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Yavuz, Fatih, and Kubra Keser. "Perceptions of candidate teachers about teaching pronunciation in ELT classes." International Journal of Learning and Teaching 11, no. 3 (July 31, 2019): 110–17. http://dx.doi.org/10.18844/ijlt.v11i3.4298.
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Pronunciation is regarded as one of the most significant parts to be developed in gaining speaking skills in English Language Teaching (ELT) classes. For the development of pronunciation skills, a lot of different approaches and ways have been employed. In choosing these ways and approaches, the perspectives of language teachers have constituted an important part. Thus, this study is designed with the aim of getting a deeper understanding of the perspectives of students from ELT department about pronunciation problems and pronunciation teaching. The research was designed on the basis of quantitative research design. A questionnaire adopted from Ducate and Lomicka (2009) was employed to learn the perspectives of ELT department students about pronunciation. Results have revealed that teacher candidates believe that they can improve pronunciation skills and pronunciation is as essential as other skills in ELT.
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Nurjanah, Ratih Laily, Deswandito Dwi Saptanto, and Maya Kurnia Dewi. "Developing Modelling-Based Speaking Module for Informal Interaction to Support Independent Learning of Speaking Skill." ELT-Lectura 8, no. 1 (March 2, 2021): 99–111. http://dx.doi.org/10.31849/elt-lectura.v8i1.5660.
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The lack of English module in speaking skill to support the teaching and learning process becomes one of the reasons for this study to come up. Another one is the reality that now, students are expected to be able to develop themselves independently without being dependent on lecturers since the Ministry of Education issued a new curriculum of Kampus Merdeka (Independent Campus). This is such an extended period from what is being faced by the world during outbreak era where classroom activities cannot be held. This study aims to observe what kind of speaking module is needed by students and to develop a modelling-based speaking module in informal interaction to support the independent learning process. This is a research and Development method according to Borg and Gall theory with 10 steps of development. The results show students need a module that can give them examples how to pronounce words but not in form of phonetic transcription. A module is then developed containing various daily expressions accompanied by an USB flash-drive contains recordings of a native speaker giving examples or models on how to pronounce the expressions accurately. Student are expected to be able to imitate the examples whenever they need until they can produce correct pronunciation and intonation.
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Yaman, Ismail. "What If There Is Nobody Around to Speak English? Then Keep Your Voice Diary." English Language Teaching 9, no. 3 (February 15, 2016): 160. http://dx.doi.org/10.5539/elt.v9n3p160.
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<p>This study aims to explore English Language Teaching (ELT) prep-class students’ perceptions of keeping personal voice diaries via a voice recorder as a way to extend speaking practice beyond the classroom walls. Following a ten-week treatment under which 12 voluntary students attending ELT prep-class at Ondokuz Mayıs University kept voice diaries in English outside the school on a regular daily basis, data were collected through semi-structured interviews. The qualitative analyses of the students’ answers indicate that an overwhelming majority of them regard speaking as a challenging skill due to factors like lack of fluency and excessive anxiety. As for the accessible chances to practice oral English, most of the participants report that there is an apparent inadequacy of opportunities beyond school. When asked about the contribution of individual voice diaries to the alleviation of the lack-of-practice-opportunities problem, almost all of the participants except one evaluate keeping voice diaries as an effective means of speaking improvement. It is praised mostly for its boosting effect on self-expression skills, fluency, and pronunciation; and for its lowering effect on anxiety and stress. In line with the findings of this study, it can be concluded that there is no equivalent substitute for the improvement of oral skills through dialogue and interaction between human beings in flesh and blood; however, keeping voice diaries on an individual basis can somehow help EFL learners overcome the limited conditions they face during their struggle to practice and improve oral English.</p>
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Bist, Resham Bahadur. "Role of the Literature in ELT Course of Mid-Western University." Journal of NELTA Surkhet 5 (April 1, 2018): 56–64. http://dx.doi.org/10.3126/jns.v5i0.19488.
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This article identifies the role of literature course included in B.Ed. English Curriculum of Mid-Western University for the promotion of language skills and areas. It begins with the general introduction of literary course either it supports to EFL/ESL context. The research questions and objectives are set to examine the role of literature course in ELT classroom. Then it is closely observed literature contents in B.Ed. English curriculum. It is discussed via self-inspection and reflection of my own experience. It reaches in conclusion that literary texts provide rich linguistic input and effective stimuli for students to express themselves, and a potential source of learner motivation. These texts also provide an opportunity for multi-sensorial classroom experiences and can appeal to learners with different learning style. The students can promote their creativity and language proficiency in ESL/EFL context of ELT classroom. Therefore, it is essential to design the literary texts in ELT course to promote both the language skills (i.e. listening, speaking, reading, and writing) and language areas (i.e. vocabulary, grammar, and pronunciations).Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 56-64
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Pradana, Harsya Danang. "STRESSING, PRONUNCIATION, AND SPEAKING EXERCISES IN “PATHWAY TO ENGLISH” TEXTBOOK." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 42–50. http://dx.doi.org/10.31932/jees.v3i1.649.
