Students will soon understand this language. Receptive language acquisition (learning to recognize words and their meanings by listening or reading) is likely to take place before productive language use (learning to use words meaningfully in speaking or writing). Competence in ‘FLE’ foreign language
But the context should be appropriate to the students’ level. The learners take the specific characteristics of the language and the learners pay attention to them. We can say they notice the features of the language. For example, if the teacher gives the meaningful input to the students, they can notice the negation (do not) in sentences. But the language should be noticeable for the learners.
Thus, the ability in speaking skill is a crucial and important part of second language learning and teaching process. The mastery of speaking skill in the English language is a priority for many second language or foreign language students. Even though periods of focusing on language form and enhance vocabulary are important in English language learning, but developing the students’ ability to really communicate with English in the classroom are the main goal of an English language teaching. At the end of the study, the students should be able to communicate effectively in English for study, work, and leisure outside the classroom. Therefore, it is essential that English teachers pay great attention in teaching speaking to the students.
According to Sylviane Granger, this is due time restrictions on the teachers, who often do not have enough time on their educational schedules to teach a wide arrange of vocabulary and study it in depth, in addition of all the other aspects of English language a teacher must include in their program. She suggests that when teachers explain phraseology to their students, they should focus on phrasemes with obscure meaning, such as red herring. She also proposes the creation of corpora composed by ESL’s texts and speeches as a tool for analyzing the frequency and use of the different kinds of phrasemes and words used by
They should be taught in two languages. Students socio-economic, cultural and their parents’ educational background effect their education. Students from this background do not have much exposure to learn and speak in second language. The grammar-translation method It is way of learning and teaching a language through a detailed study of its grammar. The learner then applies the rules of grammar in translating sentences and parts of texts from the mother tongue into the target language and vice versa.
One of the basic problems in foreign-language teaching is to prepare learners to be able to use the language. How the preparation is done, and how successful it is, depends on how teachers understand their aims. For instance, in order to be able to speak a foreign language, it is necessary to know a
With these strategies in hand, students can develop basic skills of competency at a higher level, students are able to reason with things, able to create or invent, and gain knowledge to their potential. The use of these strategies is vital to succeed in literacy and carefully pick an appropriate strategy to a
Building language awareness, integrating skills, pair and group work, authentic materials,… are one of them. Starting with building language awareness is a good choice. Building language awareness is stimulating students’ interest and curiosity about language. The next important thing is using “Authentic Materials”. Learners should see a real material to form an estimate.
It means that in spoken language or speaking, the vocabulary used must be very familiar and it is used in everyday conversation in order to understand the spoken discourse. Vocabulary is a basic building block of language learning. Students need to know words, their meanings, how they are spelt and how they are pronounced. Thus, when teaching vocabulary, the teachers have to make sure that they explain the meaning as well as the spelling and pronunciation. Vocabulary is the knowledge of meanings of words.
Lastly, the teacher has to be able to engage with a variety of instructional strategies to ensure learners are guided and supported in a way that is beneficial to their learning of the new language. The teacher also has to have knowledge of how to create opportunities for practice and incidental