Analyzing errors committed by second language learners during their first year of study at the University of Taif, can offer insights and knowledge of the learners' difficulties in acquiring technical English communication. With reference to the errors analyzed, the researcher found that the learners' failure to understand basic English grammar could be ascribed to intralingual interference which is associated with the developmental sequence of learning English for technical communication in the form of speaking, listening, reading and writing, rather than to interference of the mother tongue. The results will be of benefit for material development, especially in the provision of materials in the Language Learning Centre.
The speaking skill is an important part of the curriculum in language teaching, and this makes it an important object of assessment. This study is based on a qualitative method of research where a description is produced about the quality of the speech production of the candidates. The purpose is to examine whether learners use features of that indicates advanced knowledge of English in their production. For this purpose, forty-seven university students, who were fourth-year majoring in English literature, who are taking the subject "Preparation for International Test" took an interview for their oral production final exam. After the analysis, the results will show the degree of proficiency the students are at as far as their speech production. The results will also reveal if there is statistically significant difference between the students regarding their proficiency levels and frequency of appropriate use of spoken features. Then immediate implications drawn from the results obtained in this study can help sheds light on using curriculum designed to enhance learners' speaking skills in the future. Keywords:Oral proficiency, oral language assessment, oral language instruction, EFL speaking skills Literature ReviewThe ability to speak in a foreign language is of great importance when it comes to language efficiency. The ability to reason and express our thoughts is reflected in our spoken performance. Speaking is also the most difficult language skill to assess reliably. A person's speaking ability is usually judged during a face-to-face interaction, in real time, between an interlocutor and a candidate. The assessor has to make instantaneous judgments about a range of aspects of what is being said, as it is being said. This means that the assessment might depend not only upon which particular features of speech (e.g., pronunciation, accuracy, fluency) the interlocutor pays attention to at any point in time, but upon a host of other factors such as the language level, gender, and status of the interlocutor and the personal characteristics of the interlocutor. Moreover the nature of the interaction, the sorts of tasks that are presented to the examinee, the questions asked will have an impact on the performance. Therefore, assessing speaking is not an impossible task, but it is difficult (Luoma, 2004).Speaking in a second language has been considered the most challenging of the four skills because it is productive skill that involves a complex process of constructing meaning (Celce-Murcia & Olshtain, 2000). It is also the most complex skill because of the simultaneous monitoring and planning of utterances. This process requires speakers to make decisions about why, how and when to communicate depending on the cultural and social context in which the speaking act occurs (Burns & Seidlhofer, 2002).Reading aloud is a common way of developing this skill in addition to tests using visual material as stimuli are common test procedures for testing speaking. Other activities for testing speaking include oral int...
The paper describes the experience of the author as a teacher in general English language skills program. In this paper an attempt will be made to briefly deal with the notion of communication, communicative language teaching, and its implications for teaching English as a foreign language students through language skills post-secondary program. Firstly, this paper aims to describe the problems that the students tend to have in these multi-level classes regardless of the difference in their age and sex. Suggestions will be given as how the teachers in these classrooms can do better to improve the students’ performance. Then, it will suggest some strategies to successfully ‘teach’ these students, given the fact that all have different language skills that need to be improved. To achieve this goal, we shall look at the teaching process and suggest some ways to improve the teaching quality and students’ learning and motivation.
The field of English as a second language has gone through a number of changes in the last decades and has seen extreme adjustments throughout the methods of teaching and curriculum planning. This article finds the relevance of the old methods to the new methods. After providing the background it becomes apparent that almost all the older methods have some relevance to the contemporary classroom and linguists are reaching out and calling on teachers to use the old techniques alongside the new techniques. Emphasis in this article, however, is put on the relevance of introducing grammar to the learner, what to introduce, how and when is discussed in light what we know of the communicative.
This paper sheds light into the similarities and differences between expressions related to sadness and happiness in English and Arabic and establish the commonality of conceptualization and understanding these emotions. The work of Kovecses and others is reviewed and a comparison is determined as far as the two emotions, sadness and happiness in applying some of the emotional mappings such as; sadness is DARKNESS, as AN ILLNESS, as AN OPPONENT, and happiness LIFTS YOU UP, HAPPINESS IS LIGHT among others between English and Arabic. A conclusion was reached that most emotions across the two cultures when it comes to metaphor mapping are similar among some minor differences.
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