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1
Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова, and Iryna Anatoliivna Morozova. "How to improve students speaking skills." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65152.
Full textAbstract:
Speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney, 1998, p.13). Speaking is a crucial part of second language learning and teaching. Today’s world requires that the goal of teaching speaking should improve students’ communicative skills, because, only in this way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. Now many linguists and ESL teachers agree that students learn to speak in the second language by “interacting”.
2
Elftorp, Fredrik. "How to Improve Students’ Writing and Speaking Skills." Thesis, Jönköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1192.
Full textAbstract:
English is one of three core subjects in upper secondary school and it is essential that students
receive a good education in this subject. Since writing and speaking are such prominent parts
of the English language, the teacher is obliged to possess knowledge of how to improve
students’ proficiencies in an efficient way. The question is how to use this knowledge when
the teacher is supposed to compose different methods for lessons, evaluate the exercises and
give proper feedback to the students.
This investigation is based on various literary sources, interviews with teachers and
questionnaires with students and the background information is the basis for the interview
questions and the questionnaire.
There are endless possibilities for appropriate exercises to improve writing and speaking and it
is impossible to investigate every single one there is in a relatively short essay. I have,
however, found a fair number of methods, which will be described in this paper. In order to
evaluate exercises, the teacher needs to be prepared and know what to focus on in the exercise
as it is in progress, but also listen to the students’ opinions since they know if they have
learned anything or not. Correction of spoken errors should be handled cautiously by the
teacher but the students should be made aware of the written mistakes they make.
3
Fricke, Silke. "Phonological awareness skills in German speaking preschool children." Idstein : Schulz-Kirchner, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2946256&prov=M&dok_var=1&dok_ext=htm.
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Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.
Full textAbstract:
Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.
5
Красуля, Алла Вікторівна, Алла Викторовна Красуля, and Alla Viktorivna Krasulia. "Developing EFL Students’ Speaking Skills: 21-Day Vlog Challenge." Thesis, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” FL, 2021. https://essuir.sumdu.edu.ua/handle/123456789/83724.
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The EFL classroom has been changing over time. Technologies are transforming the way we teach and learn. Meaningful use of EdTech is essential in the times of the coronavirus COVID-19 pandemic worldwide that is causing a big transition from face-to-face on-campus teaching to online classes. The present study aimed to replicate an authentic real-life experience, foster students’ creativity, and self-regulation, and increase their desire to speak and communicate.
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Dervisic, Edvin. "All eyes on me: : Public speaking skills and performance anxiety." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-54769.
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This research investigates how pupils perceive performance anxiety and where this trait may originate. Based on the findings from the interviews, it was factors such as lack of studying technique, expectations of a high grade, and pressure from home as well as classmates that were the main reasons to why their performance anxiety arose from the very beginning. In relation to this, the study aims at discussing how rhetoric as a subject in school may reduce performance anxiety amongst pupils. A qualitative method was used to investigate the research question of this essay. The interviews have been done through semi-structured interviews as a primary source. Through these interviews, the work aims to examine performance anxiety amongst students and exploring how public speaking skills and performance anxiety may be influenced by preparation and rhetorical knowledge. Although this study cannot conclusively argue that the teaching of rhetoric would reduce performance anxiety, the results of the interviews suggest that better rhetorical skills would enhance students public speaking skills.”
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Etbaigha, Intisar Alsagier. "Using the first language to improve Arabic-speaking students' speaking skills in English as a second language." University of the Western Cape, 2017. http://hdl.handle.net/11394/5762.
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Philosophiae Doctor - PhD (Foreign Languages)For several decades since the advent of Communicative Language Teaching and the Direct Method, using the first language (L1) in second-language (L2) teaching has been out of favour. However, arguments for using the L1as a resource for L2 learning are becoming increasingly widespread (Cummins, 2014; Widdowson, 2001). This study aims to examine both the role the L1 plays in improving students' L2 speaking skills and their attitudes towards the use of their L1 in the process of learning a second language. A qualitative action research study was thus applied. The research was conducted in an English Language School over a period of six months. Observation, diaries, field-notes, social media, interviews, pre- and post-tests, as well as language biographies constituted the tools for data collection. Data were analysed through coding using critical discourse analysis, the Atlas TI software program and statistical analysis. The analysis was informed by Cummins' hypothesis of transfer and Vygotsky's activity theory. Findings of the study highlighted the effective role played by the L1 in learning the L2, and the effective approach that the L1 can constitute as a scaffold to improve students' L2 speaking skills, their interaction, engagement and participation. Another conclusion was that students possessed a positive attitude towards the use of their L1 in L2 teaching and learning.
8
Martins, Maria da Conceição de Barros. "Adapting the 12th Grade Cape Verdean English Syllabus to develop the Speaking Skill." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/10242.
Full textAbstract:
Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teaching English as a Second/Foreign LanguageEste trabalho de projecto preocupa-se com a adaptação do programa de 12º ano de língua Inglesa de Cabo Verde com o objectivo de desenvolver nos alunos a habilidade de falar Inglês. Assim, propõe a criação de um programa suplementar ao programa existente focado essencialmente na oralidade (fala), enfatizando o seu desenvolvimento nas turmas do 12º ano em Cabo Verde. Em primeiro lugar, define o programa e mostra a sua importância no processo de ensino/aprendizagem. Em seguida, descreve o desenvolvimento da oralidade (fala) nas aulas de Inglês como língua estrangeira de uma forma geral, assim como nas aulas de Inglês como língua estrangeira no contexto Cabo-verdiano e o papel da oralidade (fala) dentro do programa de língua Inglesa de 12º ano em Cabo Verde. Ainda descreve o programa suplementar criado como forma de complementar o programa de 12º ano existente em Cabo Verde, apresenta os resultados e as análises dos questionários aplicados aos professores de Inglês e seus respectivos alunos de 12º ano em Cabo Verde a cerca da implementação do programa suplementar através das aulas conduzidas nas turmas de 12º ano baseadas no referido programa e por fim, apresenta as conclusões e as recomendações.
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Seo, Dawon. "Overcoming the challenges: How native English-speaking teachers develop the English speaking skills of university students in South Korea." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1637.
