Productive Skills

2.2. Characteristics of self – study

2.2.1. Productive skill

According to the website of Teaching English - British Council, productive skill means “The productive skills are speaking and writing, because learners doing these need to produce language. They are also known as active skills. They can be compared with the receptive skills of listening and reading.”

Dita Golkovaa and Sarka Hubackovab (2014) confirm that “When one starts learning a foreign language, he surely and subconsciously is exposed to both categories of language skill. As mentioned before, productive skills - also called active skills - mean the transmission of information that a language user produces in either spoken or written form. Productive skills would not exist without

368-370). She also adds that other unique factors are level of education, emotional and social needs. Themes for pair conversation or group discussions range from those oriented at children, e.g. family matters, favourite pets, school, favourite meals, aimed at teenagers, e.g. hobbies, music, future plans, and also directed at adult, mature learners. Their popular themes are weather, academic life, job, pastime and weather to name a few.”. “In terms of writing activities that support active skills, very effective and successful seem to be writing and replying to emails between students or students and a teacher, filling in basic forms in the new foreign language, writing a brief family history or keeping a diary at later stage of learning. There are more and less successful students in the area of productive skills, but the truth is that they should not be discouraged in any phase of learning process. Continuous chase for more effective activities in order to meet the learners´ needs and even more activate their productive skills should be one of the teacher´s main objectives and

Receptive skill

According to the website of Teaching English - British Council, receptive skill means “The receptive skills are listening and reading because learners do not need to produce language to do these, they receive and understand it. These skills are sometimes known as passive skills. They can be contrasted with the productive or active skills of speaking and writing.”

Amir Hossein Torabian, Marlyna Marosb, and Mohd Yasin Mohd Subakirc states that “It is indicated the existence of a positive relationship between these two variables.” In a study, they assessed that "The findings in the first and the second tables are supported by Al-Amor's (2006) study which assessed the productive and receptive collocational knowledge of Saudi EFL learners but there existed one major difference. The results of Al-Amor’s study showed that there was a lack of collocational knowledge among the subjects as manifested by their poor performance on the collocational test. Our findings in this respect are in complete agreement with the findings of Al-Amor’s. His data also revealed that there was a relationship between the EFL learners' receptive and productive knowledge of collocations. However, his subjects performed better on the productive test (M=32.88) than on the receptive test (M=24.64), a finding that is paradoxical considering the evidence that receptive knowledge is typically broader than productive knowledge. This finding is in contrast with the findings of the present study