Speaking And Writing Based Language Teaching

2. How does task-based learning differ from grammar-based one in terms of improving students’ language proficiency (speaking, listening, writing, reading, use of language) ?

Thus, it is essential for students to understand the language they are exposed to and respond appropriately so that they can become competent users of that particular language. Seferoglu and Uzakgöre (2004) cited in Tavil (2010) indicate that listening is an interactive process. The listener does not always just listen to, but he or she also reacts to the speaker or asks questions for clarification. The most essential issue for the students should be to understand what they are listening to and be able to give appropriate responses orally. This aim clarifies the integration of

Language is the life and soul of communication. Communication should be the goal set to achieve main objectives of English language teaching. To face the competition in the job market, it’s essential that every student should be trained to acquire the basic level of competence in the usage of English language in his personal and professional life. Innovative and effective approaches are employed by the English language teachers and trainers. One method that has gained extensive acceptance and mobility is TBL or Task Based Learning. It is more student-oriented and practical approach compared to Text-Based Learning.

English Language Learners are children whose primary language is not English. This paper will include important topics such as: strategies for classroom teachers, How to adjust classroom instruction, and facilitating language learning. This will help guide new and existing teachers in the ELL process. I will discuss do and don’t with Ell’s and also different classroom strategies. It is not always easy to remember to be mindful of all students when planning instruction but this paper will help with all aspects of ELL learners and things that we must do when it comes to teaching these learners.

Therefore, as a mentor in service learning, it was my job to recognize the students’ needs and differentiate instruction to meet my student’s needs. Every student learns the same things, but in different ways. Thus, I had to present the same task in different ways at the different levels so that my English Language Learner will understand the materials and learn. While tutoring my student Eh Kaw Soe I mostly touch on reading aloud, writing short sentences, short and long vowel, vocabulary and math. Also, I taught a different topic every Thursday. Moreover, before moving to the next topic, I reviewed the previous topic to make my student improved his metacognition about the topic and use his higher level of thinking skills. For example, every Thursday I write vocabulary words on the flash cards and go over before reading aloud and after reading to make sure the student understands the words that are used in the book. Moreover, I provided instruction in a step-by-step manner by modeling and demonstrating the task for my student with the level of their

ESL teachers will have ACCESS for ELLs® data that informs us how language learners communicate in the four domains of listening, speaking, reading, and writing. It is difficult to modify the cornerstone task prior to knowing the students in your classrooms, as students arrive with a wide variety of backgrounds which will impact their needs in the classroom. Some students may have an interrupted educational experience, some may be able to speak conversational English, and others may not have experience with English at all. Even students with the same language proficiency may have different instructional needs. Newcomers will certainly require more intensive scaffolding. Your ESL teacher has the experience and expertise to determine appropriate supports to meet diverse student language needs.

students expect it and it is likely to be beneficial for their language development” (276).

The specific criteria showed that the teachers put emphasis on the general communicative ability of speaking and meaningfulness of interactions.

Task-based language teaching is an approach that use task as the basic teaching strategy. Task-based language teaching is a

At times the plethora of professional journals and the myriad subjects treated therein seems like little more than a dizzying exercise in redundancy and a forum for education professionals to justify their worth in a competitive job market; however, I would like to think that there is a hidden value for those of us whose brains seem to operate in what some might call a “spiral” rhetorical pattern, that as we work our way around and around certain issues related to composition instruction, we are moving gradually upward toward broader understanding and better practice. Some studies seem to do little more than show the need for more studies, their authors falling back on such standard phrases as,

If you write the specific purpose: to inform the audience about how public speaking classes improve writing, presentation, and networking skills. Your speech will probably have:

For this reason, it is necessary to look for good resources and materials to support the language teaching-learning process. It necessary to notice the role that each skill plays in the language acquisition. For instance, Listening is considered as the basis of developing the other skills, it is because, through listening, learners learn vocabulary, pronunciation, and grammar. Then, reading, permit learners to expand their vocabulary and learn grammatical structure. After that, writing, which allows students to produce the language. Finally, speaking recognizes as one of the main skill that allows students to produce the language and use the knowledge that acquired with the other skills.

Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.

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

Having in mind the topic of this article, Nihat (2008) explains the importance of acquiring communicative competences inside the classrooms as an important fact of English Language Teaching. He stated that more than grammatical rules and structures, students should know how to use their second language, in order to