Speech Act Theory and Application in the Efl Classroom.

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

Lancaster’s class communicate in a variety of ways ranging from talking using body language and mouthing words to all out yelling across the room, this behavior is evident in all of her classes. Standard English is not always used in this class between students, but between Lancaster and her students she prefers to use Standard English to communicate, but if she is in the middle of conducting and cannot talk she will use hand gestures to communicate. Also, conducting is her form of talking to tell her students to get louder, quieter, hold out notes, or stop playing or singing all together. In her class, no ESL students are enrolled, while there may be bilingual students, all of her students speak fluent English. Evans as a school offers foreign language classes that all students must attend for at least two years, but no “bilingual” courses are

The English Curriculum (2014) values the position speaking, listening, reading and writing have as independent lessons. However, all four sectors combined are recognised as a positive developmental factor in the intellectual growth of students. It is expressed within the English curriculum how significant spoken language is; in relation to child development and also in terms of student’s progression throughout the wider curriculum. Researchers such as Owen and Burnett (2014) state that spoken language reinforces other key expertise such as reading and writing. Therefore, teachers must encourage continual development of student’s capabilities and confidence in relation to verbal language. This section of the assignment shall focus significantly

Every people who meet each other will speak a language to prove that they are exists in their community. There are five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, and fluency that may be assessed: (1) comprehension, for oral communication certainly requires a subject to respond to speech as well as to initiate it; (2) grammar, it is needed for students to arrange a correct sentence in conversation; (3) vocabulary, it means the appropriate choice of words which is used in communication; (4) pronunciation, it is the way for students to produce clearer language when they speak. and; (5) fluency, it can be defined as the ability to speak fluently and accurately (Mora,2010, Syakur, 1987 cited in

To address Luisa’s speaking in academic and social contexts, the English class must provide Luisa with consistent opportunities to hear English being spoken fluently. To promote fluent speaking in a second language, interaction is also key to learning. During the time when the ELL student is unable or limited in producing language, the instructor must create an environment where the ELL is able to build receptive language through repetition, gestures, and choral reading. One strategy to assist in developing the speaking component for Luisa is Scripting. Scripting is a strategy that prepares the ELL with sample language interactions or situational dialogues appropriate for upcoming events. These dialogues are known as scripts and they are presented and practiced with the ELL prior to the student encountering the situation in which the script will be used. The use of Scripting will complement the English class structure and the nature of the academic content as the class inherently focus on the productive and receptive language skills. As students encounter literature and poetry, the teacher can easily model fluent English during

As a volunteer for the Charles H Hulse literacy program, we were asked to teach English language learners from grades 4 to 6 how to transfer their new language skills into public speaking. Initially this was a difficult task as students struggled to adapt their writing skills into speaking skills. Explaining how to speak in an engaging, confident manner is a challenge even for native speakers; the task can be especially difficult for an English language learner.

The Characters Gina Antonelli, Daniel Metz, and Judge Lambert in the film “Trial at Fortitude Bay” all clearly demonstrate the communication competence model that we have learned about in our COM263 class. The communication competence model expresses that there are four levels of intercultural communication competence. Each level reflects who a person is and how they act in different cultures. For instance, Gina is consciously competent, she knows the culture but it takes effort for her to be a part of it. At the begging she did not understand the tribes important to hunt when they were supposed to meet to talk about Pauloose’s trial, nevertheless by the end of the film she understood. While Daniel would be labeled as unconsciously competent

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

Oral communication for English language learners can be easier than learning how to read and write. English language learner’s students might have a fear of speaking however it is the teacher’s responsibility to make the student’s feel comfortable in speaking the English language. When English language learners learn the English language then they will be able to communicate with people and in the classroom. In the article An Urgent Challenge: Enhancing Academic Speaking Opportunities for English Learners, it was mentioned that in order to engage English language learner students in a conversation, a teacher must have to model and clearly teach them how to engage in a conversation (Wilson, Fang, Rollins, & Valadez, 2016, P. 53). This is what

Alban, Donald H. Speech Communication: A Redemptive Introduction, 3rd Edition. Kendall Hunt Publishing Co., 2015, VitalSource Bookshelf.

Explaining how language can be viewed as an object, and when we view language, we find it to be meaningful when in use. However, to not see language as an object and rather look at it in a living socio-cultural phenomenon we can draw from these the implications that can impact our classrooms positively. Language has impacted the way in which different cultures communicate, it impacts on how we teach students to read, speak and write. Language can determine how different cultures are perceived within a community other than their own. Language can be viewed as an object, that can be defined as a communication tool. Language can be broken into different dialect from different socio-cultures and those cultures can impact on how students and

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.

Language is universal with many dialects across the world. Many people consider language as being spoken or written, but it is much more than that. It can be viewed as unchanging and conventional, or regarded as dynamic and changing. Language and literacy can be analysed and examined, broken down to reveal how it is made up of all its intricate parts that form language. The impact of language in different perspectives, affect people in their daily lives, either in a good or bad context. Language has developed over time, and we now live in a digital world. This has affected people in a social and business life, diversifying how language is communicated. Language has many functions and roles. In the past, theorists have debated how language is developed, be it behavioural, cognitive or linguistic. Language is a form of communication that it is a complex and a unique human quality that is diversified throughout the world.