Full textAbstract:
English is considered the most important language after Korean in South Korea; thus, it is a compulsory subject in schools. English lessons begin in year three of the primary school and continue until the end of schooling, including at the university level. This was not always the case, as English was not considered to be significant until the Korean government needed people who could speak it in order to communicate with the US military during the Korean War. After a period where English was backgrounded by more pressing issues, it re-emerged as necessary to promote globalisation which was seen as a challenge for the Korean people. More recently, additional pressure to improve Korean students’ English language competence has come from an increasing economic dependence on international trade.
The Department of Education has responded differently to these three main points of pressure to improve English language competency. Initially, they adopted a grammar-translation method to respond to the demand provided by the Korean War, and following the failure of this method to produce competent speakers of English, the audio lingual method was introduced to address the communication issues associated with globalisation. However, this method was also seen to fail, primarily as teachers at that time had learnt through a grammar translation method which did not develop the spoken English skills they needed for this way of teaching. More recently, the Communicative Language Teaching (CLT) approach has been implemented in an attempt to improve Korean students’ use of English for spoken communication.
The CLT approach promotes a focus on meaning more than form, content and function more than grammar and fluency more than accuracy. The approach also emphasises student-centred learning, communicative competence, authentic speech, and the teaching of cultural knowledge. To address the issue of teacher competence, many universities employ native speakers of English to teach the conversation units in English related courses. Despite this and other support, students continue to struggle to achieve communicative competence in English. This perpetuates a cycle of failure in English learning when some of these students graduate as a new generation of English teachers unable to speak English with fluency or confidence. Only a small number of studies have investigated this issue and they identified the linguistic differences between English and Korean, cultural differences, Korean learners’ characteristics and students’ low levels of motivation as the four main challenges. In order to extend this work, this study investigated what was happening in English conversation classrooms so as to identify those aspects of pedagogy that supported student learning and the challenges which may have impeded it. Further, the previous studies were conducted in middle schools so this one selected the university level of schooling as a context not yet investigated.
The study employed a qualitative research design in the form of a case study. The case included three sub cases, each focusing on a native English-speaking conversation teacher in a national university. The data were collected through classroom observations followed by informal discussions, interviews, reflective journals, document analysis, and research field notes. First, the study investigated the teaching practices the three informants used in their university level English conversation classrooms and compared these to those expected in a CLT-based classroom. Second, the challenges the teachers experienced in the implementation of a communicative approach were explored. Lastly, the study investigated how the challenges identified might be addressed in a South Korean university context.
The study found that the three teachers, although all claiming to use very similar communicative teaching methods, did not do so. One used a highly structured approach that relied heavily on a high level of teacher control, with careful direction of learning and controlled repetition of specific language forms. Another took a student-centred approach with careful structuring of authentic activities to encourage students to interact using English fluently. The third teacher used a communicative approach but with very limited support provided to his students. The teachers’ practices were influenced by their educational backgrounds, teaching experiences and beliefs. This study identified three different types of challenges faced by the teachers of English conversation in a South Korean university. The first was the marginalised position of English conversation classes in the university; the second was the teachers’ limited knowledge of the CLT approach and their students’ cultural and educational backgrounds; and, the third was the students’ limited access to English outside of their English conversation classes. These findings have a number of implications for Korean universities, including those related to the recruitment of English speaking teachers and the support offered to them after their appointments, the integration of English conversation units into the major areas of study and the provision of conditions suited to the demands of learning English as a foreign language.
10
Ainy, Salma. "Use of literature in developing learner's speaking skills in Bangladeshi EFL contexts." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/14033/.
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This dissertation arises from an attempt to answer the question whether it is possible to teach conversational skills through literature; and, if 'yes', how any benefit can be made accessible to both privileged and non-privileged sections of society. The stimulus for the present study derives from the view that, in order to develop the capacity of students in the EFL language class, the teaching of language should be taught using literary pieces and should move away from a teacher-centred approach towards a student-centred one. Having used an activity-based and process-oriented integrated approach as a framework, the present study illustrates the impact of the proposed way of literature teaching in an EFL context, specifically in the context of Bangladesh. It is designed to encourage students to experience literary texts directly as a part of a process of meaning creation that develops their thought processes, imaginative faculties and interpretative skills and ultimately has a strong impact on their speaking ability. Such a systematic approach to literature teaching in developing learner's speaking skills, therefore, is likely to enable teachers to have a more student-centred classroom. The present study also utilises the devised teaching activities based on prediction initiating personal growth, in an actual teaching/learning context in a selected research environment and explores students' responses to the proposed approach. The study groups involved in the research consist of two comparable groups: an experimental group (EO) and a control group (CG). The EG was exposed to the proposed teaching approach, whereas the CG followed the usual traditional teaching methods. The data for the study were gathered through interviews, questionnaires, observation sheets and field notes. Qualitative and quantitative investigation techniques were applied to the data and they were compared and contrasted for both the groups. The analyses of the data revealed significant differences between the groups in the nature of the students' responses to the teaching approaches. It was observed that there was a considerable relationship between the teaching methodologies employed in both classes, and levels of motivation, involvement and appreciation of the literary text under study and finally in the development in oral expression. The findings suggested that application of the teaching approach proposed by the study notably changed the classroom dynamics in a positive way.
11
Jejo, Sara, and Sanaa Haji. "Teaching Strategies to Increase EFL Speaking Skills in a Communicative Learning Environment." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31617.
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AbstractEven though developing speaking skills is the essential key to achieving proficiency in a target language, there are some pupils (grades 4-6) who do not participate in communication tasks in English classroom. Thus, the purpose of this literature overview is to investigate the reasons for the unwillingness of some young learners to speak and interact in English. In addition, a variety of effective teaching strategies will be observed and analyzed. The used methods were different electronic databases, such as ERC, ERIC and Google Scholar, to access relevant peer-reviewed journal articles to our research questions. The observed and analyzed articles showed that there are some pupils who do not interact because English teachers often focus too much on reading and writing skills rather than on speaking skills. The limitation of communication tasks and large classroom sizes are other mitigating factors. In addition, teachers often using the first language in class resulted in pupils doing the same. This contributes to a lack of motivation and confidence in speaking English for some learners. This study identifies teaching strategies and activities that can be used by the teacher to raise motivation and confidence in speaking English. Results have indicated that the use of Vygotsky's sociocultural learning theory was very useful to involve every pupil in authentic communication tasks, which also provided a supportive communicative environment. Task-based and theme-based learning, such as stories, songs, games, project work and pair work is shown to be beneficial to increase pupils’ motivation towards speaking.
