Language is a daily need to learners as they use it every day and it need to be taught well. Lack of proper education in language results in lack of knowledge and skills to learners. It should be taught in a more understandable way because it also entails daily teaching and functioning of the classroom. Language should be taught well from the early phases of education and mastered. It becomes difficult to leavens to know and excel in other subjects when the language level is poor.
They don’t recognize the second language as foreign, but they use both as native depending on the situation. On the other hand, adults have already their native language backed up in their brains and in order to learn something new they have to put a lot of effort because it is harder for the brain to learn on purpose. For example, think of a song that you have heard recently and unconsciously you have learned the lyrics. Although you didn’t put any effort, the song is in your head. Now think of a lesson for school you tried so hard to learn but still you tend not to memorize.
In other words, they often used the type of assessment that mainly focuses on the ability of the students to arrive or produce or demonstrate their own learning. They rarely used the assessment tools that focus on the product their students were able to come up with. There are many reasons why teachers are reluctant to use formative assessment in their classroom. Time shortage and large class size are one of the main reasons that teachers mentioned in their interview. Moreover, teachers decided their assessment types basing on its convenience for management.
Speaking proper English is a struggle for all of them, as they tend to use the wrong verb tense all the time and also gradually learning new words. I could see a difference between the students who have family support (parental involvement) and those that don’t have the support (Copple, 2012). I feel that it is important to create a relationship with my students so that they can see that I understand where they are coming from. This relationship will encourage them to open up and increase their “motivation to learn” (Copple, 2012, p. 47). Culture plays a big role here on island and the way that they do things; I can see the influence of culture when they respond to questions or tasks given to the students (p.48).
Additionally, there are some kinds of discourses that normally prevail in teaching situations. It is vitally important to determine some patterns that teachers apply in their discourse which impede that teachers develop learners´ oral production which is due to the lack of a big amount of input to students. Monologic vs dialogic discourse Firstly, sometimes learners do not feel engaged in the
Listening comprehension is one of the important skills that learners must master for communicating in English. Without good listening comprehension skill, learners will find difficulties when they engage in the daily conversation using English. However, eventhough every learners knows that listening comprehension is an important skill, many of them do not feel determined to hone it. The possible cause might be the tedious learning atmosphere in the class. Being a student who attended the listening comprehension class, I felt the atmosphere of learning was dreary.
Although things are changing, and the majority of teachers try to foster real communication through the implementation of different communicative methods, one as a teacher always finds groups which are more proficient on the linguistic part of language than on communicating effectively in an oral way. There have been several theoreticians who have spoken about the lack of oral communication, lack of interaction and the effect those phenomena have on the development of language proficiency. Before mentioning their postulates, it is necessary to define what oral communication is. According to Brown (1994), “oral communication is an interactive process of constructing meaning that involves producing and receiving and processing information” Brown himself gives more importance to the skills of interaction of behalf of the participants in the act of communication. He sees oral
Grammatical problem will influence on how words are put together to form the correct sentences or meaningful. Fourth, some students were still in doubt with choosing the correct words while composing descriptive text. Lack of vocabularies made the students confused in developing their ideas. In this case the students have to choose the correct words that they need. Last, students’ difficulty related to spelling, punctuation and capitalization.
(Source: Thornbury, 1997, p.7) and so many other questions can show their insufficient LA. Providing no answer or incorrect response may damage teachers’ confidence to continue their job. Consequently, teachers with lack of confidence may encounter problems in their pedagogical decisions. What teachers do in their classes and their pedagogical decisions are affected by their language awareness (Andrews, 2001). Hopefully, the findings of this study would help teacher trainers and educators to prepare would-be teachers for their future jobs.
The purpose of this study is to investigate the activities, tasks and the methods to promote students’ oral skills. In teaching, people who know a language are referred to as “speakers of that language so of all the four skills ( listening, speaking, reading and writing) speaking seems an important component of language classes. Speaking skill is important because it is basic for communication. There are many theories about language teaching but when it comes to practice, some teachers can’t decide the types of activities or tasks that are applicable for their learners. My motivation to study this topic is to help teachers to use communicative activities in classroom teachings.