Therefore, this component is very important in English because when a speaker mispronounces some sounds, this can lead to a misunderstanding in the meaning of the utterances (Riadi, Rufinus, & Novita, 2014). Fadloeli (2008) stated that to master sounds of English is a crucial goal of communicative competence both for teacher and students. Many problems have occurred dealing with pronunciation. In
Teaching grammatical rules explicitly and expecting learners to memorize them is less effective. An important part of a language range is to know how to teach language forms in meaningful and effective ways. Learning vocabulary is an essential part of learning a new language. Where vocabulary is introduced and practiced in communicative contexts (rather than in lists), students are likely to see the relevance of learning words and phrases and to be sufficiently interested and motivated to remember them. Students will soon understand this language.
For clarity and emphasis, this study is anchored on Canale and Swain’s (1987) communicative competence theory. According to Canale and Swain (1987), there is a need of communicative competence as a synthesis of an underlying system of knowledge and skill needed for communication. In their concept of communicative competence, ‘knowledge’ refers to the conscious or unconscious knowledge of an individual about language and about other aspects of language use. According to them, there are three types of knowledge: knowledge of underlying grammatical principles, knowledge of how to use language in a social context in order to fulfill communicative functions and knowledge of how to combine utterances and communicative functions with respect to discourse
In addition, it is important to note that sometimes, interruptions can come in handy. In order to create some sort of an interactive atmosphere, it is sometimes preferred to make a few comments here and there, otherwise “interruptions”, to show engagement in the speech. Here, we are talking about two kinds of power: the power that the person holds in order to control and the power of words and their ability to have an impact on people. The more advanced the individual is using technical words, the more admired they are for the linguistic skills and
Regarding the importance of vocabulary in communication, Rubin and Thompson (1994) maintain that one cannot speak, understand, read or write a foreign language without knowing a lot of words. When learners possess a good command of words, they know how to utilize them appropriately in a foreign language. Della and Hocking (1992) emphasize the importance of vocabulary in communication, stating that it needs a good knowledge of vocabulary to understand and convey their meaning but just a little grammar. Also, good knowledge of vocabulary provides learners with enough confidence and success in communication. It has been suggested that teaching vocabulary should not only consist of teaching specific words but also aim at equipping learners with strategies necessary to expand their vocabulary knowledge (Nunan, 2010; Willis, 2012).
They should be attentive during conversations to identify the usage of words and their pronunciation. Examples of speaking sub-skills are role-played, conversations, story building, problem-solving, requesting for and providing information, and responding to visual cues. They provide learners with an opportunity to use the target language when communicating. Learners should communicate using the target language in more situations other than the language class for better knowledge and
This leads them to the extent that their English over-emphasis on formal grammar and in turn can be ill-equipped to converse with native speakers. Some are unacceptable the English that they perceive as improper language and forbid themselves from the novel frontier of English learning. Learning spoken language is one amid various schemes that carries learners to the closer aspect of English. To gain more competence, Culter and Clifton (1999) suggests that learners can be thought of as a tool for transforming vocalization of speakers into meaning and, intentionally, must understand the characteristics of spoken language. Especially, this kind of language relies on its discourse context that is related to thematic
Listening skills are essential for learning languages since they enable students to acquire insights and information, and to achieve success in communicating with others. Life within and outside classroom offers many listening opportunities, but some students fail to seize them because they may concentrate on what they want to say themselves rather than on what a speaker is saying. Listening can be crucial in some situations and it is important that EFL learners develop their listening skills. The aim of this article is to highlight the problems that may interfere with listening comprehension and to suggest some solutions to them. To facilitate listening tasks and improve the learners' listening skills the teachers should enhance their positive
Language is the crucial tool used to transmit messages through communicate opinions, thoughts, and ideas. Making a statement may be the paradigmatic use of language and it can be seen as a form of action. Human use of language to perform certain kind of acts which known as speech acts and any speech act is the performance of several acts at once that, recognized by different aspects of the speaker’s intention. Basically, speech acts are acts of communication therefore, they are the basic or minimal units of linguistic communication. Communicate is to express a certain attitude, so the type of speech act being performed corresponds to the type of attitude being expressed such as make a requests to express a desire, make a statement to express a belief, offering apologies to expresses a regret, and giving orders, making promises, asking questions, giving thanks since language is an inseparable part of human life.
In this process, teachers and learners are the most important participants which their roles should be taken into consideration by Teaching English as Foreign/Second Language (TEFL/TESL) researchers. Teachers and researchers in the field of language teaching have shifted their focus away from the teacher-centered learning to the learner-centered learning. In other words, EFL learners take on more responsibility for their learning to meet their own individual needs. Accordingly, Lynch (2010), the learner-centered approach puts more responsibility on the learners ' shoulder by making use of language learning strategies. Learner-centered approach (i.e., active learning) is a teaching method in which the learner is in the center of learning process and the teacher has the least impression in language teaching.