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Ellison, Renai. "Communication theory vs. performance skills : how do Rowan public speaking professors weave both into class lectures? /." Full text available online, 2007. http://www.lib.rowan.edu/find/theses.
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Bong, Nguyen Thi, and n/a. "Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin College." University of Canberra. Teachinf English to Speakers of other Languages, 1988. http://erl.canberra.edu.au./public/adt-AUC20060608.151436.
Full textAbstract:
In recent years, English has become a compulsory
subject in schools and many tertiary institutions of
Vietnam. The need to train teachers of English is greater
than ever before.
However, in the Hanoi Foreign Languages Teachers
Training College (HFLTTC), English language teaching in
general and the teaching of oral skills in particular leave
much room for improvement. The students' oral proficiency is
far from satisfactory.
This problem has inspired the writing of this
study report as an attempt to search for an appropriate
method to improve the students' communicative competence.
The study consists of four chapters. Chapter one
will overview some English Language Teaching (ELT) methods
in relation to teaching spoken English and their application
in Vietnam.
Chapter two will consider the context of the
HFLTTC where teaching and learning are carried out with a
view to identifying an appropriate approach to the problem.
Chapter three will outline communicative
competence as an objective of the ELT and discuss principles
of the communicative approach to attain the objective, and
suggest teaching material through which the principles can
be applied.
Chapter four will recommend the classroom
techniques which may improve the students' oral proficiency.
This study report should be regarded as an
attempt to apply the communicative approach to teaching oral
skills to students in the context of Vietnam.
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Wicomb, Priscilla Zenobia. "A life-skills intervention programme addressing the selfconcept of Afrikaans-speaking youth offenders." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2887.
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Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008.Life orientation is fundamental in empowering learners to live meaningful lives. Life-skills education and training forms part of life orientation and helps to address the abovementioned aspect. Life-skills education and training falls under the most recent and powerful approaches in handling psychological problems. It strives to adapt the principles of psychology and social science into teachable skills to ensure intra-personal effectiveness and improve the general quality of peoples' lives. The aim of this pilot study was to alter The Path programme to design and develop an intrapersonal life-skills programme aimed at enhancing the self-concept of youth offenders. The intervention research model of Rothman and Thomas (1994) was employed as foundation for the design and development of The Altered Path programme. The intervention research model was chosen as it aimed at creating a means to address problems experienced by individuals and society. It strives to improve the life, health and well-being of individuals and society. This purposeful sampling consisted of six Afrikaans-speaking, male youth offenders from the Drakenstein Juvenile Centre. The Altered Path programme was implemented in three stages. The first stage consisted of sessions one to seven. The following topics were covered during this stage: introduction and programme orientation, conceptualisation of mission statements and elements, past personality influences and Cup of Sorrow, the Positive Prophecy and Talent Shield, the mission statement, the vision statement and goal setting. The second stage, which consisted of sessions eight and nine, entailed the training of the participants for service learning. The third stage entailed the implementation of the service learning process. The study found that The Altered Path programme could contribute towards a growth in intra-personal skills with regard to self-awareness, personal goal setting, spirituality, morals and values, self-esteem and self-regulation (both emotional and cognitive). The result of the intra-personal growth was that the interpersonal skills with regard to communication and helping skills of participants improved. In answer to the research question the finding was made that the intra-personal development positively affected the following dimensions of their self-concept: personal, ideal, cognitive, spiritual, social self and psychological self. In the light hereof the statement can be made that The Altered Path programme seems to have a positive effect on the overall self-concept of the participants. Conscious development of self-knowledge was identified as an element of the programme that could be refined to ensure that all participants develop self-knowledge in the same way during the field study.
15
Zou, Bin. "How computers are being used to develop listening and speaking skills in TESOL." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/1170d46b-3bda-4616-8ee3-d615ab35a39a.
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Schutte, Henriëtte. "The development of early literacy skills among a group of urban Sepedi-speaking children." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-113635.
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Nguyen, Duc Hoat, and n/a. "Towards a communicative approach to teaching speaking skills to students of commerce in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121755.
Full textAbstract:
As a result of the development in foreign trade in
Vietnam, there is a growing need for trained business
executives and business people. A good command of spoken
English is one of the most important qualifications of a
foreign trade executive who needs English as a means of
communicating with English speaking people in various
business activities. At present, the responsibility for
training students of commerce mainly rests with Hanoi Foreign Trade College. English language teaching in
general, and the teaching of speaking skills in particular
still leave much,to be desired. The students' oral
proficiency is far from satisfactory.
The purpose of this report is to explore the two
main problematic areas in teaching speaking skills to
students of commerce in Vietnam: syllabus design and
teaching methods.
The report consists of four chapters. Chapter one
looks at some major theoretical problems and practical
issues in English for Specific Purposes teaching. Chapter
two provides an analysis of the teaching and learning
situations at Hanoi Foreign Trade College and problems
in teaching oral skills. Chapter three is mainly concerned
with designing a communicative syllabus for the teaching
of speaking skills to students of commerce. Chapter four
deals with the theoretical assumptions and processes
involved in oral communication and discusses some classroom
methods and techniques in the light of the current
communicative approach.
This report should be regarded as an exploratory
attempt in adopting the communicative approach to teaching
oral skills to students of commerce in Vietnam.
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Olbers, Jenny. "The use of oracy skills when teaching English to Swedish speaking primary school pupils." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-82965.
