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Journal articles on the topic 'Basic language skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

McMinn, Jill. "Book Review: Multisensory teaching of basic language skills, Multisensory teaching of basic language skills activity book." Child Language Teaching and Therapy 22, no. 3 (2006): 356–58. http://dx.doi.org/10.1177/026565900602200307.

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2

Darancik, Yasemin. "Students’ Views on Language Skills in Foreign Language Teaching." International Education Studies 11, no. 7 (2018): 166. http://dx.doi.org/10.5539/ies.v11n7p166.

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The four basic language skills, listening, reading, speaking and writing are indispensable parts of a language teaching. For successful and effective education and training in foreign language courses, these four basic language skills need to be developed and reinforced in accordance with the level and needs of the learners. The aim of the research is to reveal how the students who are learning foreign languages approach the four basic language skills in general terms, their opinions about the feelings and thoughts, and thus identify important problems within this subject. The problem is not t

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Chaw, Su Hlaing. "Vocabulary A Basic Element of Language Learning." International Journal of Trend in Scientific Research and Development 3, no. 5 (2019): 1854–55. https://doi.org/10.5281/zenodo.3591622.

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The importance of developing the vocabulary learning skill is the most essential skill for foreign language learners. Language is sequential - speech is a sequence of sounds whereas writing is a sequence of symbols. To produce a good piece of writing, learners need to enrich their vocabularies. Vocabulary knowledge is also one component of language skills such as reading and speaking. Since the meanings of new words are emphasized frequently, vocabulary learning plays a crucial role in foreign language learning. Teaching and learning vocabulary in context also helps learners for inferring the

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Binoy, Barman. "Integrating Language Skills." DIU Journal of Humanities and Social Science 4, no. 1 (2017): 82–101. http://dx.doi.org/10.36481/diujhss.v.04i1.whvegk79.

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Listening, speaking, reading and writing are four basic skills of learning a language, first or second, native or foreign. Related to them are three sub-skills, namely, pronunciation, vocabulary and grammar. One way of teaching/learning of these skills, in the second/foreign language environments, is integrating them into a single package, rather than keeping them separate or segregated. This paper offers a model of integrating these skills, so that teachers may teach a language effectively and the learners can learn and use it easily. The model has been explained with examples for the better

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Barman, Binoy. "Integrating Language Skills." DIU Journal of Humanities & Social Science 4 (October 20, 2024): 81–101. https://doi.org/10.5281/zenodo.13956240.

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Listening, speaking, reading and writing are four basic skills of learning a language, first or second, native or foreign. Related to them are three sub-skills, namely, pronunciation, vocabulary and grammar. One way of teaching/learning of these skills, in the second/foreign language environments, is integrating them into a single package, rather than keeping them separate or segregated. This paper offers a model of integrating these skills, so that teachers may teach a language effectively and the learners can learn and use it easily. The model has been explained with examples for the better

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Geva, Esther, and Min Wang. "The development of basic reading skills in children: a cross-language perspective." Annual Review of Applied Linguistics 21 (January 2001): 182–204. http://dx.doi.org/10.1017/s0267190501000113.

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This chapter reviews recent empirical evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school age children, suggesting that universal and orthography- or language-specific processes should be considered in tandem. The review focuses on three different aspects of reading, phonological processing, rapid naming, and morphosyntactic complexity, targeted in recent research on development of word recognition skills. Studies on L1 school children and studies of children who learn to read concurrently in their L1 and/or in a second la

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Asplin, Wendy, Judy DeFilippo, and Daphne MacKey. "Grammar Plus: A Basic Skills Course." TESOL Quarterly 26, no. 4 (1992): 764. http://dx.doi.org/10.2307/3586885.

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Mendoza Laz, Pasqueline Elizabeth, Mayra Antonieta Moran Aguilar, Jhon Henry Mendoza Cedeno, Jenny Paola Freire Jauregui, Bianca Gabriela Quiroz Alonzo, and Joseph Eulises Loor Mendoza. "Language Skills and critical thinking of Basic Education Students." Universidad Ciencia y Tecnología 2023, Special (2023): 63–72. http://dx.doi.org/10.47460/uct.v2023ispecial.701.

