scholarly journals Simultaneous versus Consecutive Movie Narration: An Attempt at Boosting L2 Oral Communication Skills

2019 ◽  
Vol 8 (2) ◽  
pp. 31
Author(s):  
Sepideh Tahami ◽  
Gholam Reza Parvizi
Keyword(s):  
Statistical Analysis ◽  
Communication Skills ◽  
Oral Communication ◽  
Foreign Languages ◽  
Group Activities ◽  
Pair Group ◽  
Exam Preparation ◽  
The World ◽  
Listening And Speaking ◽  
Speaking Skills

Fluency in one of the most significant components of oral communication, and in the communication era, when it is essential for almost everyone to master speaking skills in foreign languages, especially English, this component needs to be put in the spotlight. Diverse steps have been taken in the world of SLA to promote learners' fluency in L2, yet there is still much to do in this arena. The present study aims at probing the effectiveness of simultaneous movie narrations as a new fluency-booster strategy. To this end, 66 students of IELTS speaking preparation classes in an institute in Tehran, Iran were selected and put into 2 groups of 33 (each group distributed in 3 classes). The homogeneity of the sample was checked by a mock IETLS test obtained from Cambridge IELTS 10 (Cambridge Local Examinations syndicate ( 2015) and through a MANOVA. The treatments contained 24 hours of training and practice on IELTS speaking strategies, offered to them in 16 sessions of 90 minutes. The first half of each session was allocated to teaching and practice on the institute’s main course book – Focusing on IELTS - Listening and Speaking Skills (Thurlow & O'Sullivan, 2011). In the second 45 minutes, learners of both groups were exposed to the same 10-minute movie extracts, and practiced their narration and speaking skills in pair-group activities. Learners of the consecutive narration group narrated the movie plot and actions with delay (consecutively) whereas those of the simultaneous narration group narrated them simultaneously as the movie was being played. The results of the statistical analysis of the posttest highlighted that simultaneous narration group learners outperformed those of the consecutive narration group in terms of oral communication skills. The findings of this study have pedagogical implications for English teachers, teacher trainers, exam preparation teachers and simultaneous interpreters’ trainer.

scholarly journals WAYS TO DEVELOP SPEAKING THROUGH DISCUSSION IN A FOREIGN LANGUAGE CLASS

2020 ◽  
Vol 74 (4) ◽  
pp. 377-383
Author(s):  
G. Alikhankizi ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Basic Skills ◽  
Oral Communication ◽  
Foreign Languages ◽  
Pedagogical Practice ◽  
Language Level ◽  
Language Class ◽  
The World ◽  
Development Of Students

The basic skills of teaching a foreign language is - speaking. Oral communication allows students to express themselves clearly and to have no difficulty in engaging in dialogue.The main purpose of the article is to develop students' communication skills and abilities in foreign language lessons, to show how to effectively organize discussions, debates in the classroom, taking into account the language level of students. In the article was also considered the types of discussions in the world pedagogical practice by the author. There were regarded some of the difficulties in the development of students' speaking skills in foreign languages, especially Chinese.

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’.

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 CHALLENGES RELATED TO PUBLIC SERVANTS’ SPEAKING SKILLS DEVELOPMENT AT THE ENGLISH LESSONS

2018 ◽  
pp. 97-103
Author(s):  
K. Shykhnenko ◽  
L. Vinnikova
Keyword(s):  
Foreign Languages ◽  
Skills Development ◽  
Public Administrators ◽  
Public Servants ◽  
Educational Activities ◽  
The World ◽  
Oral Activity ◽  
Successful Students ◽  
Speaking Skills

The article addresses the problematic issues of training public servants at the English lessons. It is emphasized the ability of the modern public administrators to communicate in foreign languages as an urgent requirement of the present time under the conditions of increasing cooperation between countries in the world. The features of speaking as a type of oral activity are determined; the characteristics of dialogue and monologue are introduced. Conditions of successful students’ communication and interaction at the lessons are outlined. The difficulties which arise during the development of speaking skills and hinder the students’ fluency in communication have been revealed. The ways to overcome the difficulties in teaching speaking are introduced; recommendations on the application of effective approaches to the organization of educational activities at the English lessons are given.

scholarly journals Constructivism and ICTs to Improve Language Skills

LETRAS ◽  
2008 ◽  
pp. 167-176
Author(s):  
Sonia Rodríguez Salazar
Keyword(s):  
Information And Communication Technologies ◽  
Communication Skills ◽  
Language Skills ◽  
Oral Communication ◽  
Communication Technologies ◽  
Information And Communication ◽  
English Speaking ◽  
Speaking Skills

Se examina la experiencia de los estudiantes y los profesores de dos grupos de un curso de Elocución con el uso de las Tecnologías de la Información y la Comunicación (TICs), para mejorar sus habilidades de expresión oral en inglés. Se presenta el diseño del curso y la metodología en la cual se fundamentó, así como las apreciaciones de los trabajos de estos a lumnos a la hora de mejorar las habilidades comunicativas orales por medio del enfoque constructivista. Se incluyen recomendaciones para poner en práctica esta metodología.A description is provided here of the experience of the students and teachers of two Elocution courses in which Information and Communication Technologies (ICTs) were used to improve oral communication skills in English. Reference is made to the design of the course and the methodology it is based on, together with some insights of the assignments that students did to improve their English speaking skills through the constructivism approach. Recommendations are also provided for others interested in using this type of methodology.

scholarly journals LINGUISTIC ABILITIES FOR MASTERING FOREIGN LANGUAGES IN STUDENT TRANSLATORS WITHIN SIOP MODEL

2021 ◽  
Author(s):  
Tetiana Yefymenko ◽  
◽  
Viktoria Maistrenko ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Intercultural Competence ◽  
Foreign Languages ◽  
Language Abilities ◽  
The World ◽  
Language Communication ◽  
Development Of Language ◽  
Linguistic Intuition ◽  
The Individual