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This study aims to understand in what way focused verbal exercises improve pupils’ overall expressive understanding of English together with their use of extramural English. The study took into consideration and demonstrated that learning and acquisition of an additional language appears to happen both consciously and subconsciously. The tasks carried out in this study strengthened pupils’ abilities and confidence for oracy in the classroom in conjunction with being modelled by their English teacher. This was achieved through short verbal exercises, with a focus on sentence structure. The study concluded that most pupils improved their oracy skills because of their progressive use of full sentences when answering questions and in other oral contexts. The persistent undertaking of striving towards completing sentences showed that they required a greater active use of English. Pupils understood to resource their latent vocabulary and comprehension. Moreover, the pupils achieved improved confidence in demonstrating an understanding to structure their speech.
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Wicomb, Priscilla Zenobia. "A life-skills intervention programme addressing the self-concept of Afrikaans-speaking youth offenders /." Link to the online version, 2008. http://hdl.handle.net/10019/930.
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McAlpine, Estelle. "Fine motor skills in Afrikaans speaking primary school children with attention deficit / hyperactivity disorder." Thesis, University of Limpopo, 2004. http://hdl.handle.net/10386/2051.
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Thesis (M.A. (Psychology)) --University of Limpopo, 2004.The purpose of this study was to investigate whether poor motor skills are associated with ADHD. Afrikaans speaking primary school children were screened for ADHD with the Disruptive Behaviour Disorder scale (DBD). They were matched for gender and age with a normal group without ADHD symptoms. The children (31 ADHD and 31 Controls) were assessed for fine motor skills on three instruments: the Grooved pegboard, Maze co ordination and Finger tapping tests. To some degree all three tests of fine motor skills revealed poorer performances in the ADHD group than in the normal group. The finger tapping test showed the least discrimination between the groups. The girls performed significantly poorer on all tests. There were statistically significant effects of hand dominance. Results show that tests for fine motor skills discriminate between children with ADHD and normal comparisons. These results appear to support the hypothesis that poor motor skills are associated with ADHD.
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Podder, Ranjit. "Barriers and Enablers for Teachers Assessing Listening and Speaking Skills at Secondary level in Bangladesh." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6497.
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Research indicates that assessment systems dictate classroom practices, although assessment
systems do not always have a positive impact on classroom behaviours. The focus of the
present study was to explore Bangladesh secondary English teachers’ understandings about
listening and speaking skills assessment as well as to learn the barriers and enablers they
encounter in assessing those two skills. The study showed that the Bangladesh secondary
English curriculum does not include the assessment of listening and speaking skills, although
the curriculum document gives a mandate to teachers to practise and assess all the four
language skills – listening, speaking, reading, and writing. The study also indicated that
teachers taught English mixing with Bangla language; they had not been trained to assess
listening and speaking skills; the English curriculum required restructuring to make way for
listening and speaking skills assessment; teachers needed listening and speaking resources to
enable them to undertake both listening and speaking practices and assessment; and above all,
it shows that the teachers need instruction from the education authority in order to start auraloral
skills assessment in schools. This qualitative study with six Bangladeshi secondary
school English teachers employed classroom observations and semi-structured interviews.
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Regan, Vanessa. "Pedagogic incongruities : a case of Initial Teacher Education and speaking skills in modern foreign languages." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/76679/.
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This research focused on achieving greater understanding of the teaching of speaking within modern foreign languages (MFL) and of Initial Teacher Education (ITE). It is a case study with elements of action research, including an intervention in my own practice and in two classrooms. However, the intervention was not the sole or primary or focus of the research. As a practitioner researcher, my aim was to generate knowledge which might improve practice in schools but could also be applied to my own practice. The thesis addresses the research questions: To what extent can focused Initial Teacher Education improve speaking skills in secondary Modern Foreign Language classrooms? How do MFL trainees and secondary school students experience the teaching of speaking skills? How do trainees plan for input and practice, including target language? To what extent is MFL subject-specific pedagogic knowledge valued and utilised in secondary schools? The research consisted of three elements: First a study of three cohorts' work in the ITE MFL course, including documents generated by the trainees supplemented by group interviews with the trainees. Second, a study of an intervention within the ITE MFL course, involving changes to its curriculum, pedagogy and assessment which were intended to raise the profile of speaking in trainees' preparation for classroom practice. Third, a study of a classroom intervention in which two trainees prepared and conducted a group talk activity with their Year 8 classes. The lessons and students' comments on speaking in MFL lessons were recorded and analysed. The over-arching theoretical framework of the thesis was pragmatism, drawing on the work of Biesta (2010) and Dewey (1936), and the analytical framework was based on Engeström's (2007) Activity Theory. The data were analysed thematically as part of Quantitative Content Analysis (Silverman, 2011). Students' language during the classroom intervention was analysed using Halliday's (1973) linguistic functions and Ellis' (2005) principles of instructed language learning were used as an evaluative framework for trainees' lesson plans. The literature review compares key elements of both the Key Stage Three Framework for MFL and the GCSE assessment framework for speaking in MFL with theories of second language acquisition. The data analysis suggests that subject-specific pedagogy is dominated by generic pedagogy in trainees' academic writing and in their feedback from school-based subject mentors. This is attributed, in part, to an over-emphasis on measurable outcomes in current objectives-based educational policies. The qualified success of the group talk intervention suggests that incorporating a task-based language teaching approach into school schemes of work would be beneficial, accommodating the meta-cognitive benefits of assessment for learning within an established model of language teaching. An analysis of the Initial Teacher Education partnership using Activity Theory indicates that structural constraints allow limited scope for innovation in the classroom practice of either teachers or trainees. Students expressed anxiety about making errors and appearing foolish to their peers. However, trainees also commented that teachers' anxieties about poor behaviour prevented them conducting pair work or small group work with some of their classes. In conclusion, using wider professional content knowledge could avoid an over-emphasis on short-term performance goals when complying with policy initiatives and external assessment frameworks concerning linguistic and professional knowledge. Trainees need to “fit in” with the culture of the host department by adopting its rules and tools but changes in the division of labour to allow increased collaborative work including trainees, mentors and tutors could support innovation. MFL pedagogy should provide sufficient input for the foreign language to be learned, thus enabling speaking in the target language, rather than using speaking as an aspect of performativity.