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The work presented allows the analysis of Basic Education students' language skills and critical thinking. Language ability and critical thinking are fundamental bases for people's educational, social, and labor development from their first educational years. To this end, an inductive-deductive, analytical, and quasi-experimental study was carried out, where it was possible to implement information collection techniques such as the survey to determine that teachers use teaching methods focused on establishing reading habits and reading comprehension among all educational levels. Finally, it ca

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Sharma, Ms Chitra, and Dr shaifali Rachna puri. "THE IMPORTANCE OF FOUR BASIC SKILLS IN LEARNING ENGLISH." GENESIS 7, no. 4 (2020): 33–36. http://dx.doi.org/10.47211/tg.2020.v07i04.007.

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English is established as the most appreciated and widely accepted language of the present world by reason of its accomplishments in every single realm such as education, economics, marketing, globalisation, science, media, modern information system and automation, etc. This prestigious language is extracting attention to itself as a language of virtue throwing up lavish possibilities it offers to a person for prosperity and advancement in life. English as a second language (ESL) turns out to be unavoidable as well as inescapable in the Indian education structure. To learn a second language, a

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Zalzulifa, Zalzulifa, and Liza Amalia Putri. "LANGUAGE ACQUISITION IN PREWRITING, DRAFTING, REVISING, EDITING AND PUBLISHING." Jurnal Ilmiah Publipreneur 10, no. 2 (2023): 106–14. https://doi.org/10.46961/jip.v10i2.673.

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This research is back-worded by the pragmatic experiential learning problems theresearcher faces in daily routine activities of teaching learning from first to fourthsemester (2008-2021) at PoliMedia. It has accumulated into the researcher’s pragmaticfindings that teaching English for publishing students with its basic skills (reading,writing, listening, speaking) should be in line with the needed basic competencies oflanguage assessment in the publishing needed skills (pre-writing, drafting, revising,editing, and publishing). However, in order to assure the pragmatic findings it isneeded to d

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Resnani, Resnani. "Penerapan Model Pembelajaran Kooperatif dengan Media Audio Visual Berbasis Teknologi Untuk Meningkatkan Aktivitas dan Kemampuan Menyimak Mahasiswa." Jurnal PGSD 12, no. 2 (2019): 141–49. http://dx.doi.org/10.33369/pgsd.12.2.141-149.

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This research aims to increase the activity and listening skill of students through a cooperative learning model of technology-based audio visual media at the course of language basic skills. The subjects were the students of PGSD in III B class academic year 2019/2020 which amounted to 40 students. The research instruments were observation sheets and test sheets of the listening skill. The observation data was analyzed by using the average score and the data of the listening capabilities analyzed by using of the average value and percentage. The results showed that (1) the implementation of c

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Chalik, Sitti Aisyah. "Metode Dan Strategi Pengajaran Membaca pada Pembelajaran Bahasa Arab Bagi Pemula." Shaut al Arabiyyah 8, no. 1 (2020): 92. http://dx.doi.org/10.24252/saa.v8i1.15031.

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This paper discusses the methods and strategies of reading in Arabic lessons. As is well known that language skills include four aspects, namely speaking skills, writing skills, reading skills, and listening skills. At the beginner level, reading is a basic skill that must be mastered by everyone who wants to learn Arabic as a foreign language and as is well known that Arabic is a Foreign Language for non-Arabs. Teaching Arabic which is a foreign language requires various methods and strategies appropriate so that learning objectives can be achieved effectively and efficiently.

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Fatwa Arifah, Chakam Failasuf, and Erika Novianisa. "Penguasaan Keterampilan Dasar Mengajar Mahasiswa Program Studi Pendidikan Bahasa Arab di Universitas Negeri Jakarta." Al-Ma'rifah 17, no. 1 (2020): 12–28. http://dx.doi.org/10.21009/almakrifah.17.01.02.

