Using Convenience Sampling At School High School Level

For example, for early pre-production of the language: I can ask questions of my students that they can answer by pointing at pictures in the book, speak slowly and use shorter words using the correct English phrasing, I can model language by saying and showing the meaning. Early Production: Ask questions that my students can answer with one or two words, add more opportunities for students to produce simple language, avoid the use of excessive correction and model phrases to the students and have them repeats it add modifications. Speech Emergence: Ask questions using "why" and "how" that students can answer with short sentences, introduce new vocabulary and model it in a sentence to student, good teachers provide visuals that connect to students background knowledge as many is possible and graphs and charts should be use and introduce because it help for easily understood of information. Intermediate Fluency: Ask questions such as What would happen if … and Why do you think …, when adding new academic key vocabulary for identification model it to students then, later ask students to produce the language during the class activities, teachers must create assessments that give students the opportunity to present in English after

The assessment evaluated above was used in a 5th grade language arts class where students were assessed on their understanding and application of the eight parts of speech. The students had to know the eight parts of speech to answer every question correctly. The assessment was taken by 17 regular 5th grader students, 2 ESOL and one ESE. Proper accommodation was given for ESOL students and ESE student, such as extended time to complete the test. From the 20 students taking the assessment, 9 students were girls and 11 students were boys. The assessment has a high validity, for the questions are intended for students to identify the proper part of speech in each sentence.

As this research is a case study, the participants of the study were chosen from the students of the Department of Foreign Language Education (FLE) at Middle East Technical University (METU).FLE students at METU are generally graduated from teacher training high schools. In high school, they are usually taught English very well. However, the English lessons in high schools are commonly based on grammar and reading skills. Listening and especially speaking are the least important skills because of the fact that the university entrance exam is prepared to measure students’ grammar and reading skills. Unlikely, Department of FLE at METU aims to make its students fully qualified language teachers. For that purpose, its curriculum includes listening and speaking courses, as well as reading, writing, grammar and English

This study is expected to make the other researcher is interested in doing the same action research to improve students’ speaking skill. Besides, the other researcher can do the research for applying treffinger in other

Cohen (2010) presents several points about the reasons of assessing pragmatic competence. First, the assessment of pragmatic competence sends a message to the students that it is valued and important. Second, presenting a test of pragmatic competence may motivate the students to study it. Third, the assessment can give a benefit also to teachers to be able to measure their students' control of such an important component of language and to see if the students were able to acquire the material that they are teaching

Different approaches have taken different methods and techniques to teach and improve teaching speaking, such as drilling in Audiolingual method, memorizing lists of lexical items in Grammar Translation method, or methods proposed by instructors based on their experience like role-play, picture and word cues, paper conversation, using exercises to boost learners’ self-confidence, doing theatres, reading a story and retelling it to others and so on.

More than 90% of the students at both levels believed that the communicative teaching approach focuses on speaking skills (because students are exposed to various communicative activities, such as group discussions, role playing, and debating). However, the components of communicative competence, which are linguistic, sociolinguistic, discourse and strategic competence (Dai & Chen, 2008; Hedge, 2000), and the purpose of CLT are far more complicated While Looking at English language as the accepted international means of communication and thus become the second language of non-English speaking countries, educators and governments in East Asian countries are intensively addressing the need to increase the number of people in their population who can communicate effectively in

Perhaps the most dramatic the development that has taken place in the field of English language teaching in the last 50 years has been the shift in its primary function.. from being mainly the native language of nations such as the UK or USA, to being mainly a global means of communication. The speakers of English whose L1 is another language already vastly out number native English speakers, and their number countries to grow. For most of its learners, English is therefore no longer a foreign language. This development has brought with it a number of changes in the principles and practice of English language teaching.