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Alkheraiji, Noaf. "Investigating speech output skills in 3-5 year old Arabic-speaking children : a psycholinguistic approach." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19483/.
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Diaz, Felix. "Using Speech Recognition Software to Improve Writing Skills." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/133.
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Orthopedically impaired (OI) students face a formidable challenge during the writing process due to their limited or non-existing ability to use their hands to hold a pen or pencil or even to press the keys on a keyboard. While they may have a clear mental picture of what they want to write, the biggest hurdle comes well before having to tackle the basic elements of writing such as grammar, punctuation, syntax, order, coherence, and unity of thought among others. There are many examples of assistive technology that has been deployed to facilitate writing for these students such as: word processors, word prediction software, keyboards and mice modified to be manipulated by feet and even mouth, and speech recognition software (SRS).
The use of SRS has gained great popularity mainly due to the leaps in technology that have occurred during the last decade, particularly during the last three to five years. SRS is now capable of delivering speech to write with a verifiable accuracy rate in excess of 90% with as little as 10 hours of training. The current SRS industry recognized leader is Nuance Communications with its iconic Dragon Naturally Speaking (DNS) which is on version 12.5 at the time of this writing. DNS has practically eliminated the competition on SRS applications.
This investigation explored the feasibility of using SRS as a writing tool by OI students to take notes and to complete writing projects. While others have tested the efficacy of SRS in general and of DNS in particular, this exploration is believed to be the first investigation into the use of SRS in the general classroom. One OI and two regular students were observed taking notes in three different classrooms after having received 10 hours of training using the software. Results indicate that all students dictated at a rate at least twice as fast as typing while averaging 90% accuracy rate. While the OI student dictation speed was consistently lower than that of the other students, there was minimal difference in accuracy. The Psychosocial Impact of Assistive Devices Scales (PIADS) questionnaire revealed a positive effect of the use of SRS on all three students with the OI student showing a higher index of improvement than the regular students in the areas of competence and self-esteem while all students experienced a closely similar score in the area of adaptability.
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Різниченко, А. В. "Some aspects of teaching listening skills." Thesis, ХНУ ім. В. Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60047.
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The article looks at some aspects of teaching listening skills. It focuses on the principles that apply in teaching listening and on the effective ways for students to develop stronger listening skills.У статті розглядаються деякі аспекти викладання навичок аудіювання. Вона фокусується на принципах, які застосовуються при навчанні аудіюванню, а також на ефективних способах розвитку даних навичок.
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Andersson, Lindha. "Authentic Assessment : How Could Authentic Assessment Benefit EFL Students' Speaking Skills in Swedish Upper Secondary School?" Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50767.
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The study’s intention is to research the questions of how authentic assessment could benefit EFL students’ speaking skills in Swedish upper secondary school and what some advantages and disadvantages were of doing so. To this end secondary sources were used to gather information to be able to answer the research questions. The results showed that the benefits of authentic assessment could help students’ speaking skills in improving their accuracy and fluency, their conversational skills and grammar use for communicative competency. Results also showed that authentic assessment promotes learning style diversity. Both skill and materialistic issues were found as some advantages and disadvantages of using authentic assessment when assessing EFL students’ speaking skills. Examples of advantages were authentic assessment helping students develop skills such as critical and logical thinking, interactional skills and combining cognitive objectives with attitudes and social skills. No disadvantages in favour of the students were found. However, the teacher’s lack of possible knowledge needed to use authentic assessment was noted. A final discussion expressed that authentic assessment, like any other type of assessment, has its value when used in the right context.
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Rajy, Frishta, and Jumana Najah. "Teaching Strategies That help EFL Learners to Develop Their Vocabulary and Speaking Skills Through Communicative Tasks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31607.
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AbstractThis paper investigates the benefits of using different teaching strategies to develop EFL learners’ vocabulary and speaking skills. Undeniably, there are some learners in grades 4-6 who have difficulties to speak and to learn new vocabulary in English classroom, due to many reasons. To examine the impact of different teaching strategies, an electronic research in educational databases ERIC via EBSCO was conducted. The materials used were peer-reviewed journal articles and literature. By examining and analyzing the different articles found, its evident that English teachers often focus on writing and reading activities instead of communicative activities. Some teachers often use the first language in the classroom and learners will do as their teachers. Factors such as large classroom sizes and limitation of communication tasks can motivated learners and make them less confident in speaking and practicing English. These can be the reasons why some EFL learners do not speak and use vocabulary during the communicative activities in the classroom. Thus, this paper clarifies teaching methods and strategies that teachers can use to increase vocabulary learning and speaking in the EFL classroom. Results have shown that the theory of Vygotsky’s sociocultural learning was beneficial to include all learner in authentic communicative activities, which also created an environment that was both communicative and supportive. The communication-based learning activities, such as songs, games, stories, pair work and project work, are useful for learners, since it establishes a communicative environment. Moreover, these activities increase the EFL learners’ motivation towards speaking.
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Evans, Marianne Bristow. "The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7157.
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The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In thiswithin-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms oncontent area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data usingregression analysis showed that there was a statistically significant increase in the students’ performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen’s d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students’ argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.
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Eckenwiler, Jennifer Ann. "4-H Members’ Public Speaking Experience Through County Leadership Activities." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259557726.
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Elshikh, Mohamed Ebrahim. "Psycho-linguistic predictors of L1-Arabic and L2-English reading and writing skills for Arabic speaking children." Thesis, University of Surrey, 2012. http://epubs.surrey.ac.uk/810917/.