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This study aims to get a clear description of the basic teaching skills for students of the Arabic Language Education Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta. The research method used in this study is a mixed-method which is a combination of quantitative research methods and qualitative research methods. The research location is in one of the Universitas Negeri Jakarta classrooms and the research subjects consisted of 45 students class of 2016 in the Arabic Language Education Study Program who took Micro Teaching course. Data collection techniques using observa

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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.

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<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Edu

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Semenovich, M. L., N. G. Manelis, A. V. Khaustov, A. I. Kozorez, and E. V. Morozovq. "Description of the Assessment of Basic Language and Learning Skills Revisited (ABLLS-R)." Autism and Developmental Disorders 13, no. 4 (2015): 3–11. http://dx.doi.org/10.17759/autdd.2015130401.

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Diagnostics and assessment of the functional skills of children with disabilities and autism spectrum disorders are to be conducted to develop comprehensive remedial educational programmes. The described Methodology of the Assessment of Basic Language and Learning Skills — Revisited (ABLLS-R) allows to simplify and make the diagnostics more efficient, to conduct a comprehensive examination of the child in different areas of development, detect the formed and deficit skills. The second and final part of the description of the methodology offers recommendations on the filling of the Table of the

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Barnes, Adrienne E., Young-Suk Kim, Elizabeth L. Tighe, and Christian Vorstius. "Readers in Adult Basic Education." Journal of Learning Disabilities 50, no. 2 (2016): 180–94. http://dx.doi.org/10.1177/0022219415609187.

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The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower o

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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.

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The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign

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Davison, Ned J. "FROM RESEARCH TO ELEMENTARY LANGUAGE SKILLS." CALICO Journal 2, no. 1 (2013): 14–19. http://dx.doi.org/10.1558/cj.v2i1.14-19.

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HIGHLIGHT is a BASIC program designed to aid in textual analysis by highlighting desired portions of a text. This program has been found to have applications of value in a wide variety of language study situations. This article describes the original purpose for the program as well as some of these other applications. Professor Davison suggests we should be willing to experiment with programs that do not have an immediate general application, for it is in such experiments that new applications are discovered.

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19

Scharton, Maurice. "Transcription and Basic Writing Skills." College Composition and Communication 36, no. 4 (1985): 485. http://dx.doi.org/10.2307/357868.

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Vaske, Ben. "Lower Educated Adults Learn Basic Skills Online." LESLLA Symposium Proceedings 10, no. 1 (2015): 335–54. https://doi.org/10.5281/zenodo.8025176.

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Using adapted digital exercise material, lower educated adults can work at their own development and towards better participation in society in an informal and non-formal manner. Learners can participate in and be successful in online environments at various levels. Lower educated adults are doing this, independently or with support, through self-motivation and because they want to be at the helm of their own learning process. Digital skills are a precondition for this: they are the new key skills, as opposed to for instance traditional language skills. They provide a springboard to other doma

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Usmanova, Dilnoza. "Importance of Blogging in Language Teaching." Tuijin Jishu/Journal of Propulsion Technology 44, no. 4 (2023): 6909–14. http://dx.doi.org/10.52783/tjjpt.v44.i4.2484.

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It is widely acknowledged that teachers should support student autonomy and encourage learners to develop foreign language skills outside the classroom to keep learners motivated enough to show the possibility of using languages in the immediate future outside class. Incorporation of technology in classrooms is considered one of the effective tools that brings a lot of opportunities and fun in language teaching and learning. However, applying technology in language teaching shouldn’t be only fun. Following paper introduces how blogging can be used as an instructional tool for language learning

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Landry, Rodrigue, Réal Allard, and Kenneth Deveau. "Self-determination and bilingualism." Theory and Research in Education 7, no. 2 (2009): 203–13. http://dx.doi.org/10.1177/1477878509104325.

