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Importance of speaking English
Importance of speaking English
The importance of English speaking skills
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Fluency remains the skill many of EFL students struggle to master. In other words, speaking English correctly, automatically, and confidently are significant elements to succeed in learning the language. In spite of the significance of speaking English fluently, we noticed that many EFL students who have good command over the language have a great deal of vocabulary, and have great scores in paper and pencil tests. Unfortunately, when they practice to speak the language, they can't speak well due to lots of inhibitions. They worry about speaking the language. Sometimes they can't even understand native speakers' speech. These are some issues faced by many EFL students who live in countries where the language is not commonly used. On the other hand, the issue of speaking the language in countries where the language is used is better than non- speaking English countries. The EFL students who consistently listen to English language spoken in daily situations show remarkable success in listening and speaking skills. This would be why they improve greatly. Jie (2007), insisted that the students who are not native speakers, there are usually intervals between the perceptions of sounds by their ears and understanding the words, phrases and sentences. This kind of intervals often makes students have more trouble with their listening comprehension. So it is essential for them to have more chances to have contact with different kinds of listening materials and let their ears be familiar with different sounds of English words so as to shorten the intervals. In addition, we all know that children learn a language easily by imitation and listening well to their parents or adults taking care of them. They can even speak tw... ... middle of paper ... ...ated articles and listening material in the site. It provides teachers with both the pdf document (tape script) and the listening material. Bloomberg (2003), claimed that Listen to the news on the radio was a very good way to do extensive listening because these kind of material spoken by radio announcer, that report the news speak clearly, use good vocabulary, and also use idiomatic expressions. And he, declared that you can encourage EFL students to use computers to listen to news reports from National Public Radio and the British Broadcasting Corporation (NPR and the BBC). They can usually find a RealPlayer link to listen to news stories from both of these resources. However, listening to the radio will suffice as well. If they can it would be a good idea to record a ten to fifteen minute segment of a news show or any broadcast that might interest them.
These discussions need to be meaningful and have purpose to create a higher chance of student engagement and participation. The article states, “cooperative learning is a natural way to provide opportunities across the curriculum” (Wright, 2016, p. 28-29). The smaller the group, the more likely the ELL student is to add to the conversation, as native English speakers typically dominant whole group discussions. It is important that every student in the small group contributes so the ELL student can hear and practice their own oral language. There are many activities that could be used to ensure this engagement, such as think-pair-share, that requires students to work together and actually get information from each other. Activities that cannot be completed alone and require the thinking of another student would be best for this
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.
When most people think of the process of language development in “normal” children, the concepts that come to mind are of babies imitating, picking up sounds and words from the speakers around them. Trying to imagine that a child who cannot hear one single sound a person makes can learn to speak a language is absolutely fascinating. These children range from amazin...
With the rise of immigration, English Language Learners (ELL) population is growing fast. By 2025, 25% of the k-12 students will be ELLs. Therefore, a big challenge would be to help such ELLs improve their English language proficiency while there are English-speaking students (non-ELL) in the classes too.
Of the several challenges that ELL students may face at school, one of the most important to remember is that these students not only have the pressure of learning at the same pace of their peers that have most likely spoken English their whole lives, but they have to do so while attempting to understand the English language. Graves' makes a paramount point on page 411 of his text where he states "it is not that English language learners come to school with a language deficit. They come with a lack of knowledge of the particular language that is used in the schools they will be attending-English."1 Therefore, it is easy to assume that even the most ready-to-learn student will have huge amounts of trouble trying to learn everything in a language that is foreign to them.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
MacPherson, K. (2005). Audio books can be a great learning tool [Electronic version]. Pittsburgh Post-Gazette, Retrieved February 12, 2008, from http://www.post-gazette.com/pg/05318/606016-75.stm
Babies begin to develop language skills long before they embark on speaking. The foundation for learning language begins before birth by the baby listening and recognizing his/her mother’s heartbeat and voice in the womb. “In a study, researchers played a 2-minute recording of a popular Chinese poem to 60 pregnant women and their unborn babies while monitoring total heart rates. Heart rates rose while the babies listened to their own mother's voice, but they fell and stayed lower while the stranger recited. Obviously, the babies were paying close attention, leading the researchers to suspect they were not only recognizing morn, but beginning to learn the ins and outs of language” (Dawidowska and Harrar (2003))....
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
There are three main theories of child language acquisition; Cognitive Theory, Imitation and Positive Reinforcement, and Innateness of Certain Linguistic Features (Linguistics 201). All three theories offer a substantial amount of proof and experiments, but none of them have been proven entirely correct. The search for how children acquire their native language in such a short period of time has been studied for many centuries. In a changing world, it is difficult to pinpoint any definite specifics of language because of the diversity and modification throughout thousands of millions of years.
New languages are always overwhelming.English is difficult language to learn, especially if it isn’t practiced often. The english language includes rules that can be frustrating to get a grip of. Many International students face the fear of not being understood or not pronouncing something correct...
How do children acquire language? What are the processes of language acquisition? How do infants respond to speech? Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observations that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, (which helps them learn to pronounce words correctly), and grammar is seldom taught to them, but instead that they rapidly acquire the ability to speak grammatically. Though, not all children learn by imitation alone. Children will produce forms of language that adults never say. For example, “I spilled milk on hisself” or “Debbie wants a cookie”. This demonstrates that children have the desire to speak correctly and have self-motivating traits to communicate. This supports the theory of Noam Chomsky (1972)-that children are able to learn grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech.
Children’s acquisition of language has long been considered one of the uniquely defining characteristics of human behaviour.
Firstly, I want to take this opportunity to express a thousand of gratitude to my beloved lecturer, M N Y for all of her hard work in imparting skills and delivering useful knowledge to my friends and I. The learning experience with her throughout the semester is very pleasing and fun. Regarding the assignment for the subject Teaching Listening and Speaking Skills in the Primary ESL Classroom we are required to produce a lesson plan as well as to conduct a Microteaching focusing on listening and speaking skills. During the process of completing this assignment, there are so many beneficial experiences that I have gained. Based on the microteaching conducted, I have identified some strengths and weaknesses that I can use to improvise my skill in teaching for future purposes.
Language acquisition requires meaningful interaction in the target language with natural communication while children are acquiring the foreign language. Children usually concerned with message which they are conveying and understand not with the form of utterances. These utterances are initiated by the acquired systems and the fluency of language is based on what we have ‘picked up’ through active communication. Both formal knowledge and conscious learning of the second language learning may be alternate to the output of the system, sometimes before and sometimes after the