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Abstract Four studies investigated potential psycho-linguistic predictors of Ll Arabic and L2 English literacy skills amongst Arabic speaking children in different school stages in Kuwait: primary, intermediate and secondary. Word-level reading, reading comprehension and writing production measures determined literacy levels across the groups. Phonological processing skills were assessed by measures of phonological awareness, rapid naming and phonological memory, and measures of listening comprehension, morphological awareness, vocabulary and syntax were used to assess more general language skills. Backward digit span and listening span were also used to measure working memory processes. The results argued for the influence of these psycho-linguistic skills on bilingual literacy development, with measures of phonological, morphological and syntactic awareness being reliable predictors of reading comprehension in both Arabic and English. Non- word decoding and phonological awareness predicted variance in basic word-level literacy skills in both Arabic and English. Morphological awareness explained variance in reading comprehension in Ll Arabic and L2 English independent from word decoding skills. Vocabulary and syntax had comparable strengths in explaining variability in reading comprehension and writing production in both languages. And L2 working memory was important for L2 reading comprehension. In addition, there were cross-language predictions: L2 listening comprehension supported Ll reading comprehension, while Ll non-word reading and syntactic ability supported L2 reading comprehension. Although some relationships seemed to be more specific to one orthography or LUL2, there was a commonality of predictors for English and Arabic literacy skills through the four studies, which allowed models of psycho-linguistic influences on literacy development to be developed based on current perspectives on literacy acquisition. These models and newly-developed literacy measures appropriate for work with Arab bilingual children should inform future research and practice, as well as theory 2 development, which should increase understanding ofliteracy development in non- English contexts.
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Ramirez, Christina Maria. "An investigation of English language and reading skills on reading comprehension for Spanish-speaking English language learners /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024526.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-143). Also available for download via the World Wide Web; free to University of Oregon users.
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Mahmood, Nafisa. "Using Google Docs to Support Collaborative Learning and Enhance English Language Skills among Non-Native English Speaking Students." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404538/.
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Collaborative writing technologies such as Google Docs is believed to be a helpful tool in supporting the development of constructivist learning environments. However, not much research has been done among special populations outside the United States. This dissertation examines how using google docs can enhance collaborative learning among non-native English-speaking students at a university in Oman. A total of 52 students participated in this study, where they completed a collaborative writing activity using Google Docs. This exploratory study yielded quantitative as well as qualitative data. Interviewees shared their experience of using Google Docs for the collaborative writing activity. The research shows that Google Docs promoted collaborative interactions among students, such as learning from each other and communicating with the teacher. Interestingly, the data indicate that students used alternate social media such as WhatsApp to communicate with their group mates regarding the collaborative writing activity. Overall, the results obtained here confirm that the Google Docs can be used to enhance collaborative learning among non-native English-speaking students.
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Vondracek, Sara A. Michelucci. "THE EFFECT OF THE FISHER PRICE POWERTOUCH™ SYSTEM ON THE EMERGENT LITERACY SKILLS OF SPANISH-SPEAKING PRESCHOOLERS." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1151510082.
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Yeh, Lili. "Early literacy development in Mandarin-speaking children : the role of phonological awareness, rapid naming and spoken language skills." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3244/.
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In Taiwan, many children grow up in a bilingual environment, namely Mandarin and Taiwanese. They learn Zhuyin Fuhao – a semi-syllabic transparent orthography – at the beginning of the first grade before learning traditional Chinese characters. However little is known about the acquisition of literacy in this complex context, especially about the role of phonological awareness (PA), rapid automatized naming (RAN) and other spoken language skills. This longitudinal study is the first systematic attempt to investigate the trajectory of literacy acquisition in Mandarin-speaking children and the impact of instruction in both Zhuyin Fuhao and character. The study was carried out in Taipei. A sample of 92 children were tested in their first grade (mean age of 6;7), and then followed up a year later in their second grade. A comprehensive PA battery was designed to measure implicit and explicit PA of syllables, onset-rime, phonemes and tones. RAN, spoken language skills and literacy skills, including reading accuracy and comprehension in Zhuyin Fuhao and character were also measured, alongside non-verbal intelligence and children’s home languages. It was found that the role of PA in early literacy development of Mandarin-speaking children in Taiwan varies as a function of the orthography system. PA was closely linked to ZF-related tasks and reading comprehension, but not character reading where it had no predictive role. On the other hand, graphological RAN was found to be a good predictor of reading performance in both scripts, both concurrently and longitudinally. Additionally, non-graphological RAN had a role in predicting lexical-related literacy skills. Lastly, all spoken language skills, except semantic fluency, were significantly associated with reading comprehension indicating that oral language competence contributes major variances in reading comprehension. Moreover, vocabulary and auditory memory were associated longitudinally with many CH-related tasks. However, the variance of ZF word reading or spelling could not be explained by any spoken language skills. Investigation of children with atypical development revealed that children with reading difficulties performed less well on RAN and PA tasks while children with speech difficulty performed less well on sub-syllabic PA, Zhuyin Fuhao literacy tasks and character recognition, but no differently to their peers on RAN and character reading accuracy and character knowledge in radical form or position. The theoretical, methodological and practical implications of these findings are discussed.
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Huici, Marta Maria. "El lugar de la expresión oral con respecto a las demás destrezas lingüísticas en el material docente Ejercicios Amigos Dos." Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5958.
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This dissertation research aims to analyze the material Ejercicios Amigos Dos used by students learning Spanish as a foreign language in a Swedish school. Specifically, it examines the place of speaking skills, in the context of basic language skills. This study was an exploratory and descriptive analysis of the material Ejercicios Amigos Dos.Qualitative method used was action research, which was based on the real needs of the author of this study to enhance their teaching.Sheet one and Sheet two containing educational criteria for the analysis of teaching materials were used to measure the place of speaking skills.The main findings in the analysis showed that speaking skills are taken into account in the teaching material, however there are some micro skills missing. Speaking skills do not take a prominent role in the teaching material. Writing skills are emphasized to a greater extent.
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Spencer, Linda J. "The contribution of listening and speaking skills to the development of phonological processing in children who use cochlear implants." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/69.
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Söderqvist, Fredrik. "Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483.
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This study examines, through the use of a quantitative questionnaire, to what extent Swedish upper secondary students are involved in receptive and productive extramural English activities and what their perceptions are of learning English inside and outside of school. Extramural English (EE) is a term referring to the English students encounter outside school as extra means ‘outside’ and mural means ‘walls’. This study also investigates if the students perceive that the extramural English activities facilitate their classroom learning of English, and more specifically in relation to the language proficiencies reading, listening, writing and speaking. The results showed that the students reported being involved in mostly receptive EE activities as the most common activities they reported being involved in daily were related to listening and reading. The listening activities involved watching English-language TV-programs, TV-series and movies with and without Swedish subtitles and reading English texts. 98% of the students perceived that they do learn English outside of school while 68.6% of the students perceived that the English that they learned outside school facilitated classroom learning. The language proficiency the students perceived they developed most outside school was listening as 39% reported they "developed very much". The majority of students also reported to be more comfortable speaking and writing in English outside of school, and 57% indicated that they have learned most of their English knowledge outside of the school environment.