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This article focuses on additive bilingualism for minority group children, more specifically the development of strong literacy skills in English and in the children's language. The personal autonomization language learning (PALL) model is presented. It specifies eight testable hypotheses. Self-determination theory (SDT) is central in the PALL model. It is argued that autonomy support in both languages is related to basic needs satisfaction (autonomy, competence, relatedness: ACR) which is in turn related to internally regulated motivation for learning the language. Owing to the strong social

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Halbach, A. "Questions about Basic Interpersonal Communication Skills and Cognitive Language Proficiency." Applied Linguistics 33, no. 5 (2012): 608–13. http://dx.doi.org/10.1093/applin/ams058.

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Karademir, Cigdem Aldan, and Seda Gorgoz. "English Teachers’ Problems Encountered in Teaching Four Basic Language Skills." International Education Studies 12, no. 4 (2019): 118. http://dx.doi.org/10.5539/ies.v12n4p118.

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It is a common goal to try to educate students as natural users of language, as emphasized by the studies on learning English today and the recently renewed 2017- 2018 curriculum in Turkey. In this respect, the learning of language based on four basic skills is considered to bring the importance of these skills is emerging. This study is a qualitative study that determines the teachers’ opinions on the problems they encounter in the process of teaching four basic skills. At this qualitative study in the 2017-2018 academic year, teachers were chosen by the criterion sampling method, face-to-fac

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Khudayberdiyeva, Malikakhon Ergashali qizi. "INTRODUCING STORIES INTO EFL CLASSROOM: BENEFITS FOR BASIC LANGUAGE SKILLS." Language, Education, Translation 3, no. 4 (2022): 113–19. https://doi.org/10.5281/zenodo.7407073.

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The notion that the main objective of EFL teaching is to help students to communicate fluently in the target language cause most teachers still believe that an EFL class should focus on mastering linguistic elements only. However, recent trend in EFL teaching indicates the necessity of integrating literature because its rich potential to provide an authentic model of language use. Among literary genres, short stories seem to be the most suitable choice for this due to its potential to help students enhance the four skills – listening, speaking, reading and writing – more effectivel

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Solihin, Annas, Nurul Istiq'faroh, Heru Subrata, Hendratno Hendratno, and Wahyu Sukartiningsih. "DEVELOPING STUDENTS' LANGUAGE SKILLS THROUGH THE IMPLEMENTATION OF BASIC LITERACY." JMM (Jurnal Masyarakat Mandiri) 8, no. 6 (2024): 6139. https://doi.org/10.31764/jmm.v8i6.26888.

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Abstrak: Penelitian ini bertujuan untuk mengeksplorasi implementasi literasi dasar di SDN Rangkah VI/168 Surabaya dan dampaknya terhadap kemampuan bahasa siswa, termasuk membaca, menulis, berbicara, dan mendengarkan. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi dan wawancara untuk menyelidiki praktik literasi yang diterapkan di kelas. Instrumen yang digunakan mencakup indikator dan pertanyaan semi-terstruktur untuk menggali pengalaman dan tantangan yang dihadapi oleh guru dan siswa. Data dianalisis untuk mengidentifikasi pola dan praktik yang signifikan dalam pengem

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CHRISTOFFELS, INGRID K., ANNETTE M. B. DE GROOT, and LOURENS J. WALDORP. "Basic skills in a complex task: A graphical model relating memory and lexical retrieval to simultaneous interpreting." Bilingualism: Language and Cognition 6, no. 3 (2003): 201–11. http://dx.doi.org/10.1017/s1366728903001135.

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Simultaneous interpreting (SI) is a complex skill, where language comprehension and production take place at the same time in two different languages. In this study we identified some of the basic cognitive skills involved in SI, focusing on the roles of memory and lexical retrieval. We administered a reading span task in two languages and a verbal digit span task in the native language to assess memory capacity, and a picture naming and a word translation task to tap the retrieval time of lexical items in two languages, and we related performance on these four tasks to interpreting skill in u

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Portefin, Christophe. "CléA: a Basic Skills Framework for Low Educated People?" LESLLA Symposium Proceedings 12, no. 1 (2017): 195–206. https://doi.org/10.5281/zenodo.8059525.

