Factors Of Oral English

The first is English is a communication tool that allowed people in general to communicate with other cultures is also linked to the job prospects. Second is the construction of the knowledge, this consist in creating significant meaning to the language this process can be real through the exposition to language and generate a significant context for the students. Finally, formation of habits, this subcategory is related with the memorization of the several information mainly focused to grammar and vocabulary this memorization can be achieved practicing of the language by the realization of mechanic task.

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

Influential factors of disproportionality. Disproportionality occurs, across many ethnic groups, for a variety of reasons. One of the reasons is due to the over diagnosis and underreferal of students identified as English Language Learners (ELL) resulting from poorly designed language and psycho-educational assessments (Case & Taylor, 2005). Another challenge for ELL students is the challenge professionals have in distinguishing between linguistic differences and true disability, which may cause them to perform poorly on academic work with high language demands (Abedi, 2006). As their own group, ELL students face chronic over and underrepresentation in all categories.

the process between speakers and listeners. The speakers use their productive skill to change their thought into appropriate language, and then the listeners use receptive skill to interpret the message from the speakers. In English communication, the speakers need communicative competence which is the ability of using or interpreting languages in appropriate way during the conversation. In other word, the speakers need to know the purpose of their speaking and they have to use the right language to talk with the right person (Hymes, 1981). According to Common European Framework (2001), the communicative competence consists of three elements including linguistic competence, sociolinguistic competence, and pragmatic competence.

Language is an indispensable tool for communication. This is universally known fact. English has become a global language in the era of globalization. It is a linkage and is used vastly in all Indian and foreign libraries. The aim of teaching English in the secondary schools is to promote its pupils with sufficient knowledge of English and to aid them in their future studies and build confidence to find a suitable job. If we come to the present context, English is the language that is found in all corners of India. Now it is the language of the global trade.

The researcher noted how effective the child was able to use the English language. She speaks the English Language fluently for a child her age. Many factors though is said to have contributed to

Learning of English and communication skills in high school and colleges has helped in developing positive attitude towards English and thus boost learning process. Students at all levels not only take the initiative to study the language, but also practice it often. Teachers inspire and guide learners to advance their level of proficiency in English. There are various perspectives which this goal is achieved. First, the student’s attitude is determined because it enables the assessment of the effectiveness of the method used for teaching students about the English language (The National Commission

As we all know that language is the most famous tool for communicating mankind and English language has become popularized all around the world, and its used to international communication. Indeed, speaking is commonly used in forms of communication either in social discourse or

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.

Technology brought many changes in every aspect of one’s life in 21st century. It showed its impact in both English languages learning and teaching. Content-based method, chalk & talk method, Grammar and translation methods are replaced with task-based method, E- teaching, Direct method and communicative approaches etc. The role of English teacher became prominent in developing language skills of students in modern era. So the teacher has much responsibility to make the students good at English language. He has to play different roles like mentor, motivator, counselor, facilitator, guide, student-friendly teacher etc. Teacher has to adapt a student-centered approach to teach English language. Then students get ample opportunities

This course is for urban as well as rural people. This course is for students, housewives, retired or working people who lack communication skills. For personal development, they need to improve their language ability. This course will cater those people who want to learn this language for social needs, migration purpose. For example, when a person goes to restaurants like Subway, CCD or KFC, he or she faces the problem at the counter as the person on the counter is speaking good English. The customer is unable to explain his requirements about the food, he wants. They hesitate and take the order according to service to save themselves from embarrassment. In this course, our target is to meet the needs of those people who do not have background of English, who do not have environment to speak in English. The people who want to learn for general requirements, social needs and status symbol. Conversational English is survival communication. For example, parents who are not good in English face problems during admission process in schools, during parent-teacher meetings and while interacting with their own children who are good at

Brown (1992) explains that from the view of understanding ordinary spoken English, the failure to move outside the basic elements of prosody of oral English must be observed as catastrophic for any learner who wants to manage with the native English position. (Brown, 1992) He further, writes that when a learner is only exposed to articulate English, he will trust on audio signals, which he will be denied when he meets the Standard English of native speakers. (Brown, 1992) By stating this, Brown meant that singular sounds or tones are affected by the surrounding language, and are often said differently from what an English learner who depends on dictionary would expect. For this, Brown (1992) states that for effective communication in English language, listening are significantly enhanced by learning via elucidation and satisfactory practice of how the words and sounds transform according to the prosodic impact of the speaker’s intents. Focus on English pronunciation directions, thus, should be to give leaners the prosodic basis within which the sounds or tones are structured. (Brown, 1992) Instructions should focus on the ways in which English utterers depend on rhythm to structure thoughts, highlight fundamental words, and otherwise lead

There is a saying from Ludwig Wittgenstein, “The limits of my language are the limits of my world”. This saying is absolutely true. Language is the most the most important part of life. Without language we are not able to communicate with others. Understanding and mastering another language are the keys how to connect with the biggest world, one of which is English language. English language is known as a lingua franca. Everything around us gradually changes since English language is dominated in the international community as a communication tool. As the result, job requirements, social media, TV programs, or even students books now use English. Therefore, the children should learn English language at their young age since there are some benefits even though there are some cons of learning a second language at a very young age. This essay will outline the advantages of learning English for children.

Communication skills is an essential part of any profession.Inspite of having intense knowledge of the subject, one cannot communicate or convey the message or information properly to the receiver. English symbolizes in Indian minds better education, better culture and higher intellect. Students of the rural areas do not realize the importance of English as a language of communication whereas this is the most important aspect of this global language. They lack the confidence to speak in English; expression in the language is dainty. Even after reading English for 14 or 15 years the level of the students remains poor.

Enhancing the learners’ communicative language ability to better express themselves or to effectively get the message across is among the essential objectives in English language teaching. One fundamental component of the communicative language ability is vocabulary (e.g. Meara, 1996; Bachman & Palmer, 1996). And even more broadly, vocabulary is one vital component of communication (e.g. Levelt, 1993; Singleton, 1997). Earlier studies highlighted vocabulary connections with the four skills: reading (e.g. Laufer, 1992; Qian, 1999, 2002; Alderson, 2000); listening (e.g. Bonk, 2000; Alderson & Huhta, 2005; Rost, 2005); writing (e.g. Arnaud, 1992; Laufer & Nation, 1995; Laufer, 1998; Laufer & Paribakht, 1998; Schoonen et al., 2003) and speaking (e.g. Levelt, 1993; Adams, 1980; Adolphs & Schmitt, 2003, 2004; Durán, Malvern, Richards, & Chipere, 2004). In this section, the importance of speaking will be reviewed along with its foundation in the history of second language pedagogy and the role of vocabulary in speaking.