an individual with not back ground to the language can be a serious proposition which can results in seriously straining the individual. This makes it very important to select a learning strategy very carefully to prevent complicating the learning process and also one which will help speed up the entire learning process (Bitchener 2007). With this in mind there are three main approaches linked to learning a 2nd language namely the behaviourist, Halliday’s and Chomsky’s approaches. Each of these adopts different learning theories but that all promote
Lightbown, P., & Spada, N. M. (2006). How languages are learned (3rd ed.). Oxford [england: Oxford University Press.
Some people possess an innate talent to acquire new languages. Such people have more linguistic intelligence. Their high linguistic intelligence may be partly due to their early language learning experiences. This intelligence is likely to help them in continually developing their language...
Mistakes are considered to be non-systematic learners’ errors, often called slips of the tongue / pen. Learners are usually able to identify and correct their own mistakes if asked, and they are not the sign of competence in a foreign language. Since the mistakes do not reflect the learners’ competence, they are not substantial in the foreign language learning and teaching. Errors, on the other hand, “tell the teacher what needs to be taught; they tell the researcher how learning proceeds; and they are a means whereby learners test their hypotheses about the L2” (James 12). According to this definition, errors are important for teachers, researchers, and learners themselves. Hence, the main objective of the error analysis is the identification of learners’ errors for the purpose of acknowledging and incorporating them in learning-teaching process by adjusting the methods and techniques, and learning styles and strategies in order to develop far better competence in foreign
According to Steinberg (1993: xi), there are three major parts of studying in psycholinguistics; first language acquisition, language and mind, and second language learning. First language acquisition concerns the acquisition process of children in the first language. Language and mind, concern everything which is connected to the relation of language and mind, how language is used, language structures and human brain. Meanwhile, second language learning concerns people in inquiring the second