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In France, French language is seen as a vocational skill. Companies are able to put in place French language vocational training for employees, mostly from foreign origin with very different sociolinguistic backgrounds. Many of these employees never went to school and, with vocational training, learn to read, write French and numeracy. Since 2016, a basic skills framework designed for low-educated adults called CléA (Key for Adults) has been developed by the French government so as to make every worker or unemployed people more autonomous, efficient at any workplace. Through an immersiv

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Al Farisi, M. Firas, and Godefridus Bali Geroda. "Improving Speaking Skills in English through Advertising Language." Borneo Educational Journal (Borju) 2, no. 2 (2020): 55–59. http://dx.doi.org/10.24903/bej.v2i2.626.

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The entry of social life, human communicate with Language, there are many Languages made by agreement from the community of people, in the era of industrial technology, Advertising Language is one of the Languages that use ability to speak, The ability to handle conversations in real-time through advertising skills. The purpose of this study is to investigate features of advertising Language as a method of learning speaking English. This paper utilized Observation and Interview to gather the data. There are take Primary and Secondary data. The results of this study show the used of Advertising

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Garba, Ahmad. "Towards the Use of Modern and Basic Skills in Teaching Arabic to Non-Native Speakers at The Junior Secondary Schools’ Level in Nigeria/ نحو استخدام المهارات الأساسية الحديثة في تعليم اللغة العربية للناطقين بغيرها في المرحلة المتوسطة في نيجيريا". Al-Arabi: Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language 6, № 2 (2022): 154. http://dx.doi.org/10.17977/um056v6i2p154-169.

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Language is one of the features that human being is differed from other creatures, and it constitutes a great cognitive manifestation and mental characteristics. On this basis, the process of teaching languages in general requires necessary skills and techniques, so also the teaching of Arabic to non-native speakers requires basic skills and strategies. The main objective of this paper is to highlight the needs and justifications of using modern approaches towards teaching Arabic language to non-native speakers in junior secondary schools in Nigeria. The teaching process does not dispense with

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Bal, Mazhar, and Filiz Mete. "Cultural Literacy in Mother Tongue Education: an Action Research." Qualitative Research in Education 8, no. 2 (2019): 215. http://dx.doi.org/10.17583/qre.2019.4186.

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The aim of the research is to relate the middle school students’ literacy skills to their basic language skills. The study was designed as an action research. The participants of the study are middle school students. The data collection tool consists of semi-structured interview form, semi-structured observation form, log form and activity files. The research process was carried out in three stages: cultural awareness, cultural diversity and cultural literacy. It was observed that participants cultural literacy skills developed at each stage. In addition, while performing basic language skills

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Arfiyah Febriani, Nur, and Aris Setyawan. "Handling of Basic Foreign Language Skill Using Al-Qur’an Perspective Audio Lingual Method." International Journal of Education Management and Sociology 2, no. 4 (2023): 192–203. http://dx.doi.org/10.58818/ijems.v2i4.52.

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The purpose of this study was to find out how the concept of handling basic foreign language skills with the audio-lingual method from the Qur'an perspective. The method used in this study is qualitative while the interpretation method used in this dissertation is the maudhu'i interpretation method. The conclusion of this study found that the audio-lingual method from the Qur'an perspective is a method that integrates memorizing vocabulary with methods of teaching pronunciation and teaching repetition of words, listening, speaking, reading, writing, and presenting and internalizing Islamic val

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Vysotska, Oksana. "WRITING SKILLS: CHALLENGES AND SOLUTIONS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (2022): 208–11. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-208-211.

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Ability to communicate in writing in a foreign language is required for any educated professional in our modern globalized world. It allows people to get a prestigious job, to participate in international projects and exchange programmes, to get education, etc. For that foreign language proficiency level should be higher than the Intermediate one (B2+), including writing skills. It is this level that allows people to live, study or work independently in a country where and when this particular foreign language is used for communication However, the results of examinations aimed at assessing th

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Rahmadani, Astuti Pratiwi, Rika Afriyanti, and Dian Mega Putri. "CONTRIBUTION OF TEACHING GRAMMAR COMMUNICATIVELY IN BASIC LEVEL." Journal of Asian Studies: Culture, Language, Art and Communications 2, no. 2 (2022): 122–30. http://dx.doi.org/10.51817/jas.v2i2.47.

