scholarly journals TAMIḺ MOḺIK KAṞṞAL KAṞPITTALIL PĒCCUT TIṞAṈIṈ CELVĀKKUM ĀḶUMAIYUM [INFLUENCE AND PERSONALITY OF SPEAKING SKILLS IN TAMIL LANGUAGE LEARNING AND TEACHING]

2021 ◽  
pp. 150-156
Author(s):  
SAGAR NARAYANAN
Keyword(s):  
Language Learning ◽  
Personality Development ◽  
Classroom Teaching ◽  
Clear Speech ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Basic Language ◽  
Speaking Skill ◽  
Speaking Skills

Speaking is one of the basic language skills. Personality is called ‘personality’. Therefore, it is very important to have influence on speech as well as how much physical and mental resources are essential for personality development. This study examines the extent to which personality skills are important for a teacher to be able to speak in the teaching of learning. This dissertation was based on a book review and an observation among Tamil teachers at school. Vocabulary is the ability to take the word. Vocabulary is required to be a leader in any field, no matter who you are. This study examines the importance or influence of speaking skills among teachers. Approaches such as observation and interview were carried out among the Tamil teachers in this study. Speaking skill in classroom teaching is an important part of every teacher. Conceptual speaking and clear speech will refine classroom teaching. Improving these elements will help students in the classroom and fully engage in their learning. This review was conducted from a number of angles for each teacher to dominate in speaking skill. This study shows that effective learning in teaching can be achieved if each teacher acquires an influential personality in speaking skills.

scholarly journals A Comparative Study for Understanding the Problems Faced by Male and Female Undergraduate Students in Acquisition of Speaking Skill Competence, While Learning English as a Foreign Language in Karachi, Pakistan

2020 ◽  
Vol 10 (2) ◽  
pp. 266
Author(s):  
Muhammad Ali Shaikh ◽  
Nadia Saeed ◽  
Subhash Guriro ◽  
Stephen John ◽  
Zahid Hussain Sathito
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Male And Female ◽  
Classroom Activities ◽  
Basic Language ◽  
Learning Skill ◽  
Speaking Skill ◽  
Compulsory Subject ◽  
Speaking Skills

Pakistan is one of the developing countries where English is taught from primary to graduation level as a compulsory subject, but it is observed and quoted by a number of researchers in their research that the EFL learners are found weak in one of the basic language learning skill i.e., speaking. Keeping in view this issue of learners this research study was conducted to investigate the types of difficulties the male and female learners of EFL face in acquisition of speaking skills competence and to get their suggestions, which they expect from teachers or authorities to do in their endeavors of improving speaking skill competence in overcoming the difficulties faced by them. The sample consisting of 120 undergraduate students from 10 universities was selected. A questionnaire having 10 close-ended and 05 open-ended items was distributed among the participants. The analysis of quantitative data suggests that comparatively males give more importance to skill for success in career than female, moreover they are more hesitant than females because of lack of confidence, afraid of mistakes and of being criticized, etc. while analysis of qualitative data reveals that only 27% participants are satisfied by their speaking skills competence, 51% were unable to reason what is important for mastering speaking skills, 20% said, they are unable to speak because of lack of confidence, 38% feel speaking skill is the most difficult skill, while 35% favored classroom activities for improving speaking skill competence. On the basis of findings from the suggestions of the participants, it is concluded that if teachers arrange classroom activities, then there will be a positive impact on students’ confidence as activities will improve the speaking skill competence of the learners.

scholarly journals Review of corpus tools for vocabulary teaching and learning

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Qing Ma ◽  
Fang Mei
Keyword(s):  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Design Principles ◽  
Careful Consideration ◽  
Classroom Teaching ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Basic Concepts ◽  
Learner Language

Abstract This review aims to introduce corpora as useful tools for facilitating vocabulary teaching and learning. Corpora have long been applied to improve learner language learning, but their direct implication in classroom teaching is rare. This review begins with providing basic concepts related to corpora and then illustrates how corpora can benefit language learning and teaching. To make better use of corpora, careful consideration needs to be given to how to choose an appropriate corpus and what specific corpus search functions should be used. To this end, a new corpus-based language pedagogy (CBLP) is introduced as a new pedagogy to integrate corpora into classroom to facilitate teachers’ teaching. CBLP blends corpus linguistics with classroom pedagogy. In addition, four design principles are illustrated to help teachers design effective corpus-based lessons. Finally, a number of important issues are raised to help teachers improve their design of corpus-based lessons.

scholarly journals Language learners’ identities in EFL settings: resistance and power through discourse

2012 ◽  
Vol 14 (1) ◽  
pp. 60 ◽  
Author(s):  
July Carolina Gomez Lobaton
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
Private University ◽  
Classroom Community ◽  
Learning And Teaching ◽  
Social Actors ◽  
Linguistic Resources ◽  
Speaking Skill ◽  
New Perspective

This research project aims at identifying and analyzing different identities students construct as learners of a foreign language wheninteracting within an EFL classroom, and how this identity construction might have possible effects on students’ language learning process.This study, which was carried out with undergraduate students from a private university in Bogotá, was the product of permanent observationto the development of students language learning process (specially speaking skill) and how the implicit or explicit student-teacher interactionmight constitute an important element to this development, relies under the principles of CCDA (Critical Classroom Discourse Analysis). Theidea of implementing this research methodology has to do with the need of looking beyond fixed categorizations and rather listen to howlearners negotiate different identities as they employ diverse cultural and linguistic resources to construct knowledge in classrooms. Throughoutthe process of data collection, with transcripts of oral interactions undertaken in the classroom and interviews to students as main sources ofanalysis, a new perspective of pupils as social actors who hold multiple social identities was discovered. The results show that issues such asthe use of L1 in the EFL classroom, the teacher‘s conception of language learning and teaching and the silent fight for power among teacherand students constitute important elements in the struggle of students when constructing their social and individual identities as learners withina given classroom community.