The purpose of the paper is to identify linguistic abilities to master foreign languages in students-translators. This research was conducted based on the methods and methodology of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of linguistics ability is based on them. Linguistic ability includes some specific abilities such as foreign language ability, language guessing, language intuition and communication skills. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the language in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the world by involving in the "language picture of the world" speakers of the studied language. Value/originality. The development of language abilities is possible on the basis of individualization, differentiation of the learning process and increasing motivation for learning a language. It is necessary to clarify that the presence of communication skills, linguistic intuition and ability to languages is absolutely not enough for a full-fledged foreign language communication, and even more so for characterizing a secondary linguistic personality, in fact, its development is the leading goal of teaching a foreign language for translation students. Linguistic giftedness and ability for languages are only a prerequisite for the formation of intercultural competence and the development of a secondary linguistic personality.

scholarly journals MODERN VIEWS ON TEACHING LANGUAGE THROUGH LITERATURE

2019 ◽  
pp. 138-145
Keyword(s):  
Language Learners ◽  
Communication Skills ◽  
Language Skills ◽  
Current Paper ◽  
Teaching Language ◽  
Basic Language ◽  
Language And Communication ◽  
Literature Class ◽  
Listening And Speaking ◽  
Speaking Skills

The current paper aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and supporting the potential values of literature in enhancing language and communication skills for the language learners in our times. The research is in its quest for the issues on how to effectively teach communication skills in a literature class as well as how to develop students’ inspirations in studying literature. Moreover, the work studies specific features of the use of different techniques and activities to develop speaking skills by using literature texts at practical English lessons.

scholarly journals Female EFL Learners' Needs of an Advanced Communication Course in an Arab University

2018 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Mona Nagour ◽  
Nadia Shukri
Keyword(s):  
Communication Skills ◽  
Undergraduate Students ◽  
Reading Skills ◽  
Language Skills ◽  
Vocabulary Learning ◽  
Female Undergraduate ◽  
Communication Course ◽  
Efl Learners ◽  
Listening And Speaking ◽  
Speaking Skills

This needs analysis is conducted to examine the EFL communication skills needs of female EFL undergraduate students at a female Arab university located in Jeddah, Saudi Arabia from their own perspectives.  The significance of this study is to help the administrators and educators at this university to identify and accommodate the students’ current needs and lacks which are required for the advanced course, i.e. English 102 (ENGL 102). The participants were 52 female undergraduate students from diverse majors enrolled in English 101 (ENGL 101) course. A questionnaire adapted from (Gravatt, Richards, & Lewis, 1997) was used to examine what the students believe they need and lack in an EFL communication skills. The questionnaire findings showed that some of the needs of EFL learners match with their weaknesses in listening and speaking skills. The results have also showed that in spite of the main focus of ENGL 102, which is to enhance the listening and speaking skills, students have expressed that they need more writing and reading skills practice implementations besides listening and speaking. This illustrates that the four-language skills reading, writing, speaking and listening are central and need to be integrated in the teachers’ pedagogies Nevertheless, when comparing the result of the questionnaire and the objectives of ENGL 102, it has been found that there is no discrepancy between them.  Finally, the students prefer more practice, activities and vocabulary learning to improve their listening and speaking skills.

Teaching Oral-Aural Communication Skills in a Rehabilitation Center for the Blind

1973 ◽  
Vol 67 (10) ◽  
pp. 448-453
Author(s):  
Glenn Leavitt
Keyword(s):  
Communication Skills ◽  
Tape Recorder ◽  
Rehabilitation Center ◽  
Reading Materials ◽  
Tape Cassette ◽  
The Many ◽  
Listening And Speaking ◽  
Speaking Skills

Oral-aural communication skills include listening, conversation, use of playback-recording devices, techniques of aural reading, and knowledge of the sources of recorded reading materials. The class activities involve instruction and practice with the Sony 105A tape recorder, Sony (TC70 and TC40) and GE tape cassette machines, talking book machines, and telephone. Exercises include listening and speaking skills and the many uses to which the equipment can be put.

scholarly journals THE READINESS OF ENGLISH COMMUNICATION SKILLS OF MATARAM TOURISM VOCATIONAL COLLEGE STUDENTS FOR ASEAN ECONOMIC COMMUNITY

2018 ◽  
Vol 5 (2) ◽  
pp. 101
Author(s):  
Ida Nyoman Tri Darma Putra
Keyword(s):  
Statistical Analysis ◽  
Communication Skills ◽  
Language Skills ◽  
Economic Community ◽  
Reading And Writing ◽  
Vocational College ◽  
Study Programs ◽  
Research Findings ◽  
Asean Economic Community ◽  
Listening And Speaking

The purpose of this study was to find out the readiness of English communication skills of tourism students at Mataram Tourism Vocational College to enter the ASEAN Economic Community era. The scope of this study includes students from three tourism study programs, namely diploma 3 programs in hotel and hospitality, diploma 3 tours and travel and bachelor program in tourism. A total of 110 respondents were used in this study. Four English communication skills including listening, speaking, reading, and writing are measured using questionnaires as instruments for collecting data. Statistical analysis includes percentages, averages, and standard deviations. The research findings revealed that Tourism students at STP Mataram need to develop and improve their skills in English communication, especially listening and speaking which is a skill needed to communicate with foreigners, especially in NTB. From the four skills of language, STP Mataram student Language skills are not ready to communicate using English, 30% respondents answered that they have not been able or disagree from the questionnaire.

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