Advantages Of Audio-Lingual Method

The first way teachers can support oral language in their classrooms is by understanding that a child’s language or dialect reflects their values, identities, and even experiences of the child’s family and community. Once we understand this we can then allow our students to begin conversing with one another, it is during these

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6 months (Syrja (2011 p. 35)) shows two male students. One student with proficiency answering the teacher’s questions about the other student and the other student is silent. The stage two Early Production Stage (can last six months to 1 year

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

This artifact represents eleven methods helpful for developing student’s oral language skills. Components essential for developing language and literacy include practice speaking and writing formally, as well as reading and listening. Communication has five areas to oral language development including; vocabulary, syntax (grammar), morphological skills (meaning of words forms and parts), pragmatics (the social rules of communication), and phonological skills (rhymes and syllables). In this artifact I provide strategies for developing these skills emphasizing the need for students to talk more than the teacher, regardless of their skill level. Practice need not always be structured around a curriculum goal such as chemistry, it can be an activity that encourages an ELL student to tell about their favorite food, or their family, or a special tradition they have at home. Developing oral language is about having student practice. Having student’s write down their stories can help develop their literacy.

Archakis (2006) states that the communicative approach has recently prevailed. The purpose of language teaching is to help learners to practice relevant cases of communication. According to the communicative approach the language teaching has to be directly interrelated with contextual components. The stress of language teaching needs to be language use in social events, that is, students should be aware of the socio cultural and sociolinguistic skills for appropriate language use. Oral discourse is an entity of a range of discourse genres such as a lecture, conversation. Oral speech should be taught on a regular bases involving students in various activities and social circumstances. The teaching of oral discourse should be centered on the specific features of oral speech that promotes participation. It is very helpful for students as contemporary society concentrating on oral conversational speech and its peculiar daily used devices. This leads learners to the production of dramatization, interpersonal contribution, arguing competence as well as building identity as critical

During our Colloquium class, it was very interesting because there, we learned in many ways how us as new teachers will work in the classroom setting. This week we learned how to teach the students to read. Although, my facilitator showed us a video where they explained to us different ways of reading phonetic alphabets, letter sounds, in this video I learned that the English language has 47 sounds. She also recommended a variety of books that we can use in the classroom that will be helpful for the students to accomplished these standards. For some people, they find it very complicated, she said that there are two ways to teach the children. Our instructor recommended us to teach in the phonetic word and to deny to teach in sight words,

Having a native English speaker as the teacher in oral skill class have many advantages. For example, students can listen to a proper way of speaking and using English in an oral way, which will include most of the aspects taken into account in the speaking skill that might be difficult for a non-native speaker such as pronunciation, intonation, stress, etc. This way, the teacher will feel more comfortable and will need less effort in his or her oral production. In addition, it will somehow, be more motivating for students to speak English to the teacher

Oral language skills are the foundation of a student’s learning that is acquired naturally and if these skills are not strong there can be complications further down the track with their reading and writing. Although oral language is not the only means for communication it does help with the ability to produce meaningful speech. Initially language originated as a

Oral language is the foundation on which reading and writing are built. Many of the same rules and components, e.g., phonology, lexicon, and grammar govern written and oral language. Both systems also use the same cognitive resources e.g. working memory so developing one helps boost the other. Children develop an early knowledge of the phonological systems from oral language during their preschool years. Later this knowledge develops into a conscious phonological awareness, the knowledge of the sound structures of words. This phonological awareness helps the child when learning to read creating a reciprocal relationship between written and oral skills. Reading requires the child to be familiar with language and have an understanding of the

They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. As a result, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and therefore different teaching methods spawned, known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching. Willbrand and Riecke in their book named ‘Teaching oral communication in Elementary schools' (1983) defined ‘oral communication' as the process of interacting through heard and spoken messages in a variety of situations. And instruction which integrates the teaching of listening and speaking over various situations has been termed the communicative approach to language

This approach was very advanced for the time. It revolutionised the strategies of language learning and also changed the role of the language teachers as well as the language learners. In contrast with some of the methodologies previously adopted, its main goal is to teach the scholars the ability to communicate. Thereby, Communicative Language Teaching bases itself upon the concept of language competence, which is considered the actual basis of proficiency in a language. Hence, teaching activities involve students in real-life communicative situations in which the communicative task is of more importance than the grammatical accuracy. Other exercises such as games, songs, problem solving and role-plays also are used in classrooms. It must be said that each of these activities are sowed on the learners needs, therefore, if the class

The focus on oral language especially, speaking and listening, in the NSW English Syllabus K-10 is created so that language learning is recursive and develops through our expansive contexts. The resources accompanying speaking and listening ensure students are using metalanguage, phonology, morphology and syntax.

For years, phonology has been incorporated into language education. Young children are introduced to phonics as educators take them through visual flash cards, teaching them the sounds of the alphabet. Children learn to connect sounds into words, using what they learned from the alphabet to apply a system of sounds into a word. Controversy regarding this reading education method has additionally been popular. Although researchers have found negative effects in learning to read phonologically, teachers can still strategically incorporate it into the classroom as long as they are aware of its potential negative effects.

VoiceThread is a Web 2.0 tool, a cloud application that gives users many options to communicate. Its ' unique features give users the opportunity to communicate by microphone, webcam, text, phone, and audio-file upload over a period of time (VoiceThread, 2016). VoiceThread supports users ' ongoing communication, and it is used by teachers in language learning classrooms. It aids language teachers by providing a platform to present, submit, and evaluate language learning lessons and activities which are based on language learning skills. Specifically, VoiceThread aids teachers when teaching language learning skills such as listening, speaking, communicative competence and interaction. All of these skills are equally important for the skill development of L2 English language learners, however, the ability to utilize listening skills in this application is the foundation for language learners to respond, speak, interact, and communicate using VoiceThread.