Communication is a fundamental skill for the existence and survival of societies. In the learning of a foreign language, classroom practice should focus with priority on developing communicative skills. Oracy, a term coined by Andrew Wilkinson in 1965, is defined as the ability to express oneself efficiently, effectively, and fluently. Having strong oracy skills involves the capacity to structure one’s thoughts in a way that is comprehensible to others, and accurate control of both vocabulary and grammar, in order to transmit a clear message. In the same way that literacy is essential for reading and writing, oracy is necessary for becoming a good speaker and listener. This paper will define oracy as a language teaching strategy, establish an oracy framework, and detail on oracy subskills. The practical part takes a pedagogical approach to the concept of oracy and underlines its importance in the teaching of a foreign language by integrating oracy skills and sub-skills in an applied discussion exemplified by concrete classroom practice.
The coronavirus (COVID-19) pandemic has caused an unprecedented crisis in all areas of human activity. In the field of education, this new and unexpected situation has led to an extraordinary shift of paradigm, as a considerable amount of institutions and faculty have been forced to pivot from purely face-to-face lessons to wholly online contexts, despite minimal preparation time and training. This paper aims to analyse the implications of this turn, as well as some of the key lessons that can be garnered from it. The gauge of this article will be on lessons learned, from the perspective of the changes that occurred in role of the teacher in the online context and the ramifications these have on teachers’ role and responsibilities.
This article presents a conceptual analysis of the main terms used in the analysis of the gender perspective. Given the various approaches to the gender perspective, a clarification of the meanings of the terms is needed, especially since they have lately been defined in terms of military acceptance as well. This content is part of the Military Gender Studies (MGS) Project, whose aim is to develop a model of gender perspective in the military, which will be taught in the European Military Institutions through an Army Handbook.
Lecturing is a wide spread teaching approach used in many university settings. As a didactic technique aimed at transmitting information, lecturing is, by definition, a receptive-oriented method of presenting content and offering explanations. The effectiveness of lectures has often been subject to debate; however, when delivered properly, lectures can be effective. The issue discussed in the present paper is aligned with earlier concerns regarding ways of transforming lectures into more engaging and creative classes. In the current educational context, typified by a high degree of complexity, participative communication, and great dynamism, making lectures interactive and more energetic does, indeed, become a practical and a timely endeavour. The paper looks at ways of implementing effective interactive lecturing strategies, analyses the advantages of this approach and proposes practical activities to improve lectures in order to transform a traditionally passive learning experience in an enriching and stimulating educational environment for educators and students alike.
Academic expectations are a game changer when it comes to students’ learning experiences. As part of their university studies, learners are asked to read research, articles, textbooks, lecture notes, etc., and critically engage with the content in order to analyze it, evaluate it, make connections, draw conclusions, or find new ways to reorganize, reinterpret, and recycle information. Learning to read critically helps students navigate the deep waters of academic requirements, and will ultimately empower them to function more effectively in the educational environment and beyond. This article presents critical reading as an essential skill whose mastery will enable students to deepen their understanding and awareness of both language and content. By discussing critical reading skills from the perspective of traditional and modern approaches and by deconstructing this receptive ability from the point of view of the various strategies and techniques it entails, the present paper aims to address useful aspects related to both the theoretical fundamentals and the practical construction of critical reading competence, and to highlight the importance of critical thinking skills as essential prerequisites for building 21st century literacy.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.