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Grammar is one of the most components in learning foreign language. Especially in learning English, grammar helps the learners to develop the language skills; listening, speaking, reading and writing. Therefore, teaching grammar contributes to the success of learners in mastering English and the teachers is better to know the best approaches and methods for teaching grammar effectively. Teaching grammar is not only about teaching the rules and construct the sentences. More than it, teaching grammar must be emphasizes on how to use grammar for communication. Dealing with this fact, the writer a

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John, Philpo. "Enhancing Digital Literacy and Language Rhetoric among School Leavers: Rethinking Tanzania’s Basic Education Language Curriculum." Indonesian Educational Research Journal 1, no. 3 (2024): 120–30. https://doi.org/10.56773/ierj.v1i3.25.

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This study assessed the language curriculum implemented for basic education in Tanzania on the adequacy of the digitally-enhanced language competences needed in the world of work inspired by digital era. It argues that although language curriculum has been recently changed to respond to the needs of the competence-based language teaching approach, yet the school leavers from basic education in Tanzania not only are unable to sufficiently demonstrate the curriculum target languages proficiency in various communicative situations but also, they do not live the digital citizenship. Using findings

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Fayez, Pohandoy Ahmad Fawad. "A Brief Review on Basic Writing Skills." Integrated Journal for Research in Arts and Humanities 4, no. 6 (2024): 176–80. https://doi.org/10.55544/ijrah.4.6.16.

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Most English First Learner teachers are fortunate enough to have students who can already wield a pen and form all the letters of the alphabet in English. You may take this ability for granted. However, if you encounter students who either have a different writing system in their home country or have had no opportunity to learn the English one, or are illiterate in their first language, you need to start teaching writing with the alphabet itself. It could be embarrassing for students to admit that they are having difficulties starting out, so be vigilant. Students who make no effort to write a

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Öner, İbrahim Enes, and Hasan Karal. "Designing an Emotion-Based Online System for English Language Teaching." Uluslararası Türk Eğitim Bilimleri Dergisi 13, no. 2 (2025): 593–646. https://doi.org/10.46778/goputeb.1529886.

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The aim of this study is to design an emotion-based system for the basic skills of the fifth-grade English course in online learning environments. The Design-Based Research (DBR) method was employed for designing this environment. Literature review, observation form, rubric, and semi-structured interview form were used as data collection tools in the DBR process. As a result of the research, an environment design framework was proposed that includes solutions to the problems, cognitive deficiencies, emotion analysis, and affective problems encountered by fifth-grade middle school students in d

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Asafo-Adjei, Ramos. "Testing the Four Basic Language Skills in the English Language Component of the Mature Students' Entrance Examinations: The Case of Six Ghanaian Universities." Mediterranean Journal of Social Sciences 13, no. 1 (2022): 105. http://dx.doi.org/10.36941/mjss-2022-0010.

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This study focused on the Mature Students’ Entrance Examinations (MSEE) which is a commonly used Ghanaian university placement examination. The fundamental aim was to evaluate the comprehensiveness of the English language component of the examination in the area of the four basic language skills (Reading, Writing, Speaking and Listening) tested. A second objective of the study was to explore the reasons behind the choices of the basic language skills tested in the MSEE. The multiple case study design was employed for this study, and the sources of data used were responses from in-depth intervi

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ALZABOOT, Sumaiah Eid. "ANALYZING THE REALITY OF CREATIVE THINKING SKILLS IN THE BASIC LEARNING STAGE IN JORDAN." International Journal of Humanities and Educational Research 03, no. 04 (2021): 180–93. http://dx.doi.org/10.47832/2757-5403.4-3.16.