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Abstract: The aim of this research is to investigate how the “Pathway to English” textbook facilitates students’ learning of speaking, specifically in pronunciation and stressing of words. Learning the English language involves four skills: speaking, listening, reading, and writing. As such, textbooks need to be equipped to facilitate the teaching of these skills. However, globalization and the change in what types of English is accepted in broader world contexts may make the textbook obsolete. To see if the textbooks used in Indonesian High Schools are adequate enough to facilitate the teaching of stressing, pronunciation, and speaking, the researcher studied the “Pathway to English” textbook using a content analysis method to see if it has the necessary contents to facilitate the learning of stressing, pronunciation, and speaking. The results of this study shows that the textbook is inadequate to facilitate the learning of pronunciation and stressing, but it is equipped to facilitate the teaching of general English speaking skills. This means that English teachers in High Schools of Indonesia are expected to use supporting media to teach pronunciation and stressing when using the textbook.Keywords: Pathway to English; textbook; speaking; stressing; pronunciation
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Lestari, Fifa. "AN ANALYSIS OF STUDENT SPEAKING SKILL USING ROLE PLAY METHOD." PROJECT (Professional Journal of English Education) 3, no. 1 (January 27, 2020): 114. http://dx.doi.org/10.22460/project.v3i1.p114-119.
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One of the skills that must be mastered in learning English is speaking. However, many people do not have the confidence to speak English because of several problems, both in grammar, vocabulary, pronunciation or fluency. One of the many methods that can improve speaking skills is role-playing. The purpose of the study is to find out whether role-playing techniques can improve students' speaking skill or not. It turns out that from several opinions of students that the speaking skills of students can practice pronunciation, and can increase vocabulary. Based on the data, it can be concluded that role-playing techniques can improve students' speaking skills. Keywords: Speaking Skills, Role Play
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Crawford, Michael, and Candace Matthews. "Speaking Solutions: Interaction, Presentation, Listening, and Pronunciation Skills." TESOL Quarterly 31, no. 1 (1997): 192. http://dx.doi.org/10.2307/3587990.
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Ristati, Ristati, I. Nyoman Suparwa, I. Nengah Sudipa, and Ni Made Dhanawaty. "Improving Dayaknese-Speaking Learners’ English Pronunciation." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 284. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p08.
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The L1 influence causes difficulties for Dayaknese-speaking leaners (hereinafter referred to as learners) of English in producing English sounds. In English, pronunciation plays important role to understand the communication. The purposes of learning English pronunciation for learners are (1) able to communicate in English clearly and intelligibly, (2) able to get the meaning of information conveyed in real life situations, (3) able to improve self-confidence while communicating oral English, and (4) able to monitor the use of English (able to listen, understand, and produce). The teaching of English subject in Indonesian schools includes four skills, namely listening, speaking, reading, and writing. While linguistic elements, such as vocabulary, grammar, pronunciation, and cultural patterns of discourse are the supporters of these four skills.
This current research aimed to describe the implementation of behaviorism learning method and communicative approach as an attempt to improve English pronunciation for learners. This current research was conducted by means of Research and Development (R & D) design, employing the stages as follows: analysis, design, development, implementation, and evaluation. Testing was done with experiment, which compares the effectiveness between the old (conventional) learning method and the new method (behaviorism learning method with a communicative approach). The indicators of the effectiveness of new method were the speed of the learners’ understanding, the learners’ creativity, and the learners’ learning outcomes. Experiment was carried out by comparing with previous condition and after using a new learning method (before-after) or also called one group pretest-posttest. Based on statistical count, t count = -34.37 and t table = 1.67, the value of t count falls on Ha acceptance area (new learning method was more effective than conventional learning method) or Ha was accepted and Ho was rejected.
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Akkara, Sherine, Mallikarjuna Sastry Mallampalli, and Venkata Surya Seshagiri Anumula. "Improving Second Language Speaking and Pronunciation through Smartphones." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 11 (July 10, 2020): 280. http://dx.doi.org/10.3991/ijim.v14i11.13891.
