Efl Learners Speaking Performances and Challenges Clt Classroom PDF Download
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Author: Ali Reza Lou
Publisher: EĞİTİM YAYINEVİ
ISBN: 6256489454
Category : Education
Languages : en
Pages : 168
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Book Description
Author: Ali Reza Lou
Publisher: EĞİTİM YAYINEVİ
ISBN: 6256489454
Category : Education
Languages : en
Pages : 168
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Book Description
Author: Joanna Baker
Publisher: A&C Black
ISBN: 0826458459
Category : Education
Languages : en
Pages : 177
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Book Description
Practical and easy to use, Essential Speaking Skills is the definitive guide to teaching speaking to students of English as a second or additional language. Brimming with invaluable advice on teaching approaches and practical classroom ideas and learning activities, the handbook is specifically designed for teachers who teach large classes with very few resources. The clear explanations and the activities are suited to both new and experienced teachers of English, and can be used in junior and senior secondary school classrooms and for adult learners.
Author: Ana María Mena
Publisher:
ISBN:
Category :
Languages : es
Pages :
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Book Description
Author: Askhat Tleuov
Publisher: LAP Lambert Academic Publishing
ISBN: 9783844321869
Category : English language
Languages : en
Pages : 152
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Book Description
Silence may also serve as a reply with the help of which some people think they can convey a message. But not on this case. This is a Public Speaking Class where, whatever the reason we are expected to be vocal. As a Public Speaking Class instructor I have encountered the irritation of some EFL learners of all levels being reluctant to speak during the classes. My goal is to get my students speak as much as possible. However, I can constitute that often times I am left empty handed as some of my students just don't want to talk at all. This turned out to be a real problem as those learners hardly ever volunteered to respond to questions, and rarely made the first move to start communication with their peers and the teacher. What are the sources of their reluctance to speak? Is it shyness, introversion, social anxiety disorder, reticence construct or foreign language anxiety that makes them behave this way? The purpose of my study is to discover the sources of EFL students' reluctance during oral performances, to shed light to the roots of those sources and propose some strategies and techniques that can help students overcome the issue of acting reluctant in the classroom.
Author: Jack C. Richards
Publisher: Cambridge University Press
ISBN: 0521808294
Category : Foreign Language Study
Languages : en
Pages : 351
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Book Description
This comprehensive anthology gives an overview of current approaches, issues and practices in the teaching of English to speakers of other languages at elementary, secondary, and tertiary levels.
Author: Sarah Khan
Publisher:
ISBN: 9788469418376
Category : Tesis i dissertacions acadèmiques
Languages : en
Pages : 395
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Book Description
This study sought to examine EFL learners' strategies and spoken production on different types of oral communication tasks in the classroom. The objectives were to investigate: a) across-task differences in spoken production for high and low proficiency learners, b) across-task differences in strategy use for high and low proficiency learners, c) differences in both spoken production and strategy use between high and low proficiency groups, d) whether strategies learners perceived using reflected the strategies they actually used and e) to what extent a strategy questionnaire could predict spoken production. In this study 48 Catalan and Spanish undergraduates participated with low (N=24) and high (N=24) oral proficiency, as well as four native speakers who acted as benchmarks for spoken production. Participants were recorded on video in pairs performing three oral tasks: a Picture Story, an Art Description and an Information Gap. Tasks were carried out two weeks apart. Immediately after each task learners reported their perceived strategy use (PSU) on a 44-item strategy questionnaire (SQ). Factor analysis grouped PSU into five categories: Interactional, Compensation, Conversation flow maintenance, Planning and Evaluating strategies, which were used to analyze differences in strategy use. In addition, a sub-sample from the high (N=4) and low (N=4) proficiency groups participated in stimulated recall sessions to reflect on their task performance. Across the three tasks, according to Friedman-Wilcoxon tests, significant differences in all spoken production measures were found for both proficiency groups, except for speech rate, and self repair for the high group. Structural complexity was highest on the Picture Story, lexical complexity was highest on the Art Description and accuracy and fluency were highest on the Information Gap. As for PSU, 34% strategies differed for the high group compared to 9% for the low group. For the high group most differences were in Interactional and Compensation strategy use, which was higher on the Information Gap. Between low and high proficiency groups, according to Mann-Whitney tests, there were significant differences in spoken production. Accuracy, lexical complexity, structural complexity and speech rate were consistently higher for the high group on every task. However, there were few differences in other fluency measures (long pauses, repetition, reformulation and self- repair). As for PSU, there were few (18% max.) significant differences between proficiency groups on any one task. In general, the low group used a few more Compensation strategies. To validate the questionnaire PSU was contrasted with actual strategy use (ASU), identified in task performances and stimulated recall comments. Firstly, results showed that the high group were consistent in reporting 63% strategies compared to 48% for the low group. Secondly, the high group was able to gauge differences in strategy use across the tasks more accurately. However, more differences in ASU were found across tasks than identified by both groups as PSU. Finally, multiple regression analysis with the five strategy categories and nine production measures revealed that the SQ was a weak predictor of accuracy (23%), lexical complexity (36%) and speech rate (31%). In particular, the more Compensation strategies learners perceived using, the lower their accuracy, lexical complexity and speech rate. Results are discussed in terms of speech processing mechanisms and cognitive and interactional task features with the following conclusions: a) strategy use and spoken production can be predicted from task characteristics, b) task influences strategy use more than proficiency, c) differences in strategy use may not be observed between proficiency groups, because they may use the same strategies but in different ways, d) strategy questionnaires are moderate indicators of actual strategy use and e) the relationship between strategies and spoken production is non-linear.
Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 1119461162
Category : Education
Languages : en
Pages : 640
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Book Description
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. Preparing Teachers for a Changing World recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curriculum that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom.
Author: Kevin Peterson
Publisher: Kevin Peterson
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 138
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Book Description
There are currently an estimated 2 billion English learners in the world. In many countries, schools now require English classes. However, after years of studying English, students still have difficulty speaking English. When speaking, proper grammar can be useless if speaking is not clear and understood by the listener. It is time to try something different because the current methods are not effectively working. Learning English grammar rules is not enough, and it is impossible to memorize every English conversation. Situations will be different, and making unique conversations is necessary in the real world.
Author: English Teacher X
Publisher: Createspace Independent Publishing Platform
ISBN: 9781468076905
Category :
Languages : en
Pages : 188
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Book Description
One of the most painful aspects of any TEFL job (except of course for the low salaries, terrible prospects, and awful hours) is getting the students to speak. Far too many teachers exhaust themselves trying to entertain and motivate and gently coax English out of surly, exhausted, or shy students - but yet again English Teacher X, with more than 15 years experience at some of the worst language schools in the world, is here to help. Here is a book full of clear, succint, and superbly effective ways to give your students virtually NO CHOICE but to produce HUGE AMOUNTS of English in a variety of classroom situations, all presented with English Teacher X's usual cynical irreverence.From large classes to individuals, from beginners to advanced classes, English Teacher X provides you with a comprehensive set of activities, strategies and tricks to help you deal with even the most uncommunicative and recalcitrant of students.
Author: Friederike Klippel
Publisher: Cambridge University Press
ISBN: 0521278716
Category : Education
Languages : en
Pages : 211
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Book Description
Here is a practical tool for teaching communication in the language classroom, suitable for use with students from elementary to advanced level. The book contains instructions for over 100 different participatory exercises. For each activity, notes are provided for organization, time, and preparation. A comprehensive table of activities and an index also are included. Copyright © Libri GmbH. All rights reserved.
