Aural means related to sense of hearing and oral related to verbal communication. Surely when the student is getting better in both listening and speaking they will reach communicative competence. Communicative competence refers to the level of language learning that enables language users to convey their message to others and to understand others’ messages within specific context (Hymes, 1972). Of course to reach this competence, both listening and speaking improvement is really needed. The Aural-Oral approach is very effective to be implemented in English Language Teaching in case to build communicative competence of student.
Definition: Communicative Language Teaching (CLT) is an approach to language teaching which supports the development of learners' abilities to use language fluently and meaningfully. The main function of CLT is teaching communicative competence (Richards, 2005). According to Richards (2005), communicative competence means using language for different purposes and functions, modifying language use according to settings and participants, producing and understanding different text types and continuing communication with limitations in language. Principles of CLT: There are many principles of CLT that basically focus on communication. Richards (2005) indicated that the principles of CLT are: language learning focus on real communication, learners
So British pronunciation is the acceptable correct pronunciation in English Second Language. The overall aim of teaching English Second Language is to develop learners’ communicative skills for meaningful interaction in the multicultural society. Therefore, English need conscious attention specifically on pronunciation of words, not just a concern to English teachers but all subject teachers. Thus, responsibility is required to assist learners, so that they could be able to read words correctly or effectively in all subjects. During my SBS experience, the researcher observed learners reading words with wrong pronunciations or mispronouncing some words.
As explained by Gee & Hayes (2011, p.3), regardless of which generation an individual belongs to, there are many individuals’ that are unable to write as well as they can read. It is forgivable to think that the education system has failed them as up until now, the modern-day classroom has focused on just reading and writing. Those two skills alone do not complete the literacy profile of a modern-day student. The ever-increasing presence of digital technology in the classroom is providing students an additional opportunity to successfully complete the requirements of the curriculum. The inclusion of digital technology exposes the students to methods of learning which will enable them to compete with their reading and writing literate counterparts.
The change of paradigm from a traditional second language acquisition (henceforth SLA) perspective to multilingualism has contributed enormously to developing the field of multilingual research. However, findings derived from research on third language acquisition (henceforth TLA) and multilingual education has not been applied in the classroom setting. However, teacher training programmes devoted to deal with the multilingual factor in current language pedagogies have been absent in Europe (De Angelis, 2011) and have been dominated by the English-only policy (Otwinoswka, 2017). For this reason, teachers may have preconceived ideas about various issues in third language (henceforth L3) learning and teaching, especially in multilingual contexts.
This paper deals with experimenting the use of Literature in English Language teaching in Engineering colleges. Literature sets out the potential of language and serves as a means of enhancing one’s competence through confidence. It can also help one hone one’s language skills by extending linguistic knowledge through evidence of extensive and subtle vocabulary usage and a complex and exact syntax. It is rightly said that Literature is a “valuable transitional material”. While language focuses on phonemes, morphemes, words, clauses, structures etc., literature lays emphasis on context and on how language is used for communication.