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The research aimed to analyze the reality of creative thinking skills in the curriculum of the basic learning stage in Jordan.The research sample wasintentionally chosen according to the method of non-probability samples (non-random), by choosing the study units included in the syllabus of the Arabic language for the sixth and seventh grades of the basic learning stage in Jordan. The curriculum consists of (33) study units, sothe content analysis method was adopted as one of the qualitative curriculum methods, in analyzing the reality of creative thinking skills used in the Arabic language syl

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LIN, Wenshuang. "TARGET DIMENSIONS OF BULGARIAN LANGUAGE TEACHING IN CHINA: LANGUAGE SKILLS, GENERAL KNOWLEDGE AND INTERDISCIPLINARITY." Ezikov Svyat volume 18 issue 3, ezs.swu.v18i3 (2020): 96–100. http://dx.doi.org/10.37708/ezs.swu.bg.v18i3.9.

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Teaching Bulgarian language and literature in China has a history of nearly 60 years. During this period, the discussion about the concept and methodology of foreign language teaching has never stopped, which concerns the orientation of language teaching – language skills, general knowledge or interdisciplinary competence. Following the trend for reforming the curriculum, teaching Bulgarian at Beijing Foreign Studies University applies the new concept of teaching within the development of the curriculum and the new teaching methods in order to achieve new goals and requirements. To a great ext

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Panggabean, Sarma, Renita Br. Saragih, Male Onedy Marulitua Sitorus, and Debora Uli Lubis. "Student Digital Literacy Competence Study Language and Literature Education Program Indonesia." Edumaspul: Jurnal Pendidikan 7, no. 1 (2023): 942–45. http://dx.doi.org/10.33487/edumaspul.v7i1.5723.

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This study aims to determine the digital literacy competence of Indonesian Language and Literature Education Study Program students. This study used a descriptive qualitative method to process the data from the sixth-semester student at HKBP Nommensen University. The results of this study found that students had good basic skills, major skills, intermediate skills, advanced skills, and literacy skills. However, the technical capabilities are still relatively poor. In (1) Basic Competencies, some problems are resolved properly, there are also several topical problems that still exist but at lea

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Nisa', Khoirun, та Laili Ni’mah. "التقنيات والوسائل التعليمية فى تدريس مهارة الإستماع". KILMATUNA: Journal of Arabic Education 1, № 1 (2021): 60–74. http://dx.doi.org/10.55352/pba.v1i1.167.

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Abstract : Listening Skills (Maharah Istima ') are basic or primary skills in language learning, meaning they are lessons that must be taught the first time before other skills such as reading, writing and speaking skills. Or a skill that someone hears the first time from his mother or a skill that students learning a language must know, of course, to facilitate the achievement of these skills, appropriate techniques and media are needed to support it. Learning media is a medium, tool or material used by teachers to facilitate the teaching and learning process. In other words, instructional me

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Khoirun Nisa та Laili Ni’mah. "التقنيات والوسائل التعليمية فى تدريس مهارة الإستماع". Kilmatuna: Journal Of Arabic Education 1, № 1 (2021): 60–74. http://dx.doi.org/10.55352/pba.v1i1.59.

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Listening Skills (Maharah Istima ') are basic or primary skills in language learning, meaning they are lessons that must be taught the first time before other skills such as reading, writing and speaking skills. Or a skill that someone hears the first time from his mother or a skill that students learning a language must know, of course, to facilitate the achievement of these skills, appropriate techniques and media are needed to support it. Learning media is a medium, tool or material used by teachers to facilitate the teaching and learning process. In other words, instructional media is a to

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Kristina, Kristina. "THE SIGNIFICANCE OF INTEGRATING LANGUAGE SKILLS IN THE PROCEDURE OF THE ENGLISH LANGUAGE TEACHING." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, S/3 (2023): 244–50. http://dx.doi.org/10.47390/sp1342v3si3y2023n34.

