Language Skills, Listening, Speaking, Reading, And Speaking Skills

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

For every human, language is one important things to communicate to each other. Because language is one media to make one relationship and know the other people by the communication.

Communicative language teaching (CLT) is based on the idea that language is but a mean for communication, and so its primary goal is to achieve, what is called, communicative competence. For CLT, a good language learner is one who can communicate well in a real life situation that which involves a lot of strategies to keep a meaningful conversation and to avoid any communication gap. Unlike the audio-lingual method, which originally originated from behaviorism, CLT did not have any psychological background. Thus, all that CLT material developers and syllabus designers had was the broad theory that students learn best by doing. It was all based on the general assumption that the “learners’ communicative competence develops automatically through their active participation

Speaking is one of the four language skills (reading, writing, listening, and speaking). Speaking is also used by people in communication

It is safe to say that those who can communicate excellently in English tend to possess good listening skills. Therefore, it is no doubt that the importance of listening skills is undeniable in foreign languages learning. There are a wide range of studies considering the importance of listening in language learning and in other aspects of life as well. It is obvious that listening skills has been considered as frequently used skills during classroom and in life. Salisonline contends that listening is used more frequently than the other three language skills in our life. Listening skills doubles speaking one, quadruple reading one, and is used five times more than writing one ( Salissonline,2015) . At

Speaking is the second skill of the four language skills. In the same study made by Naveed Fakhar (n.d.) Speaking is a skill that requires a person make words via producing sound that can be interpreted as a information, idea or thought. Speaking proficiency can be categorized into 6 types: No practical, elementary, limited working, minimum professional, full professional and bilingual

Listening can be described as children’s first contact with language and also provides the basis for other language forms. It is seen as the most used of the language forms and is called the “orphan” of all the language forms. One of the important aspects of listening in the second language classroom is the input it provides for the learner. It is believed that learning cannot begin if input is not understood at the correct level.

Pragmatics skills which are include conversational skills, asking, giving and responding to information, turn taking, asking for clarification, adjusting language based on situation and asking for help or offering help appropriately are the example of the skills that should be mastered by the language learners. This is because all of these skills are commanly used in our daily life especially during conversation. We communicate with each other through conversation whether in verbal or non-verbal. Without

Criminal justice is an area of justice which functions in view of on the tremendous increase in criminal activities (Levine, 2002). The technological development has fueled savvy in the organization and the rates of committing crimes. In light of this, there are numerous job opportunities that require people who are qualified in criminal justice to help curb this menace. Other than the technical skills, they also require the potential candidates to have relevant writing and communication skills. These skills are emphasized on each job vacancy regarding criminal justice; hence, this paper outlines the major required writing and communicating skills, and their effectiveness.

A second or foreign language learner needs to gain knowledge in and about the target language. In order to do that , one needs to know how to build morphemes into words and words into sentences (linguistic or grammatical competence). Yet, this knowledge is not the end of learning a language. While grammatical competence may be the essence of learning a new language; on its own, it is not enough. A learner also needs to know how to use that knowledge appropriately in a social context. One needs to know about speech act,(e.g., requesting, suggesting, arguing, etc.) and politeness (sociolinguistic or pragmatic competence). In addition to these competencies, other components are also required. A learner needs to know how to produce a largely cohesive and coherent text, either in writing or in speaking (discourse competence). As a learner might not understand the total underlying system of a language, s/he needs to know how to repair the breakdown of a conversation (strategic competence).

In learning English as a foreign language the students should master all skill, namely speaking, reading, writing, and listening. Actually to master all skill is difficult. Most of the students have difficult to expand speaking. Speaking is the often used in learning a language, because when we are not master the speaking skill, we are difficult to communicate. In speaking, we are free to say our ideas, feelings, and also our though. We are not requiring using the correct grammar and pronunciation. The most important is we can speak or communicate with each other’s.

When we teach a second language, we have to take into consideration the four basic skills: reading, writing, listening and speaking. As regards speaking and writing, they are referred to as productive or active skills, because they

- Focus on learners’ communicative competences development ( including linguistic competence , actional competence, discourse competence, socio-cultural competence and strategic competence)

Language laboratory provides the flexibility of self learning for students and practical teaching facility for teachers. This research article forgo with enhancement of speaking skills through language laboratory in the technological institutions under JNTU Hyderabad. The language teaching Pendulum has swung away from grammar translation to the direct method, and then to alternative methods (Richards & Rogers, 2003). Communicative approach is the appropriate one to develop speaking skills directly by using the target language.

Student also need English both for pursuing their studies and communicate in real life situation after they leave university. English needed to perform a large number of communicative acts i.e. comprehend and interpret professional material in English, read general books and magazines for information or pleasure, persuade people to do certain other activities. Our approach to language teaching should then be such that students are enabled to use English for the purposes they would need to use it.