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Callender, Maya Francesca. "The effects of auditory distraction on the early lexical-semantic retrieval skills of young Spanish-speaking English language learners." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-07202009-154739/.
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Thesis (M.S.)--Florida State University, 2009.Advisor: Leonard L. LaPointe, Florida State University, College of Communication and Information, Dept. of Communication Science and Disorders. Title and description from dissertation home page (viewed on Nov. 2, 2009). Document formatted into pages; contains viii, 25 pages. Includes bibliographical references.
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Korgol, Caroline, and Nicolina Lindberg. "Strategies and activities used in the classroom for developing interaction." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27514.
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This study's aim is to create awareness of different strategies and speaking skills used asinteraction in primary school by teachers. The study includes comparisons of previousresearchers and relative theoretical perspectives. Semi-structured interviews with threeprimary school teachers from Sweden were conducted for this study. The results revealnumerous factors such as, differences in how teachers´ experiences play a primary rolein the classroom and the time invested in the subject. An additional factor expressed byall the interviewed teachers is the involvement of Lev Vygotsky's theory integrated intheir classrooms. All three teachers were positive to the idea of working in pairs orgroups, as this develops students’ interaction with other students. However, theconclusion demonstrates the lack of previous research concerning interaction in primaryschool.
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Middleweek, Fiona. "A study of the word reading and comprehension skills of children speaking English as an additional language : exploring the relationship between lexical knowledge and skilled reading." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669718.
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Vondracek, Sara A. Michelucci. "The effect of the Fisher Price PowerTouch[trade mark symbol] System on the emergent literacy skills of Spanish-speaking preschoolers." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1151510082.
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Sun-Alperin, Marlene Kendra. "Cross-language transfer of phonological and orthographic processing skills in Spanish-speaking children learning to read and spell in English." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7684.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Sundelin, Mattias. "Games in Second-Language Teaching : Using Minecraft to Facilitate the Development of Reading, Listening, Writing and Speaking Skills in English." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37366.
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Glodenytė, Jūratė. "KALBĖJIMO GEBĖJIMŲ UGDYMAS ANGLŲ KALBOS PAMOKOSE." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_111221-00060.
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Besimokantiems kalbėjimo įgūdžių yra svarbu parodyti jo/jos stipriąsias ir silpnąsias vietas. Šio darbo aktualumą lėmė, tai jog kalbėjimo įgūdžius lavinantys pratimai, naudojami mokyklose, buvo menkai ištirti. Taigi šio tyrimo tikslas yra atskleisti sistemą, kuri suteikia mokiniams kalbėjimo įgūdžių anglų kalbos pamokose. Didelis dėmesys skiriamas realiam bendravimui klasėje ir už jos ribų. Pateikiami kalbėjimo pratimai, kuriuos daugelis anglų kalbos mokytojų naudoja pamokose. Šio tyrimo rezultatai parodė, kad dauguma mokinių jaučiasi laisvai ir pasitiki savimi bendraudami. Galiausiai, rezultatai rodo, kad anglų kalbos mokytojai per mažai dėmesio skiria kalbėjimo įgūdžius lavinantiems pratimams ir ne visi iš jų naudoja realų pasaulį atspindinčius pratimus, kurie skatina moksleivius laisvai bendrauti.As communication takes a considerable amount of knowledge, time and specific skills to be able to communicate in the world, it is essential to show a learner his/her strengths and weaknesses. The relevance of this thesis took into account that there has been little research done in types of communicative activities used at schools. So the aim of this study is to present the system empowering students‘ real world communication in EFL classes. A significant attention is paid to the use of real world communication in and outside the classroom. There are given communicative activities that are used in EFL classes by most English teachers. The results of this research showed that most of the students feel free and self – confident during communication. Finally, the results show the EFL teachers pay too little attention to speaking activities and not all of them use the real world activities, which encourage students’ free speaking.
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Virbauskienė, Aldona. "Nežymiai sutrikusio intelekto mokinių kalbėjimo gebėjimų ugdymas taikant mokymąsi bendradarbiaujant." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092618-58383.
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Šiandieninėje ugdymo teorijoje ir praktikoje pabrėžiama asmens kompetencijų ugdymo svarba. Viena iš mokykloje ugdytinų kompetencijų yra komunikavimo kompetencija.
Darbe analizuojama specialiosios mokyklos 7 klasės mokinių kalbėjimo gebėjimų ugdymas skaitomo negrožinio teksto pagrindu, taikant mokymosi bendradarbiaujant metodus.
Remiantis edukologijos mokslo atstovų įžvalgomis kalbėjimo gebėjimai šiame darbe apibrėžiami kaip atsakingas verbalinės kalbos vartojimas, teksto supratimui, informacijos radimui ir tinkamam
jos pateikimui kitiems. Aptariamas bendraamžių mokymas(is) atsižvelgiant į tikslą, situaciją, naujos
veiklos apmąstymą, socioemocinę aplinką.
Siekiant kokybinio tyrimo tikslo – įvertinti mokymosi bendradarbiaujant poveikį
ugdant sutrikusio intelekto mokinių kalbėjimo gebėjimus, skaitomo negrožinio teksto pagrindu,
buvo keliami uždaviniai:
1. Teoriniu aspektu išanalizuoti intelekto sutrikimą turinčių vaikų kalbinių gebėjimų ypatumus;
atskleisti mokymosi bendradarbiaujant sampratą.
2. Ugdomuoju eksperimentu įvertinti mokymosi bendradarbiaujant poveikį nežymiai sutrikusio
intelekto mokinių kalbėjimo gebėjimų ugdymuisi skaitomo negrožinio teksto pagrindu.
