Concerning the importance of speaking skill, Gammidge (2004, p.7) claims that "Speaking is a highly challenging yet essential skill for most learners to acquire." In addition, Renandya and Richards (2002) state that “a large percentage of the world's language learners study English in order to develop proficiency in speaking”(p.201). Many English foreign language students consider the mastery of speaking skill a priority. Besides, they evaluate their success according to their spoken language proficiency. (Richards, 2008, p.19) For many teachers, teaching speaking is so important.
The role of listening comprehension appears to be very important in the classroom, not only at the beginning stages of second language acquisition (SLA) but for advanced levels as well. (Rost, (2002) described listening comprehension as a process of trying to understand what spoken language refers to in one’s experience or in the real world. Listeners do not passively absorb the words, but actively attempt to grasp the facts and feelings in what they are hearing by attending to what the speaker says, to how the speaker says it, and the context in which the message is delivered (Purdy, (1997). Various researchers have explored the issues of amount and type of input for listening comprehension tasks. (Ur, (1987) stated that listening to a second language is difficult for students because they are not accustomed to the sounds, stress, rhythm, and intonation of the second language, which are normally very different from their own language.
Being able to keep a fluent conversation with a native speaker is viewed as the main goal of this research and it also highlights the importance of speaking skills in a student´s point of view. Therefore, in this research study , four competitive skills of english teacher considered which might be helpful for English teachers and enhance their students´ communicative skills. (Marc.j.Riemer, 2007)English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active knowledge of the foreign language, not just theory but about the language. Communicative approach focuses on a balance between fluency and accuracy and is the most suitable for those students whose aim is to gain confidence in speaking and conversational abilities.
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
Reading about CLT made me conscious of its potential for addressing the difficulty in communication that my students had and this is what led me to search about the principles that I've chosen. I will give my own perspective on the use of authentic language, use of games and expressing thoughts and ideas in EFL classrooms. Additionally, I will offer evidence to support my position from literature. My choice of principles is showed in appendix 1. I believe that understanding these principles would allow me to support my learners effectively in their attempts to speak English.
Studies relating to English teaching have showed the need for teachers ' questioning, and emphasized how they are important to start communication and how they can help EFL learners to develop their competence in language. “In second language classrooms, where learners often do not have a great number of tools, your questions provide necessary stepping stones to communication” (Brown 1994: 165). Similar remarks have been made in favor of providing feedback, certainly to EFL learners. For example, “Such responsibility means that practically everything you say and do will be noticed” (Brown 1994: 28, and Nunan 1991: 195). In this regard, Mcough and Shaw (1995: 271 – 273) provide more detailed advice as follows: Evidence also tends to suggest that the questions a teacher asks in the classrooms can be extremely important in helping learners to develop their competence in the language.
My main focus is the importance of cultural competence in language teaching/learning. However, I also acknowledge that linguistics and communicative competencies are vital areas of language learning. In coming up with a theory of practice, it is essential to examine the qualities that make up a good teacher and put into consideration the needs of a learner. Teaching/learning a language is indeed a complex issue and is much more than most teachers perceive it to be. Initially, I had a narrow idea of teaching/learning English language as just about vocabulary and grammar rules.
Students of all ages are taught by activating the visual, auditory, tactile, and kinesthetic senses and require abundant drill, practice, and repetition. Readings should reinforce the words students are learning in passages with few unknown words to develop automaticity. E. The technological nature of our society demands a literate workforce. Fluent reading with comprehension is critical for success. Fluent readers can grasp print material in larger units and phrases for more efficient reading These variations can be confusing for many native English speakers—not to mention students who struggle with language or are learning English as a second language.
IGNITE THE ZEAL OF EVERY STUDENT TO LEARN ENGLISH LANGUAGE IN A HETEROGENOUS CLASS Since the classroom is the first and only environment for many good language learners, they should make use of this chance as much as possible. However, some of the students find it difficult to speak in the target language for many reasons ranging from interest to confidence, from age to knowledge. Other students, however, would like to express everything they think or feel by using the new language. As a result, some students may take many turns, while others do not speak for the entire lesson. It is the duty of the teacher to create the congenial atmosphere in the class room and build confidence among the students to express their views in the target language.
This led us to deal with this research in order to clarify as much possible some of them, and find appropriate solutions. The main focus of this study is to investigate on the most appropriate strategies used by either learners or teachers to improve the new vocabulary learning. the problem statement: Foreign languages are playing important roles in the world nowadays, teachers encounter many difficulties in teaching foreign and second languages. As well as students cannot find an effective way to learn these languages since the studies are based mainly on written sessions rather than oral ones. So what do we mean by Vocabulary Learning Strategies?