scholarly journals HOW TO DEVELOP ORAL FLUENCY WHEN TEACHING ENGLISH FOR SPECIFIC PURPOSES

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 192-194
Author(s):  
Anzhela Gordyeyeva
Keyword(s):  
Foreign Language ◽  
Speech Production ◽  
English For Specific Purposes ◽  
Task Repetition ◽  
Teaching English ◽  
Oral Fluency ◽  
English Speaking ◽  
And Task

The article deals with the problem of oral fluency when teaching English for specific purposes. It highlights the importance of the development of fluency in English speaking class and investigates the factors that can make speaking more fluent. In this research we try to explain why speaking is complicated showing the functions of speech production, analyzing the notion of speaking competence and demonstrating the best speech conditions under which speaking fluency can be increased. With this purpose we describe the ways of developing fluency focusing on pretask planning and task repetition as some of the best ways of enhancing the ability to speak a foreign language easily well and quickly.

scholarly journals TEACHING ENGLISH TO CHEMISTRY STUDENTS IN THE KARAKALPAK AUDITORIUM

2021 ◽  
Vol 1 (71) ◽  
pp. 28-31
Author(s):  
D. Abdullaeva
Keyword(s):  
Foreign Language ◽  
English Language ◽  
English For Specific Purposes ◽  
Teaching English ◽  
Teaching Chemistry ◽  
Chemistry Students ◽  
Method Analysis ◽  
Descriptive Method

The article deals with the importance of teaching English for specific purposes (ESP), and methods of teaching English to chemistry students in the Karakalpak auditoriums. In this article, works and theories of methods in teaching the foreign language have been analyzed and suggestions are given. Descriptive method analysis is used in this article. The article gives information about the problem and ways of teaching chemistry in the English language. Also, in the article, sample of the lesson activities to teach English to chemistry students have been described. 

scholarly journals TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING

2016 ◽  
Vol 39 (1) ◽  
pp. 167-196 ◽  
Author(s):  
Craig Lambert ◽  
Judit Kormos ◽  
Danny Minn
Keyword(s):  
Speech Production ◽  
Speech Processing ◽  
Speech Rate ◽  
Oral Communication ◽  
Task Type ◽  
Task Repetition ◽  
Oral Fluency ◽  
Japanese Learners Of English ◽  
Japanese Learners ◽  
Task Types

This study examines the relationship between the repetition of oral monologue tasks and immediate gains in L2 fluency. It considers the effect of aural-oral task repetition on speech rate, frequency of clause-final and midclause filled pauses, and overt self-repairs across different task types and proficiency levels and relates these findings to specific stages of L2 speech production (conceptualization, formulation, and monitoring). Thirty-two Japanese learners of English sampled at three levels of proficiency completed three oral communication tasks (instruction, narration, and opinion) six times. Results revealed that immediate aural-oral same task repetition was related to gains in oral fluency regardless of proficiency level or task type. Overall gains in speech rate were the largest across the first three performances of each task type but continued until the fifth performance. More specifically, however, clause-final pauses decreased until the second performance, midclause pauses decreased up to the fourth, and self-repairs decreased only after the fourth performance, indicating that task repetition may have been differentially related to specific stages in the speech production process.

scholarly journals Choosing assessment techniques in teaching English for specific purposes

2021 ◽  
Vol 27 (2) ◽  
pp. 175-179
Author(s):  
Natalia Y. Koroleva
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Alternative Assessment ◽  
Authentic Assessment ◽  
Assessment Model ◽  
English For Specific Purposes ◽  
Foreign Languages ◽  
Business English ◽  
Teaching English ◽  
Assessment Techniques

The problem of adequate assessment of foreign language proficiency has always been in the focus of investigations dedicated to modern methods and technologies of teaching foreign languages. Recently, more attention has been paid to using alternative assessment methods generated by the teachers of foreign languages themselves and offering the system of multi-directional prolonged criteria based assessment of foreign language competences. It is argued that alternative assessment techniques better correspond to the teaching technologies used by individual teachers, stimulate brain activities, develop creative and logical thinking. This article considers and analyzes one of the models of authentic assessment which is becoming more and more popular – forming an educational portfolio. Examples of this authentic assessment model practical application in teaching business English to the students studying for a Bachelor’s degree in tourism and in teaching English for specific purposes to the students studying for a master’s degree in jewelry are provided and summarised.

scholarly journals Implementation of Task-based Learning in Teaching English in Indonesia: Benefits and Problems

2020 ◽  
Vol 15 (1) ◽  
pp. 1-9
Author(s):  
Muhammad Badrus Sholeh
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Task ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Teaching English ◽  
Advantages And Disadvantages ◽  
Efl Context ◽  
Definition Of ◽  
And Task

