scholarly journals AN ANALYSIS OF ORAL COMMUNICATION COMPETENCY OF TENTH GRADE ENGLISH LANGUAGE EXAMINATION IN BALOCHISTAN

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Qamar Zaman, Muhammad Aslam, Madeline Milian
Keyword(s):  
English Language ◽  
Oral Communication ◽  
Linguistic Competence ◽  
English Text ◽  
Natural Phenomenon ◽  
Text Book ◽  
Strategic Competence ◽  
Communication Competency ◽  
Tenth Grade ◽  
Listening And Speaking

It is a natural phenomenon that a language comprises of primarily four skills: reading, writing, listening and speaking. These basic four skills of a language make for effective communication. The English language has a great importance in the Pakistani context because all the competitive examinations are given in English language. In Pakistan, as in many other parts of the world, the English language represents the door of opportunities. However, it has been observed that the teaching of the English language and its assessment at secondary schools in Pakistan has been limited to two skills i.e. reading and writing, whereas, other skills of English language Listening and Speaking which includes linguistic competence, sociolinguistic competence, strategic competence, and discourse competence, are ignored categorically. This study is based on an analysis of Oral Communication Competency through Annual Examination Papers of 2014 to 2019 for Grade Ten in English Language Examination conducted by Balochistan Board of Intermediate and Secondary Education, Quetta in the Province of Balochistan. The study aims to investigate whether activities for learning Oral Communication in the English Text book for grade ten developed by

scholarly journals LEXICAL, GRAMMATICAL AND STYLISTIC REDUNDANCY IN ENGLISH TEXT

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 154-156
Author(s):  
Yuliya Litkovych ◽  
Vita Sternichuk
Keyword(s):  
English Language ◽  
English Text ◽  
Natural Phenomenon ◽  
Media Discourse ◽  
Complex Processes ◽  
Foreign Origin ◽  
Linguistic Unit ◽  
Semantic Development ◽  
The Creation ◽  
Definition Of

Lexical, grammatical and stylistic pleonasms in contemporary English-language media discourse are analyzed in the article. The definition of pleonasms, especially their types is offered. It is outlined the peculiar features of their usage in contemporary English-language media discourse. It has been proved that the redundancy in lexical pleonasms is expressed by synonyms. It is substantiated that grammatical pleonasms arise due to suffixes, prefixes and adverbs when creating degrees of comparison of adjectives. Pleonasms in contemporary English-language media discourse are used to intensify the utterance and to influence pragmatically on the addressee. Pleonasm is an independent expressive means of language. As a permanent feature of a linguistic unit, it differs not only from the stylistic means of expressing redundancy in speech, but also from grammatical types of redundancy. The autonomy of pleonasms in a language is justified by their purpose to clarify, intensify and add different shades of the meaning of a word or any concept in order to accurately convey information to the addressee. These redundant phrases are understood as absolutely natural phenomenon in English. One of the reasons for the creation of pleonasms is insufficient transparency of one of the components and this component the word of foreign origin. Pleonasm is the result of rather complex processes of semantic development of components that are combined.

Enhancing Oral Communication through Task Based Language Teaching: An Experimental Study on Under Graduate Students

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 277-282
Author(s):  
D. Shaby
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
English Language ◽  
Performance Test ◽  
Language Teaching ◽  
Oral Communication ◽  
Control Group ◽  
Text Book ◽  
Second Language Teaching ◽  
Experimental Group

A number of approaches to second language teaching have been projected since the nineteenth century. In spite of these changes within the background of second language teaching task-based language teaching (TBLT) remains to be a prevailing approach in language classrooms. However, several English language teachers be deficient in full awareness on what TBLT is and the way it is expeditiously implemented in their individual classrooms considerably in Asian classrooms that uses the most current language teaching and learning. An experimental study has been conducted to find out the effectiveness of Task Based Approach in teaching oral communication skills to college students. Based on the prescribed text book task based platform was constructed to teach for the first year students. An oral performance test attended by an assessment heading was administered. Fifty students were taken for the study and they were divided into two groups. Twenty five students representing the experimental group planned two units exploiting the task based program while twenty five students signifying the control group studied the same units following the Teacher’s instruction. Data were analyzed and Results exposed that there were statistically substantial differences found between the control and the experimental group. These results supports to utilize task based learning in teaching English as a second language Improvements.