scholarly journals AN ANALYSIS OF THE UTILIZING ZOOM APPLICATION TO ENGLISH LEARNERS’ SPEAKING SKILL MOTIVATION

2021 ◽  
Vol 4 (3) ◽  
pp. 433
Author(s):  
Sabila Nur Risma
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Qualitative Method ◽  
Speaking Skill ◽  
Global World ◽  
Learning English ◽  
Descriptive Qualitative ◽  
Speaking Skills

Speaking is one of the productive skills that should be learned and mastered by English learners which gives them the ability to communicate effectively in this global world. However, most learners face difficulties in learning English, especially in mastering speaking skills. The lack of motivation in learning English is the most common problem faced by learners. With the development of technology, employing Zoom Application in learning English is recommended for fun and exciting learning. This research aims to analyze how applying Zoom Application can improve English learners’ motivation to speak in English. The descriptive qualitative method is used in this research and to gain the data, the researcher used some instruments, there are questionnaires and interviews, which were carried out to 30 learners in English Zoom Club as subjects of the research. The result of this research suggested that applying Zoom Application is very interesting since it provides such motivating and stimulating activities for English learners. Moreover, using Zoom Application make English learners have an appropriate platform and new friends to practice improving their speaking skill at the same time. Keywords:  Speaking Skill, Motivation in Language Learning, Zoom Application  

scholarly journals Book Review: Positive Psychology Perspectives on Foreign Language Learning and Teaching. Edited Collection by Danuta Gabryś-Barker and Dagmara Galajda.

2019 ◽  
Vol 1 (1) ◽  
pp. 142-147
Author(s):  
Sonja Babic
Keyword(s):  
Second Language Acquisition ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Human Functioning ◽  
Positive Character

Traditionally, within psychology, the focus has been on the negative aspects of human functioning and how to improve and treat problems. Positive Psychology (PP) emerged to balance the field by ensuring a consideration of both positive and negative dimensions; to examine what goes well in life as well as instances of disorder and dysfunction. As a result, PP concentrates on “positive emotion, positive character traits, and institutions that enable individuals to flourish” (MacIntyre, 2016, p. 3). PP has recently started gaining researchers’ attention in language learning and teaching (MacIntyre, Gregersen, & Mercer, 2016), although it is still in its infancy within Second Language Acquisition (SLA). This volume is one of the first few edited collections to address this nascent field. It comprises theoretical, practical and empirical studies of foreign language learning and teaching through the lens of PP. It encompasses four main sections, namely, introducing PP in SLA; focus on learners: positive interventions; focus on teachers: personal and professional wellbeing; and, focus on assessment: achievement and success.

scholarly journals البيئة العربية ودورها في تنمية مهارة الكلام ( دراسة متعددة في معهد الأمانة الحديث كريان سيدووارجو و معهد دار الحكمة الحديث تاوانج ساري تولونج أجونج

ASALIBUNA ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Putri Kholida Faiqoh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Speaking Skill ◽  
Language Environment ◽  
Teaching Learning ◽  
Arabic Speaking ◽  
Speaking Skills

Language Environment Approach (Bi’ah Lughowiyah) is a language learning approach that aims to enhance the ability of learners in a foreign language through the utilization of the environment as a learning resource. Speaking skills (Maharah Kalam) are one type of productive skills of learners who require the ability to pronounce sounds correctly, it is a major part of the curriculum of foreign language learning. The Al-Amanah Islamic Boarding School and Darul Hikmah Islamic Boarding School is two of the cottages that there are several activities that aim to develop the ability to speak with students in Arabic, such as Mufrodat Kulla Yaum, Usbu' al-'Araby, Muhadharah, and all of activities about daily speaking skills until monthly. But unfortunately, most students of this cottage did not speak Arabic correctly because mixed by language of their region (Jawa). This research uses a qualitative approach, as well as the type of Multisite research. The results of this study are: 1) The role of Bi'ah Arobiyah in developing Maharah Kalam at the cottage, in terms of the psychological, the role is very helpful, but less. In terms of pedagogic, the role is ineffective. In terms of instructional, there is major role. 2) Supporting factors of Bi'ah Arobiyah that affect the ability of students to speaking Arabic, the position and the positive appreciation of all the inhabitants of the cottage to the Arabic language, Arabic learning materials, Language Activator Division of cottage, rules and punishment, the implementation of the teaching-learning processing a fun atmosphere, and strong motivation of most students. And the inhibiting factors are: the lack of a good education funding for the implementation of Bi'ah Arobiyah, at least media language learning, and most students of this cottage did not speak Arabic correctly because mixed by language of their region. And to solve the problems, intensive evaluation followed by corrections in learning is needed. Keywords: Arabic Environment, Arabic Speaking Skill

scholarly journals Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

2018 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Nur Arifah Drajati
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Target Language ◽  
Language Fluency ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Efl Students ◽  
Speaking Skill

Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.

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