A variety of approaches exist in foreign language teaching and learning; Task-based Learning (TBL) is one of them. It is an innovative approach that is developed from the Communicative Approach. The concepts of TBL have proven successful in classrooms. In this study, the writer conducted a literature review of task-based learning in teaching English dealing with the benefits and problems in implementing this approach in Indonesia. This paper seeks to review Task-based Learning (TBL), covering the definition of ‘task’ and Task-based Learning (TBL), the characteristics and stages of TBL, the teacher and students’ roles in Task-based Learning, and also the advantages and disadvantages of Task-based Learning. It also addresses the application, the benefits and problems of Task-based Learning in the sense of Indonesian EFL context. This will help educators and language teachers in Indonesia to attach more importance to the contextual differences when applying Task-based Learning in Indonesia.

scholarly journals The The Role of Tongue Twister to Improve the Students’ Speaking Skill

2021 ◽  
Vol 8 (2) ◽  
pp. 335-345
Author(s):  
Yuni Yuniar ◽  
Muhammad Reza Pahlevi ◽  
Nia Hoerniasih
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Learning Processes ◽  
Teaching English ◽  
Speaking Skill ◽  
English Speaking ◽  
Tongue Twister ◽  
Main Language

Recently the ability to English speaking is very necessary since English has become a foreign language in Indonesia. A correct speech is become crucial to avoid misunderstanding conveying the information to the listener. Therefore, teaching English speaking is very necessary to the teacher in improving the students’ speaking skills. The main reason why learning to speak English is very difficult for the students is because students often use the Indonesian language (mother tongue) as the main language and are not accustomed to speaking in English in their daily life. One of the alternatives technique that can be used by the teacher is using tongue twister. The aims of this study is to explore about what are the problems that faced by the students while learning English speaking in Tongue Twister assisted. The classroom action research is a method that conducted in this research. There are two Cycles in this research and both of cycles showed of 77.14% of students has obtained a score of 75 and 77.13%. This result shows that the students have met the success criteria of the research and the students actively participate in the teaching and learning processes during English-speaking class.

Exploring an approach for teaching subject specific genres in Chinese

2006 ◽  
Vol 29 (1) ◽  
pp. 6.1-6.22
Author(s):  
Mark Shiu Kee Shum
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Foreign Language ◽  
Medium Of Instruction ◽  
Teaching English ◽  
Second Language Teaching ◽  
School Subjects ◽  
Subject Specific ◽  
English Speaking ◽  
Interest In Research

This research seeks both to describe Chinese genres found in a range of school subjects and to develop models of pedagogical principles for their teaching. Thus far, most of the research has been devoted to the teaching of genres for first and second language teaching, though there is a developing interest in research into the teaching of genres in teaching English as a foreign language. There is a need to develop genre-based research in languages other than English, in order to test the application of the theory to non-English speaking contexts. This paper reports on an approach to the study of Chinese genres for examination purposes, developed in Hong Kong, where, since 1997, official support has been given to the use of Chinese as a medium of instruction. The study is not yet completed, though there is some encouraging evidence that the genre-based approach is proving useful.

Exploring an approach for teaching subject specific genres in Chinese

2006 ◽  
Vol 29 (1) ◽  
pp. 6.1-6.22 ◽  
Author(s):  
Mark Shiu Kee Shum
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Foreign Language ◽  
Medium Of Instruction ◽  
Teaching English ◽  
Second Language Teaching ◽  
School Subjects ◽  
Subject Specific ◽  
English Speaking ◽  
Interest In Research

This research seeks both to describe Chinese genres found in a range of school subjects and to develop models of pedagogical principles for their teaching. Thus far, most of the research has been devoted to the teaching of genres for first and second language teaching, though there is a developing interest in research into the teaching of genres in teaching English as a foreign language. There is a need to develop genre-based research in languages other than English, in order to test the application of the theory to non-English speaking contexts. This paper reports on an approach to the study of Chinese genres for examination purposes, developed in Hong Kong, where, since 1997, official support has been given to the use of Chinese as a medium of instruction. The study is not yet completed, though there is some encouraging evidence that the genre-based approach is proving useful.

scholarly journals METODOLOGÍA PARA FAVORECER LA COMUNICACIÓN INTERCULTURAL EN INGLÉS EN ESTUDIANTES DE LA CARRERA DE HOTELERÍA DE LA UNIVERSIDAD LAICA ELOY ALFARO DE MANABÍ, ECUADOR

2017 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Raisa Macías Sera ◽  
Isel Ramírez Berdut
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Oral Communication ◽  
Foreign Languages ◽  
Teaching English ◽  
Assessment Practice ◽  
Palabras Clave ◽  
English Speaking

