Communicative Language Tasks to Enhance Young Learners’ Communicative Competence

Legak, Theresa Chermi; Wahi, Wahiza

doi:10.6007/ijarbss/v10-i6/7308

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…In terms of sociolinguistic awareness, it is sufficient for them to employ simple, polite forms of greetings and farewells, along with words, such as "sorry", "please" and "thank you". Finally, concerning discourse and strategic competence, students are expected to link words or group of words with basic connectors and use simple techniques to start, end and sustain conversations (Legak & Wahi, 2020).…”

Section: Communicative Competencementioning

confidence: 99%

Oracy Skills Instruction: Evaluating, Adapting and Creating Listening and Speaking Activities

Zadnikar

2024

IJELT

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The objective of this paper is to evaluate, modify and formulate activities related to the development of ‘oracy’ skills in the English as a Foreign Language (EFL) classroom. In this context, ‘oracy’, as defined by Sifakis (2004/2018), specifically encompasses the skills of listening and speaking. Spoken discourse is differentiated from written in that it requires real-time interaction, presenting a notable challenge for the learners. (McDonough et. al., 2013). It is apparent that oracy skills play a crucial role in the overall development of students’ language proficiency as they emphasize their ability to engage effectively in real-life communication situations. In the course of evaluating materials, the paper will utilize relevant literature and employ sets of criteria, tailored to the communicative requirements of spoken interaction. Subsequently, adjustments to existing activities and the creation of original ones will be proposed in line with the theoretical framework. To facilitate this process, the paper will draw on materials deriving from two teaching textbooks and examine two distinct teaching contexts, each aligned with one of the aforementioned language skills; listening and speaking.

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Section: Communicative Competencementioning

confidence: 99%

Oracy Skills Instruction: Evaluating, Adapting and Creating Listening and Speaking Activities

Zadnikar

2024

IJELT

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Section: Communicative Competencementioning

confidence: 99%

Untitled

2024

IJELT

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The objective of this paper is to evaluate, modify and formulate activities related to the development of 'oracy' skills in the English as a Foreign Language (EFL) classroom. In this context, 'oracy', as defined by , specifically encompasses the skills of listening and speaking. Spoken discourse is differentiated from written in that it requires real-time interaction, presenting a notable challenge for the learners. (McDonough et. al., 2013). It is apparent that oracy skills play a crucial role in the overall development of students' language proficiency as they emphasize their ability to engage effectively in real-life communication situations. In the course of evaluating materials, the paper will utilize relevant literature and employ sets of criteria, tailored to the communicative requirements of spoken interaction. Subsequently, adjustments to existing activities and the creation of original ones will be proposed in line with the theoretical framework. To facilitate this process, the paper will draw on materials deriving from two teaching textbooks and examine two distinct teaching contexts, each aligned with one of the aforementioned language skills; listening and speaking.

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“…CEFR has been chosen as a guiding framework for curriculum development, teaching and learning, textbook development, and assessment in curriculum reform. It has been highlighted in MEB 203-2025 that the CEFR-aligned ESL curriculum in Malaysia is highlighting the importance of formative and summative assessment in teaching and learning (Legak & Wahi, 2020). The use of formative assessment gives more alternatives for teachers to monitor students' development in their ESL learning (Othman et al, 2013).…”

Section: The Implementation Of Cefr In Classroom Assessmentmentioning

confidence: 99%

The implementation of CEFR in ESL Learning: Why does it matter to the Malaysian Education System?

Wok Zaki,

Darmi

2021

AJATeL

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Implementing the Common European Framework or CEFR in English as a Second Language learning in the Malaysian education system is the focus of this paper. CEFR is a generally established international standard for depicting language proficiency. It is also extensively recognised in Europe and is becoming more widely accepted globally; it is now incorporated into the Malaysian education system. The CEFR provides thorough descriptions of what foreign or second language learners can perform in listening, speaking, reading, and writing at six proficiency levels. Thus the methodology used in this paper is qualitative through review documents specifically on past studies from 2015 to 2021 highlighting CEFR implementation. This study aims to answer two research questions; what are the importance of implementation of CEFR in the Malaysian ESL classroom, and how CEFR can be implemented in classroom assessment in the Malaysian ESL classroom. The findings related to the first aim indicate that the CEFR is important for the needs of the international standard framework, benchmarking, alignment, and calibration. The findings also show that CEFR assists teachers in monitoring students' development in ESL classrooms. This article will also examine the history of the CEFR's implementation in the Malaysian education system and its influence on the curriculum, teaching and learning, and assessment. Then, the descriptors of CEFR in all four primary language skills, learning, speaking, listening, reading, and writing, will be briefly discussed before moving on to implementing the CEFR in classroom assessment. By the end of this paper, the recommendations for future study in implementing CEFR in the Malaysian ESL classroom will be proposed.

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Communicative Language Tasks to Enhance Young Learners’ Communicative Competence

Cited by 3 publications

References 15 publications

Oracy Skills Instruction: Evaluating, Adapting and Creating Listening and Speaking Activities

Oracy Skills Instruction: Evaluating, Adapting and Creating Listening and Speaking Activities

Untitled

The implementation of CEFR in ESL Learning: Why does it matter to the Malaysian Education System?

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