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The article investigates the importance of language skills’ integration into the teaching process of the English language. The author of the research paper highlights integrating language skills concentrating on the four basic English skills - reading, writing, speaking and listening – with the aid of the “Communicative Language Teaching” methodology. Integrating language skills is concerned with authentic communication, insolate language students' realistic language and difficulties for them to interact naturally in the language. This technique promotes teachers to develop learners' achieveme

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MAVİLİ KİLÜKEN, Ayşe Duygu. "Teacher Candidates’ Self-Efficacy Beliefs Related to Four Basic Skills in English." International Journal of Social Sciences 8, no. 34 (2024): 66–89. http://dx.doi.org/10.52096/usbd.8.34.05.

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The aim of the study is to explore the pre-service teachers' self-efficacy beliefs related to foreign language (English) skills within various variables. The "Self-Efficacy Scale for English Language Skills" developed by Sağlam and Arslan (2018) was used as a main data collection tool. Within the scope of this study, the relations between self-efficacy beliefs of senior teacher candidates and other variables such as gender and study programs were focused on. Based on the findings, it was seen that, almost all (90.8%) of the pre-service teachers did not allocate any time for self –study in Engl

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Anderson, Claire J., and Betty Roper Ricks. "Illiteracy—The Neglected Enemy in Public Service." Public Personnel Management 22, no. 1 (1993): 137–52. http://dx.doi.org/10.1177/009102609302200110.

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Recently concern has been voiced over worker illiteracy particularly in light of forecast labor force shortages. A survey of 533 local government units revealed that over 60% of the jurisdictions currently employed workers who lack basic language and arithmetic skills. Illiteracy clearly is a barrier to upward mobility and suggests problems in providing service to the public. Some evidence was found of proactive stand on the part of local government by providing some basic skill training or accommodating for lack of language or computational skills. Implications of labor access and mobility of

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KOVALENKO, Andriy, and Liudmyla HLUSHOK. "Foreign language skills integration within communicative language teaching approach in basic general secondary school." Humanities science current issues, no. 51 (2022): 542–47. http://dx.doi.org/10.24919/2308-4863/51-82.

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Abdujabbarova, Zamira. "Teaching English as Foreign Language by Using Different Types of Texts: the Goals." JET ADI BUANA 5, no. 01 (2020): 89–99. http://dx.doi.org/10.36456/jet.v5.n01.2020.2350.

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Text plays an important role in teaching four basic language skills like reading, writing, listening and speaking. However, when using texts in the language classroom, skills should never be taught in isolation but in an integrated way. Teachers should try to teach basic language skills as an integral part of oral and written language use, as part of the means for creating both referential and interactional meaning, not merely as an aspect of the oral and written production of words, phrases and sentences.

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Meylikova, Farangis Asqar qizi. "TEACHING ENGLISH THROUGH LITERARY DEVICES." GOLDEN BRAIN 1, no. 28 (2023): 79–85. https://doi.org/10.5281/zenodo.10001666.

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Literature plays an important role in teaching four basic language skills like reading, writing, listening and speaking. However, when using literature in the language classroom, skills should never be taught in isolation but in an integrated way. Teachers should try to teach basic language skills as an integral part of oral and written language use, as part of the means for creating both referential and interactional meaning, not merely as an aspect of the oral and written production of words, phrases and sentences.

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Partington, James W., Autumn Bailey, and Scott W. Partington. "A Pilot Study on Patterns of Skill Development of Neurotypical Children as Measured by the ABLLS-R: Implications for Educational Programming for Children With Autism." International Journal of Contemporary Education 1, no. 2 (2018): 70. http://dx.doi.org/10.11114/ijce.v1i2.3619.

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Many assessments used to measure the skills of children with an autism spectrum disorder (ASD) diagnosis lack data that delineates patterns of skill development by neurotypical children. In the current pilot study, we administered the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) to neurotypical children (N = 53) between the ages of six and 72 months to examine typical skill development across the major skill sets and repertoires of the ABLLS-R. We found that skills from the Basic Learner skills section emerged and developed earlier (i.e., by age five) than those from the

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