scholarly journals Entornos Virtuales 3D Con Juegos De Rol Y Diálogos Para Desarrollar La Comunicación Oral Del Idioma Inglés

2017 ◽  
Vol 13 (23) ◽  
pp. 51
Author(s):  
Salazar Calderón Edison Hernán ◽  
Armas Pesántez Paul Rolando ◽  
Armas Pesántez Washington Geovanny ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac ◽  
...  
Keyword(s):  
Oral Language ◽  
English Language ◽  
Role Play ◽  
Oral Communication ◽  
Communicative Strategies ◽  
Before And After ◽  
National University ◽  
Quasi Experimental ◽  
Listening And Speaking

The present research aims at the application of a conversational English course in 3D virtual environments, to develop oral communication of the language in the students of the sixth level "G" at the Faculty of Engineering of the National University of Chimborazo, from March to August of 2014, inasmuch as, little interest in and outside the classroom was detected, which inhibited the learning process. Therefore, the use of listening and speaking skills was proposed, using communicative techniques such as role play and discussion. The development of the research was based on a quasi-experimental and qualitative design, applied type, causal, in situ and bibliographic. The method used was the hypothetical - deductive one that allowed to verify that the oral communication of the English language was developed. It was essential to develop the activities contained in the conversational course, which allowed the collection of information through evaluations with an observation sheet and qualifications scale applied to an experimental group, represented by the sample in two scenarios: before and after applying communicative strategies; the same ones that were tabulated, analyzed, interpreted and compared, these determined that the techniques, role play and dialogue, allowed to develop the oral language skill of the students through the English course.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

The Attitude of the Common Law

1939 ◽  
Vol 7 (1) ◽  
pp. 81-84
Author(s):  
H. C. Gutteridge
Keyword(s):  
Common Law ◽  
Short Note ◽  
English Text ◽  
Text Book ◽  
Contractual Obligation ◽  
Short Statement ◽  
Foreign Law ◽  
The Common

The English text-book writers have very little to say about conflicts in matters of quasi-contract. Dicey, who devotes only a short note to the question, is chiefly concerned with the problem of ‘classification’ and leaves it, otherwise, very much in the air. He refers in a footnote, without any discussion of its import, to a solitary case and gives no indication as to the rules which should, in his opinion, govern the matter. Westlake treats the question with more respect but with a lack of precision. He does not attempt any analysis of the different states of fact which may give rise to the problem in practice, nor does he discuss in any detail the rules to be applied. He confines himself to the statement that there can be little doubt that the proper law of a quasi-contractual obligation ought generally to be drawn from the place with which the act that occasions it has the most real connexion. Burge's Colonial and Foreign Law contains a somewhat obscure passage dealing with a very recondite aspect of the matter, but is otherwise confined to a short, statement of the views of certain Continental authors. Baty dismisses the question as being ‘comparatively unimportant’ Foote and Cheshire ignore the problem altogether, as also do the editors of the relevant title in the Hailsham edition of Halsbury's Laws of England.

Developing conversational competence through language awareness and multimodality: the use of DVDs

ReCALL ◽  
2009 ◽  
Vol 21 (3) ◽  
pp. 283-301 ◽  
Author(s):  
María Moreno Jaén ◽  
Carmen Pérez Basanta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Oral Communication ◽  
English Language Teaching ◽  
Language Awareness ◽  
Multimodal Texts ◽  
Conversational Interaction ◽  
Conversational Competence ◽  
Oral Interaction

AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).

scholarly journals Students’ Perceptions about the Importance of Communication Skills: A Case Study of EFL Learners at Jazan University, Saudi Arabia

2015 ◽  
Vol 4 (1) ◽  
pp. 63
Author(s):  
Muhammad Riaz Khan ◽  
Shehla Riaz Khan ◽  
Saeed Ahmad
Keyword(s):  
Saudi Arabia ◽  
Communication Skills ◽  
English Language ◽  
Personality Development ◽  
Oral Communication ◽  
First Grade ◽  
Social Needs ◽  
Survey Method ◽  
Sample Population ◽  
Speaking Skills