3. Pusiau struktūruoto interviu metodu atskleisti nežymiai sutrikusio intelekto mokinių požiūrį
į savo kalbinius gebėjimus ir mokymosi bendradarbiaujant poveikį.
4. Apklausos metodu išsiaiškinti nežymiai sutrikusio intelekto mokinių požiūrį į mokymąsi
bendradarbiaujant.
5. Parengti rekomendacijas ugdymo proceso... [toliau žr. visą tekstą]The thesis analyses the problem of development of speaking skills of school-aged children with slight mental decline. The subject of the research: Development of speaking skills of pupils with slight mental decline on the basis of the non-fiction reading text. Hypothesis: Pupils with slight mental decline will develop their speaking skills more actively if the methods of learning while communicating are combined with the playing methods. The goal of the research: to show the impact of learning while communicating on the development of speaking skills of pupils with slight mental decline. The methods of the research: The impact of learning while communicating on the development of speaking skills of pupils with slight mental decline is assessed using the development experiment method. By using the interview method, the viewpoints of pupils with slight mental decline to their speaking skills and the impact of learning while communicating are shown. Based on the method of questionnaire survey, the viewpoints of pupils with slight mental decline on learning while communicating are found out. Respondents and scope of the research: 8 (4 girls and 4 boys) pupils of 13 to14 years old of special school Form 7 were selected for the qualitative research. The research was carried out in the period of February – May, 2010. Important conclusions of the research: 1. Learning while communicating has a positive impact on the development of speaking skills of pupils with slight mental decline... [to full text]
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Šetkauskienė, Aušra. "Kalbėjimo įgudžių ugdymas anglų kaip užsienio kalbos pamokose." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130821_131150-71196.
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Kalbėjimo įgūdžių įvertinimas kalbos mokytojams visada buvo sunki užduotis. Kalbėjimo įgūdžių mokymas užima labai svarbią vietą šiuolaikiniame ugdyme. Šio darbo aktualumą lėmė tai, kad kalbėjimo užduotys, naudojamos mokytojų, mažai išanalizuotos. Tyrimo tikslas- pristatyti sistemą, padedančią vystyti anglų kalbos kalbėjimo įgūdžius pamokose. Darbe yra pateikiami kalbėjimo užduočių pavyzdžiai. Tyrimo rezultatai parodė, kad mokiniams patinka kalbėjimo užduotys, jie nebijo kalbėti, daryti klaidas ir būti pataisomi ar paprašyti mokytojo pagalbos. Be to tyrimas parodė, kad mokytojai nėra visiškai patenkinti kalbėjimo užduotimis, kurias siūlo vadovėlių autoriai. Kad rezultatai būtų pasiekti ir paįvairinti kalbėjimo užduotims, anglų kalbos mokytojai turi patys sugalvoti įvairių užduočių, naudodami namuose pasigamintą medžiagą bei savo sukurtas užduotis.Evaluation of language learning has been a difficult task for language teachers. Teaching communication takes a significant place in nowadays education. The relevance of this thesis took into account that there has been little research done in communicative activities used by EFL teachers at schools. Therefore, the aim of this study is to present the system empowering students’ speaking skills and communication in EFL classes. Communicative activities which could be used by EFL teachers are presented in this research. The results of this study showed that students like speaking activities, they are not afraid of speaking, being corrected or asking for help. However the survey showed that teachers are not fully satisfied with speaking activities offered by the authors of the course book. In order to achieve better results and to add variety to the speaking activities EFL teachers think of various speaking tasks themselves, they use the home made material and real-world tasks.
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Яремчук, Н. С. "Система роботи з удосконалення навичок говоріння в учнів 5-6 класів на уроках української мови." Thesis, Херсонський державний університет, 2009. http://essuir.sumdu.edu.ua/handle/123456789/51539.
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У дисертації теоретично обґрунтовано й експериментально перевірено систему роботи з удосконалення навичок говоріння в учнів 5-6 класів, що сприяє засвоєнню знань про говоріння, свідомому створенню усних діалогічних і монологічних висловлювань у різних мовленнєвих ситуаціях.Визначено навички, що необхідно вдосконалити в учнів 5-6 класів на уроках української мови, виявлено педагогічні умови, за яких робота відбуватиметься ефективніше, розроблено лінгводидактичну модель змісту роботи з удосконалення навичок говорінняIt is theoretically grounded and experimentally tested in the dissertation that the system of improving the speaking skills of student of the 5-6 forms during the Ukrainian Language classes - worked out be the author - stimulates mastering speaking skills and creating oral dialogues and monologues in accordance to a speaking situation on the conscious Level. There are also skills that have to be developed and pedagogical conditions that will make the pedagogic work be more effective have been defined,analyzed and interpreted in the dissertation.
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Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, and Iryna Volodymyrivna Liashenko. "Розвиток навичок ведення телефонної бесіди англійською мовою." Thesis, Nauka I studia, 2012. http://essuir.sumdu.edu.ua/handle/123456789/72551.
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Velibasic, Adisa, and Blackby Julia Ekberg. "Multilingualism in a nutshell - a study of pupil´s and teacher’s perceptions of multilingualism in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34524.
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Due to globalization, diversity in the Swedish classrooms is common. This study sets out to examine the pupil’s and teacher’s perspectives of multilingualism in Sweden and how it effects English language learning. Although, a majority consider multilingualism to be an asset in language learning, many still believe that children mix the languages together and become confused. There seems to be no unanimous answer to whether or not multilingualism aids in learning an additional language. Therefore, this study aims to examine positive and negative effects of monolingualism and multilingualism in English language learning in Sweden. More specifically, the aim is to explore whether or not multilingualism aids pupil´s in speaking English as a Foreign Language. The question “What effects does multilingualism have in Year 1 - 3 EFL students’ speaking skill?” was formulated. The research for this qualitative study included interviews of six teachers and four pupil´s, combined with observations of different classrooms in the south of Sweden. The results indicate that both pupil´s and teachers view multilingualism as an advantage to language learning.
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Al-Yaseen, Wafaa Salem. "Developing listening-speaking skills interactively in the primary foreign language classroom : possibilities and hindrances: a case study in Kuwaiti primary schools." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323473.
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