Meaning and message are the special tools for instruction, and the language is the main goal of the lesson and the focus of activity. On the other hand, language is also a tool for obtaining the objective of the lesson (Solhi & Büyükyazı, 2011). Interaction occurs between teachers and their students in order to acquire insights into class-based learning. The second language classroom is a dynamic and complex series of interrelated contexts, in which interaction is regarded as being essential to teaching and learning (Walsh, 2006). According to Qian, Tian &Wang (2009), classroom communication is a problematic means.
Teachers ' perceptions of the nature of language learning, of classroom activities, and of norms for classroom participation often differ from those of their students, who have a wide variety of proficiency levels, linguistic background, culturally predisposed ways of learning, and individual motivations and objectives in studying the language. If ignored, these differences can cause misunderstandings and create a barrier to effective language learning and teaching during face to-face interaction within the classrooms (Johnson, 1995; Rivers, 1987). Several theorists have attempted to elucidate the human capability to acquire a second language and all the
To begin, in this essay we are going to explain the function of phraseology and its importance to EFLs, abbreviation of speakers who learn English as a Second Language. Above all, we will also mention the difficulties the educational system faces when it comes to teach phraseology to future English learners. Phraseology is the study of the origins and use of formulaic language. These are combined sets of words that are composed of two or more words and have a fixed meaning that might not be transparent or compositional – that is, its internal elements do not contribute to the meaning of the entire phrase. These combinations are often fixed, but there are some types that are flexible.
The cognitive dimension comprises various challenges for CLD students acquiring a new language. Some key challenges involve not only the cognitive dimensions but also the sociocultural and linguistic dimensions. The bilingual teachers must understand these challenges of their students face in order to meeting the unique and individual needs of the language learners. The cognitive challenges consist of the interrelationships between the cognitive and sociocultural dimensions. Acquisition of a second language interrupts a child’s cognitive development in the first language.
The role of oral corrective feedback (CF) in language acquisition has been a highly controversial issue. Whereas some believe that exposing learners to naturally occurring samples of a target language is the only way to develop second language, others argue that error treatment is harmful rather than helpful (Krashen 1982; Schwartz1993; Truscott 1999). Lewis (2002) classified the purposes for oral CF in four categories: 1) it provides learners with advice about learning and it also helps them to acquire some kind of language input as they might learn new vocabulary and structures in context, 2) it provides information for both teachers and students as it paves ways for teachers to describe their learners’ language, and for learners to be assessed
Brown also emphasized that your own language and the task that you are used to do will allow you as a student to see the relevance of the different classroom activities. It is easier to understand the message if the sender and receiver use their local language rather than other languages. Furthermore, he said that to be able to improve one’s oral communication skill, one must get involved in the process to acquire the proper means and ways of communicating. 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. According to an interview with Ferrer (2017), he said that oral communication skills are very important because it gives further support for the sender and the receiver to understand the message properly.
Fear of Public Speaking in Students Abstract This paper addresses the research into students’ attitudes to speaking in public on different themes and students observations of experienced gains and lacks. Each student stumble upon a variety of complexities in making presentations and these difficulties need to be identified and dealt with. Evaluation of public speaking allows determining strengths and weaknesses and work out the methodology of teaching effective presentations. The outcome of research is drawing general outline of good practices in helping students to overcome this problem. 1.0 Introduction Speaking in public always aims at communication and presupposes a different level of formality depending on the settings and the audience.
There are so many obstacles faced by the English teachers due to the changes from teaching General English to English Language for Specific Purposes. Because of that, it is important to investigate the challenges faced by the English teachers who need to teach the new subject precisely. The challenges are interconnected with each other such as analysing the student’s needs, choosing relevant course content, material development, course implementation, class evaluation and assessment, student motivation and class size. Each of these challenges has its characteristics and the challenges influence one another and are integrated. This study tries to describe and analyze the challenges in teaching English for Specific Purposes at Vocational
Thus, CS is taken as a teaching aid and it is a commonplace practice in English Language Classes. There is a substantial research gap in the present context of the study, therefore it is hard to establish the reasons behind CS by English language teachers. The current study, therefore, attempts to explore the reasons of teacher CS in English language classes, aiming to fulfill the gap in the existing body of literature in the context of Pakistan. 2. Literature
The connection between sound and symbol is quite arbitrary. Language, being symbolic it can represent meaning beyond the immediate context, learners have to learn to relate the symbol to its meaning, that is why we encourage to use context to teach language and other way to explain the meaning by using translation or explanation in English. ( leads to the grammar-translation method of teaching) Language is not just only symbolic. It is also a complex system and productive. Wherefore the main aim of English teacher is to help language learners acquire this power of productivity, of generating original speech.