The graduates of Jazan University (Saudi Arabia), like anywhere else in EFL or ESL settings, require effective oral communication skills in English language for a highly competitive and expanding market economy of the country, and the worldwide too. The study was taken to evaluate the students’ perceptions about the need of speaking skills and the urgency to participate in language enhancement activities keeping in view the generally unsatisfactory position of the Saudi students in speaking English language. The sample population for this research was taken from three colleges, i.e. the first grade students from Engineering, Business and Computer Science of this university. A survey method technique was adopted in which data was obtained using a structured questionnaire about students’ responses on multiple items indicating their understanding of the importance of speaking skills, their existing level of oral communication and the need to participate in the extra coaching programs offered by the university. The quantitative data were analyzed by using SPSS 17. The data shows the participants’ understanding of the importance of communication skills for social needs, personality development, attaining and survival in the job market, and their needs for attending extra language training sessions other than their normal routine courses.

scholarly journals MOOD STRUCTURE TYPE OF THE CLAUSE ANALYSIS IN ENGLISH TEXT BOOKS OF SMA: A DISCOURSE STUDY BASED ON SYSTEMIC FUNCTIONAL LINGUISTIC THEORY

2018 ◽  
Vol 16 (2) ◽  
pp. 46-58
Author(s):  
Fatimah Kesuma Astuti
Keyword(s):  
Data Analysis ◽  
Qualitative Study ◽  
Analysis Data ◽  
Structure Type ◽  
English Text ◽  
Systemic Functional Linguistic ◽  
Tenth Grade ◽  
Procedure Text ◽  
English Textbooks ◽  
Imperative Mood

This study aims at analyzing mood structure type of the clause on recount and procedure text in English textbooks of SMA where it was analyzed based on the mood structure types of the clause. It was designed as a descriptive qualitative study and discourse analysis. Data were collected through documentation method. The technique in collecting the data is by determining the source to be investigated, determining the supporting resources, and seeking the recount and procedure text on the English textbook. The Data were analyzed using Mood structure analysis suggested by M.A.K Haliday. In analyzing the data, the activities did by deep reading, identifying, classifying, analyzing, and calculating the percentages. Based on the results of the data analysis, the findings of this research can be stated as follows: (1) There are some types of mood structure in the English textbooks of SMA at the tenth grade students which published by Pusat Perbukuan Departemen Pendidikan Nasional especially on recount text, they are indicative: declarative mood (99,41%), indicative: interrogative mood (0,59%), and imperative mood (0%). (2) The results of mood structure type on procedure text are indicative: declarative mood (25,62%), indicative: interrogative mood (0%), and imperative mood (74,38%). (3) The results in the textbook which published by Yudhistira especially on recount text are indicative: declarative mood (98,94%), indicative: interrogative mood (1,06%), and imperative mood (0%), and also on procedure text are indicative: declarative mood (25%), indicative: interrogative mood (0%), and imperative mood (75%).

scholarly journals TRANSLATOR’S PROFESSIONAL COMPETENCE: A MODEL AND ITS IMPLEMENTATION IN UNIVERSITY TRAINING

2020 ◽  
pp. 69-81
Author(s):  
Oksana Babiuk ◽  
Keyword(s):  
Intercultural Competence ◽  
Professional Competence ◽  
Linguistic Competence ◽  
Interpersonal Competence ◽  
Competence Model ◽  
Strategic Competence ◽  
Self Reflection ◽  
The Subject ◽  
University Training

The article identifies the structure of translator’s professional competence, grounds its model and suggests the ways of its implementation. The following sub-competences necessary to be acquired by future translators have been identified and analyzed with the aim of providing best training: linguistic competence, intercultural competence, subject (thematic) competence, instrumental competence, psychophysiological competence, interpersonal competence, strategic competence, self-reflection competence. The role of the subject (thematic) competence for specialized translation is analyzed. The ways of the translator’s professional competence model implementation are highlighted.

scholarly journals The Effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Hanan Salam Hassan Alhayawat
Keyword(s):  
English Language ◽  
Skill Development ◽  
Reading Skill ◽  
The Self ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Reading Skill Development ◽  
Experimental Group

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan.                                                                         To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.    

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