One of the purposes above asks the students to develop their competency in communication both in the oral and written form. The communication skill is obtained through the development of the four language skills, namely listening, speaking, reading, and writing. These four language skills need to be practiced frequently in order to attain the purpose of the curriculum. However, as stated by Harrys and Valette (2003) "Of the four language skills, writing may be considered the most sophisticated". In line with Harrys and Valette, Richards and Renandya (2002) stated that:

Since the time of Socrates, the pursuit of knowledge has been characterized by the skillful use of language and patterns of questioning to examine understanding and discover truth. Some twenty-four centuries later, language remains the primary medium and discourse the primary method of teaching and learning. While language is a valuable tool for exploration of most fields of study, the prevalence of oral communication in our lives often leads teachers and students to take language for granted. Educators would benefit from a more conscious understanding of the features and functions of oral communication in the classroom. Once we are made aware of the roles of

Authoritative teachers will be characterized by a high response, and a high demand, and are considered to be the closest to the ideal picture of a teacher. Most of them can be described with personality traits such as: curious, creative, attentive, principled, astute, patient, hardworking, gregarious, communicative, and openhearted and perhaps the most important, proficient. They are eager to know something more about the student apart from their first and last name, something more about their individuality, more personal. They are more likely to build a good relationship with the students and will allow them participation in the class, as long as it is something relevant to the topic of the lesson, so the student involvement in the class is at a very high rate. These ways of participations are “important predictors of social and academic adjustment” (Hughes, 2002). The authoritative classroom might be an excellent opportunity for developing speaking skills, because an authoritative teacher is open to feedback

The essay is divided into fifth sections. The first section of the essay discusses the way speaking skills is taught in Indonesia, especially the issue that hinder Indonesian students from developing good speaking skills. Explanation on the role of textbooks in promoting speaking fluency comes second and followed by the description of the research methodology. This section of the essay concerns on the reason behind the textbook selection and how evaluation process was carried out by using Littlejohn’s (2011) framework of textbook analysis. The next section of the essay describes the finding from the evaluation, especially the first two levels of analysis. And finally, by using the results, the fifth section discusses implication to answer the research question.

Student name: Latifa Fahad.Academic number: 213173469 Under supervision of: Zahraa El-ShahatTable of Contents: Page Number Section 2 Abstract 2 Introduction 3 Literature review 4 Significance of Research 5 Research Question 5 Research Methodology 5 Ethical Considerations 5 Limitations of the study 5 Expected results 6 References 6 Appendix Abstract: The effect of teaching method and curriculum content in respect of the different institutions of government schools in language acquisition for the age group between 13-15 Introduction: The ways public schools use for teaching English are not right, forcing many to look for other ways to learn, some resorted to buying books, tapes or CDs. Some went to study in private institutions for a better

The participants were chosen from Miyaneh Islamic Azad University, Iran. They were 100 university students (50 females and 50 males) studying different fields of studies. Their ages varied from 19 to 34 years old (M = 23.21, SD = 2.61); 13 learners did not specify their age. They were senior college students who were studying English as a general course at Islamic Azad universities of Miyaneh, Iran.

Hence, it is suggested that they read it on their own with topics selected for discussion in the class. The time should be utilized for working out the exercises given after each section , as also for supplementing the exercises with authentic materials of a similar kind for example, from newspaper articles, advertisements, promotional material etc.. However, the stress in this syllabus is on skill development and practice of language skills. 2. OBJECTIVES: a. To improve the language proficiency of the students in English with emphasis on LSRW skills. b. To equip the students to study academic subjects with greater facility through the theoretical and practical components of the English syllabus. c. To develop the study skills and communication skills in formal and informal situations. 3. SYLLABUS : Listening Skills: Objectives 1. To enable students to develop their listening skill so that they may appreciate its role in the LSRW skills approach to language and improve their pronunciation 2. To equip students with necessary training in listening so that can comprehend the speech of people of different backgrounds and regions Students should be given practice in listening to the sounds of the language to be able to recognise them, to distinguish between them to mark stress and recognise and use the right intonation in sentences. • Listening for general content • Listening to fill up information •