Effect Of Pair And Group Work Activities On Improving Students ' Speaking Performance, Intermediate Stage, Saudi Arabia

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

Task-based language teaching (TBLT) is regarded as a natural extension of communicative approach (Harmer, 2007). Task is defined as ‘a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form’ (Nunan, 1989:10). In other words, a task emphasizes on language communicative functions and requires participants to convey meaning effectively. According to Prabhu (1987), learners tend to achieve a higher target language proficiency when training through communicative tasks.

Why the understanding of students when learn the English language depends on teachers’ teaching process? Whether the method used a teacher effect on students’ interest in learning the English language? It is big questions that have to answer and being the main spotlight for the teachers. Thus, as a teacher they should be able to choose what the method used to handle their students in the class. In English language teaching, there are some methods that usually teachers use to teach their students in the classroom. Which is the method that used by the teachers have to make the students are comfort when learn the English language. One of the methods that they can use in English teaching process is keyword method. Furthermore, (Atkinson,

At the ESL class, I was able to discover a talent in teaching. It was difficult trying to develop this talent since communicating with the students was not as easy. The students came from many countries like Brazil, Mexico, Japan, speaking other languages. In the beginning, some of the lessons confused and frustrated the students because I could not translate some material in a way that made sense to them. I had to change my teaching methods so I decided to go from traditional PowerPoint to more group interactions. With

It is commonplace to state today that Public High school in Jambi cannot avoid of having large classes. It was estimated that from 11 public schools in Jambi, each class will consist of 35-65 students (Anon, 2015). This phenomenon is another challenge faced by English Teacher in this city. They need more efforts to do their work. One of the least efforts they have to

The study by Chen and Goswami (2011) focused on the incorporation of Cooperative Learning in the classroom and the effect on pronunciation by English Language Learners. Pronunciation is claimed to be very important for overall academic achievement. The incorporation of Cooperative Learning allows students to sense being part of a team. Communication skills are built in groups through the Cooperative Learning technique. Students are expected to feel comfortable while learning English together as a group. The phonological content is presented in a comfortable way. Cooperative Learning allows students to engage in the classroom in a way that typical pronunciation exercises do not.

Group work allows the students to vary the learning task for different groups of students, thus adapting to students’ needs, interests and abilities without making these differences too obvious to other students.

Classroom interaction has been widely recognized as one of the most crucial factors in a second language classroom that allows second language learning to take place. As pointed out by Tsui (1995: 11), ."..the language used affects the nature of interaction, which in turn affects the opportunities for learning that are made available." This statement is exceptionally true in Hong Kong context because English are seldom used by students in their daily lives. English lessons seem to be their solely exposure to this target language. Therefore, effective classroom interaction plays a particularly important role in English lessons of Hong Kong secondary schools.

The subjects in this research were 42 students at Cao Thang Technical College, district 1. They are attending a compulsory English course at their school’s language centre. Their course book is International Express

Approaches and methods are the main methodology in the practice of English teaching. An approach refers to theories of the language, whereas a method includes the techniques and procedures in how it is used (Harmer, n.d.). Language teaching and its approaches have a very long history emerging from the early twentieth century. Throughout this time applied linguistics, teachers and others, thrived to develop teaching methods in order to meet the characteristics of change and improve efficiency. The main incentive for change corresponds to the increase demand in speakers who wish to acquire a second language together with globalization, encouraging an ongoing need of reassessing language-teaching practices (Richards and Rodgers, 1989). Due to the ongoing changes of language teaching, it is clear that this has resulted in a variety of approaches and methods that exist, ranging from the twentieth century to current time today. This leads to the clarification in which the method of discussion will be: the audiolingual method, a major trend in the twentieth century for language teaching. Firstly, an in depth description of what the approach consists of will be discussed. Then, the different theories corresponding to this method such as the behaviorism and language theories will be illustrated. Teacher roles in comparison to student roles will then henceforth, alongside a critical evaluation of the method.

The article is discussing the Western training and Communicative language teaching and mainly it argues about the impact of these teachings on a person who belongs from other languages. The role of TESOL is important here and the opinion and views of the other language teachers have been described. The discussion made in paper is in a proper and significant manner that is holding a generic structure for understanding. On the very first the paper is giving an overall summary of discussion in form of abstract that is describing about the main theme of article that is the problems in English language. As the writer has focused on the Bangladeshi English teachers so they provided an overview

In this research, I’m going to focusing on the English as a language is being taught in many countries oversea today including Thailand. In fact, you’ll be surprising to know that English is required for many of the students in many countries. Unfortunately, it is not necessarily taught as well as it could be because of heavy teaching load, class sizes and adequate technology. Learning an English today still's has been challenging for many countries and specifically in Thailand. In Thailand, the student often gets too overwhelmed with English and mentally tune out in the classroom because English was their least favorite subjects. On the other hand, the students don’t have a resource at school or they don’t have it enough. Furthermore,

The students are children who like English and tend to participate actively in the classes, as they are not used to working in groups or in an autonomous way, they find interesting the way that English can give them a little space to share ideas and time with friends.

English language is essential both in education field and real life situation. But in Bangladesh “English” is treated as the second language and learners are not that much interested in communicating in English because learners need English to get a better job. Here teachers can motivate them by saying that fluency in English speaking can get them better jobs. But this trust will not work every time and there is a better solution to involve learners into speaking skills indirectly through classroom interaction. The concept of classroom interaction plays a significant role in the process of second language learning. Because classroom interaction provides learners with opportunities to receive comprehensible input and feedback from their interaction on partners (Ellis, 2005; Grass, 1997, Hellermann, 2007; Long, 1996; Pica, 1994; Reigel, 2008) Many researches state that knowledge can be constructed and skills can be promoted through classroom interaction and it have been the focus of many studies in English as a foreign language or second language. The context of this study has been a private university of Dhaka city. The proficiency level of the learners is tertiary and the educational background of the teachers is Master’s degree from English department of various private universities.

6. Micro Presentation and Group Discussion Sessions should be used for developing Communicative Competence 7. The Language Lab, device should be used for giving audio-visual inputs to elicit students’ responses by way of Micro-Presentation, Pair Conversation, Group Talk and Class Discussion. 8. The teacher must function as a creative monitor in the Language Lab for the following: A. Developing Listening Comprehension Skill; 1. 2. 3. 4. B. a) Developing Listening Comprehension through Language Lab Device Developing sub skills of the Listening Skill by Conversational Practice Sessions Focusing on intelligent and advanced Listening Sessions e.g. Seminars, Paper Presentation, Mock Interviews etc. Conducting Conversational Practice: Face to Face & Via Media (Telephone, Audio, Video + Clips) Developing Speaking Competence: Helping students in achieving clarity and fluency ; manipulating paralinguistic features of speaking (voice modulation ,pitch , tone stress , effective pauses ) Conducting Task oriented interpersonal ,informal and semiformal Speaking / Classroom Presentation