La competencia intercultural se ha incorporado en los últimos años al discurso de la didáctica de las lenguas extranjeras. Es interés de los estudiosos buscar estrategias para promover el intercambio respetuoso entre los aprendices de una lengua extranjera y los nativos, y su inserción al nuevo contexto; así como establecer   un   clima   distendido   entre   quienes   trabajan   con   visitantes extranjeros y aquellos que visitan una región por interés profesional o turístico. La metodología y el conjunto de tareas comunicativas para la enseñanza de inglés que se aplica a estudiantes de 4to semestre de la carrera de Ing. en Empresas Hoteleras en la Universidad Laica Eloy Alfaro de Manabí- Bahía de Caráquez, tienen como propósito el desarrollo de la comunicación oral intercultural  relacionado  con  la  proyección  profesional  de  los  estudiantes debido a su encuentro con turistas y colegas provenientes de países anglo parlantes. La metodológica aplicada consta de tres etapas estrechamente relacionadas, Diagnóstico, Ejercitación y Evaluación apoyada en un conjunto de tareas comunicativas interculturales que favorecen la comunicación oral intercultural y el intercambio respetuoso entre los estudiantes y los colegas o turistas. PALABRAS   CLAVE:   interculturalidad;   tareas   comunicativas;   diagnóstico; turismo. ABSTRACT The Intercultural competence has been incorporated to didactics in recent years to address the teaching of foreign languages. It is interest of scholars to seek strategies to promote friendly exchanges between learners of a foreign language and natives, as well as their integration into the new context. It is intended for researchers, a relaxed atmosphere among those working with foreign professionals and those visiting a region. The methodology and the set of tasks for teaching English to students in 4th semester in hotel companies at Eloy Alfaro University in Bahia de Caráquez.is with the purpose to develop the intercultural  oral  communication  related  to professional  projection  because students need to meet with colleagues and tourists from English speaking countries. The methodology consists of three closely related stages, assessment, practice  and  evaluation  supported  by  a  set of intercultural communicative tasks that promote intercultural oral communication and respectful exchange between students and colleagues or tourists. KEYWORDS:   Intercultural   competence;   communicative   tasks;   tourism; assessment.

scholarly journals METHODS FOR TEACHING SPEAKING SKILL AT THAMAR SCHOOLS AND THEIR IMPACTS ON LEARNERS� ORAL COMPETENCY

2019 ◽  
Vol 7 (2) ◽  
pp. 39
Author(s):  
Jameel Ahmed Alghaberi
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Teaching English ◽  
Speaking Skill ◽  
English Speaking ◽  
Instructional Aides ◽  
The Republic ◽  
Compulsory Subject

In the Republic of Yemen, English is taught as a foreign language (FL) in schools and universities. It is a compulsory subject in the curriculum of Yemeni schools and universities and it is the only foreign language that is taught in all Yemeni Public Schools. However, teachers and educators complain about students� lack of oral competency. Hence, this paper attempts to evaluate the current teaching methods, approaches, techniques and activities used for teaching English speaking skill at Thamar Secondary Public Schools. Besides, it also investigates the utilization of instructional aides as well as technological resources and facilities available at schools in Thamar city. Three different data collection techniques were used, namely observation, questionnaire, and interview. The results revealed that English teachers in Thamar still follow the traditional teaching methods. Above all, speaking skill is almost neglected. The lack of proper teaching methods and activities coupled with the absence of instructional aides stand behind students� deficiency in English speaking. Thus, it is recommended that several training sessions for in-service teachers to be held in order to familiarize them with the methods, techniques, and activities used for teaching English speaking skill.

scholarly journals From Content-Centeredness to Learner-Centeredness in Teaching English for Specific Purposes

2016 ◽  
Vol 5 (2) ◽  
pp. 172-178
Author(s):  
Adelija Čulić-Viskota ◽  
Maciej Denc
Keyword(s):  
Foreign Language ◽  
English For Specific Purposes ◽  
Teaching English ◽  
Course Materials ◽  
Learner Centeredness ◽  
Maritime Studies ◽  
The Creation ◽  
Maritime English ◽  
Teaching Learning

Student / learner-created or student / learner-centred / generated content in the teaching of languages for specific purposes (LSP) is one of the possible ways-out of the intricate maze in which LSP lecturers often find themselves when dealing with a professional content different from their own. Lecturers of languages for specific purposes, mostly experts in linguistics or literature of a foreign language, are usually faced with professions different from theirs when they start their LSP adventure and are forced to master to a certain extent the profession whose language they intend to teach. Still, keeping abreast with the latest in a profession different from the LSP lecturers' own is a demanding and often hardly feasible task. Maritime English (ME) is used in an environment to which ME lecturers hardly have access, i.e. on board ocean-going and inland craft worldwide. The lecturer has to take a detour, insist on eliciting information from the professionals in the field and keep pace with the actual language requirements to meet. It still remains difficult to find adequate content for LSP purposes as the lecturer feels like a hurdles runner in a different profession field. Students interested in their future profession can often do better in this sense and should be engaged in the creation of course materials and their presentation in class. LSP lecturers should remain in their own field of the (language) coach, while students should actually run their race through the LSP course. Some ideas based in Maritime English are presented as an example of why and how student-created / centred content has become one of the principal approaches in the teaching / learning of Maritime English at the Faculty of Maritime Studies (FMS) in Split, Croatia and Gdynia Maritime University (GMU) in Gdynia, Poland.

Sign in / Sign up

Export Citation Format

Share Document