THE ROLE OF INTERACTION IN SPEAKING LEARNING CLASS TSANIYATUS SILVI R. 122084048 ABSTRACT During teaching and learning activity, teacher as students’ mediator of communication should know how to encourage students so that they have good oral production. In speaking class, the use of interaction is needed in order to augment learners’ speaking ability. The attempt of this paper is to investigate the role of interaction in speaking learning class. The interaction includes the communication through conversation and communication games such as information-gap games and TV and radio games. The use of mother tongue is also play important role in encouraging students to learn more English as they feel unthreatened in the class activity.
The managers of the different departments could also play an important role for the overcoming of the language barriers. They should teach some new English words during the shifts with the staff. Every day, they should set an amount of foreign words to learn in order to enrich their vocabulary. This method aims not only to learn a foreign language but also to build a better relation between the employees and the managers. If managers can build a nice working environment and to have a good relationship with the employees, they will be more encouraged to learn what the managers want to
I can also see how confusing it could be when learning academically as well. Learning a language is one thing but understanding what the text is trying to portray is a whole different, more complex skill. As future educators, it is so important for us to keep this in mind when teaching English language learners. They may be able to read and pronounce words, but we must make a point to reassure ourselves that they understand what they are reading/saying
3.2 Work and Life Experience English is not my first language, but I am now living in the speak English environment, I need to master a foreign language as much as possible. To reduce the potential difficulties encountered in the examination or presentation, I chose to attend language courses. In the class, each student from different countries, and the common things of English is not the native language. The teacher will give us a lot of useful knowledge to help us improve their English, but also can meet some new friends. These courses include vocabulary, grammar and so on.
Whether or not they want to assimilate, many of these students have a need to improve their English in order to function in an English-speaking country. The ESL context requires students to use only English when they are speaking to students who do not share their language. In fluency practice activities, the teacher can rest assured that the students will not resort to their native language. This classroom scenario also gives the teacher an opportunity to sometimes focus more intensively on accuracy in speaking because many of the students have ample opportunities for English fluency practice outside of the
Through the readings done in class, there have been realizations about emergent bilingual students that have not only shocked me but have made me feel more prepared to properly educate these students. These realizations include the importance of understanding your students’ individual cultures rather than bunching all English Language Learners into the same category; as well as understanding that there are different levels of English Language Learners and creating individual guidance for those students. A third takeaway from the readings thus far involves the educational policies which schools mandate for their ELL’s. These are some ideas that would not have even crossed my mind without these readings, but it has now become clear how vital
If those people use language based on their mother tongues, the production will not be very effective. According to King Chalermagne’s word, it is said that “To have another language is to possess a second soul” That is to say, they have to be another person in order to be in a part of that language. For example; when learning English, think like English. I mean, trying to imitate what native speakers of that language do is one of the ways as well. It will greatly help improve language skills and help you be more like native speakers.
Anxiety is probably a number one problem among learners of L2. It follows that it is “a major obstacle to be overcome in learning to speak another language” (Horwitz et al., 1986: 125). In fact, the problem of how to overcome learners’ anxiety has always been encountered by teachers of English, for whom teaching to speak the target language may be an exceptionally demanding activity. Tsui (1996), for instance, emphasizes that a vast majority of teachers of English admit to face dilemmas of encouraging learners to speak in the classroom. Hopefully, it would not be too far-reaching an assumption that both teaching to speak L2 and learners’ speaking anxiety should be enhanced somehow to encourage learners to speak L2 in the classroom.
The purpose of this curriculum has the intention to let the student utilize English as native language so, the students must communicate with the instructor and teacher assistant in English. According to my skill, the problem is it was tough to follow the curriculum and understand the lecture resulting from my defective basic. Asking my friend for the translation and clarification is what I perform. This is one consideration that motivates me to practice for the improvement. Another component occurs during I read the textbook.
Students should have the chance to practice the target language, learning speaking skills is not enough. When students practice the target language, they need motivation. It’s known that students may have instrumental or integrative orientations. Gardner and Lambert proposed these orientations and it’s believed that students who have integrative motivation perform better especially in speaking classes. Thanks to integrative motivation, students can have positive attitudes toward English.