A Talk About Oral English Teaching Problems and Solutions

The aim for English within the National curriculum is to promote high levels of literacy and language; this is done by teaching pupils to a high level of spoken and written words. The national curriculum aims to improve literacy development for all pupils within the following areas:

The learning design has an array of unique supports. The variables include, but are not just limited to: teachers, assistant principals, cafeteria workers, counselors, and parents. You, along with these integral features, must prepare students to successfully graduate from high school and from college. Therefore, you must ensure they leave their high school with a burning interest to pursue higher education, and a compelling urge to become productive citizens.

The English Curriculum (2014) values the position speaking, listening, reading and writing have as independent lessons. However, all four sectors combined are recognised as a positive developmental factor in the intellectual growth of students. It is expressed within the English curriculum how significant spoken language is; in relation to child development and also in terms of student’s progression throughout the wider curriculum. Researchers such as Owen and Burnett (2014) state that spoken language reinforces other key expertise such as reading and writing. Therefore, teachers must encourage continual development of student’s capabilities and confidence in relation to verbal language. This section of the assignment shall focus significantly

Advanced Top Notch textbook is an integrated four-skill textbook for adults who want to use English to communicate effectively in daily life. It is also Easy and enjoyable to teach and that it combines proven communicative methodology with a practical outcomes-based approach. That said, it includes a clear part for teaching vocabulary, a small section for grammatical point, and functional conversations centering around dialogues in every unit accompanied by systematic practice of all speaking skill. However, it places special emphasis on helping students become confident and competent speakers of English. Speaking activities at the end of every lesson, tied to clearly label measurable outcomes, enable students to see the results of their learning

As this research is a case study, the participants of the study were chosen from the students of the Department of Foreign Language Education (FLE) at Middle East Technical University (METU).FLE students at METU are generally graduated from teacher training high schools. In high school, they are usually taught English very well. However, the English lessons in high schools are commonly based on grammar and reading skills. Listening and especially speaking are the least important skills because of the fact that the university entrance exam is prepared to measure students’ grammar and reading skills. Unlikely, Department of FLE at METU aims to make its students fully qualified language teachers. For that purpose, its curriculum includes listening and speaking courses, as well as reading, writing, grammar and English

The learning design has an array of unique supports. The variables include, but are not just limited to: teachers, assistant principals, cafeteria workers, counselors, and parents. You, along with these integral features, must prepare students to successfully graduate from high school and from college. Therefore, you must ensure they leave their high school with a burning interest to pursue higher education, and a compelling urge to become productive citizens.

Procedure: Divide the class into groups of four. Ask students to think of their problems in learning English. That could be problems with language skills such as listening or speaking, or problems with language areas such as vocabulary or grammar. Then, have students share their issues and offer their peers some advice in their own groups within 5 minutes. When students are talking about their learning difficulties, walk around the classroom to facilitate the discussion. Next, have students share their own obstacles in learning English and ask those who are not in the same group with the sharers to give advice. In this way, students can receive more suggestions from their classmates. In case, the teacher’s first language is not English, he is well-advised to share his personal experience in

Nowadays, English has become the Global language. It is the language of science, technology, economic, etc. As a result, learning English has become an essential need for everyone. While learners try their best to reach their goal of successful communicator in foreign language, teachers find ways to make language teaching effective. In this fashion, considering and choosing the right way in teaching is prior thing for all of teachers and I am not an exception. We have witnessed the dominance of Communicative Approach with Communicative Language Teaching in the world in general and in Vietnam in particular recent years. For me, I will use the Eclectic Approach to teach English in the future due to

Oral communication for English language learners can be easier than learning how to read and write. English language learner’s students might have a fear of speaking however it is the teacher’s responsibility to make the student’s feel comfortable in speaking the English language. When English language learners learn the English language then they will be able to communicate with people and in the classroom. In the article An Urgent Challenge: Enhancing Academic Speaking Opportunities for English Learners, it was mentioned that in order to engage English language learner students in a conversation, a teacher must have to model and clearly teach them how to engage in a conversation (Wilson, Fang, Rollins, & Valadez, 2016, P. 53). This is what

These objectives involve the four language skills (speaking, listening, reading, and writing), but they can also include:

Sometimes more than one method is used to bring out the anticipated outcomes in the language classroom where communication develops the key factor of teaching-learning process. Unless students learn to utilise the classroom method to express thoughts and feelings outside into the real world situations, the learning cannot be effective no matter whatever teaching method is applied in English as a Second Language classroom. Teacher- student role becomes the centre in bringing out the maximum within the limited time in a

Communicative language teaching, (CLT) has existed since the 1970s and has played a significant role in the instruction and learning of language (Richards, 2006). Although there are new approaches to English teaching, it is important to appreciate the fact that CLT still plays an essential role in the language use and learning. The purpose of the above paper is to give evidence of the relevance of CLT

In teaching and learning English, there are two aspects that should be concerned. The first one is the language skills such as speaking, listening, reading, and writing. The second one is the language components such as vocabulary, and grammar. These two aspects are taught in order to make the students achieve the ability in communicating both in spoken and written forms.

Students must have language skills in order to learn so having a good foundation is critical. In addition, language abilities are a predictor or a student’s ability to comprehend was they read. Furthermore, the language skills and the ability to read impact students in all areas of education. For these reasons, oral language skills are a critical component of a student’s education.

English is widely known as an international language. One of its functions is as a means of communication among people from different countries. By learning English, people can communicate with people whose different native language from themselves. In order to master English, people need to learn four language skills, they are listening, speaking, reading, and writing.