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The ability to speak English fluently and confidently plays a vital role in enhancing employment opportunities of graduate students of India. Though English has been a second language for over decades in the country, teaching speaking skills with intelligible pronunciation to the first generation of learners remains a major challenge. The limited number of classes allotted for English speaking and pronunciation and lack of resources make it more challenging. Previous research suggests that Mobile Assisted Language Learning (MALL) offers anywhere and anytime learning opportunities for second language learners. However, there is little research on how mobile learning enhances speaking skills and pronunciation of tertiary level students from rural areas who lack exposure to English outside the classroom. The present paper aims at studying the impact of MALL in improving a) speaking skills b) segmental and suprasegmental features of pronunciation and c) the viability of bring your own device (BYOD) approach. Mixed methods approach has been adopted for collecting the data from twenty five (n=25) randomly selected students who underwent training with BYOD. The results showed a positive effect on the speaking skills and the overall intelligibility of the participants. The use of smartphones also resulted in improved learners’ engagement in the language learning. Teachers at tertiary level could benefit from the study, adopt digital technologies in L2 teaching and learning and further extend the scope of the study with their experiences.
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Knight, B. "Assessing speaking skills: a workshop for teacher development." ELT Journal 46, no. 3 (July 1, 1992): 294–302. http://dx.doi.org/10.1093/elt/46.3.294.
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Ayyat, Amjed, and Asma Al-Aufi. "Enhancing the Listening and Speaking Skills Using Interactive Online Tools in the HEIs Context." International Journal of Linguistics, Literature and Translation 4, no. 2 (February 27, 2021): 146–53. http://dx.doi.org/10.32996/ijllt.2021.4.2.18.
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Online learning has become the most prominent teaching method utilized by Higher Education Institutions (HEIs) during the spread of COVID-19 pandemic. There are abundant online learning websites to practice reading skills, writing skills, vocabulary and grammar. However, there are very limited interactive websites for students to practice and develop their listening and speaking skills. Hence, this study, which was conducted in a private HEI in Oman, examines English Foundation students` perspectives on the use of two distinctive websites; ESL-lab.com and Youglish.com. in enhancing their listening, speaking and pronunciation skills. The study employed a quantitative approach. An online survey was administered on (75) participants enrolled in the General Foundation Program (GFP) to explore their views on the chosen interactive websites. The main results revealed positive feedback from ESL students in which they were exposed to authentic conversational contexts, which accustomed them to different English –speaking and culture-specific lifestyles. Overall, the two websites proved to be highly interactive and effective in enhancing the listening, speaking and pronunciation skills of GFP students. Moreover, the researchers recommended that the two websites to be used in the Undergraduate (UG) modules level especially Youglish.com in which UG students can learn the pronunciation of the technical terms of their specializations.
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Atli, Isil, and Ayfer Su Bergil. "The Effect of Pronunciation Instruction on Students’ Overall Speaking Skills." Procedia - Social and Behavioral Sciences 46 (2012): 3665–71. http://dx.doi.org/10.1016/j.sbspro.2012.06.124.
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A, Izzuddin. "IMPROVING STUDENTS’ ENGLISH-SPEAKING SKILLS THROUGH BEHAVIOUR MODIFICATION IN INDONESIAN ISLAMIC BOARDING SCHOOLS." IJET (Indonesian Journal of English Teaching) 7, no. 2 (December 31, 2018): 146–56. http://dx.doi.org/10.15642/ijet2.2018.7.2.146-156.
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A number of modern Islamic Boarding Schools (IBS) have long implemented a unique English Language Teaching (ELT) strategy in improving their students’ English-speaking skills. In IBS, for example, head of language department requires the students to communicate in English in daily activities, and punishment is imposed to those who do not speak English. However, there was no specifically academic term used to describe such strategy, nor was there a study to investigate the effectiveness of the strategy. This essay investigates what IBS-applied ELT strategy is, and to what extent it is effective in improving speaking skills of the students. It is found that IBS has made use of a behaviour modification as ELT strategy. The behaviour modification is able to encourage students to communicate in English in their daily activities. It also leads students to acquire accuracy, complexity and fluency in speaking.
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Lingga, Laura Maloni, Reka Monika Simanjuntak, and Yenita Sembiring. "STUDENTS’ STRATEGIES IN LEARNING SPEAKING SKILLS AT SMP NASRANI 3 MEDAN." Journal of Languages and Language Teaching 8, no. 1 (January 25, 2020): 91. http://dx.doi.org/10.33394/jollt.v8i1.2238.
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Speaking is one of the speaking skills possessed by students. Speaking skills have been trained from an early age, but the results of speaking learning are still far applied. Many students still experience difficulties in learning to speak. such as shame, fear and anxiety and lack of confidence inhibiting learning factors in speaking to students lacking motivation, poor student learning habits, mastery of students' vocabulary is still low, as for student learning strategies are one aspect that determines the success of students in speaking, students can have student learning strategies by memorizing vocabulary, believing themselves and improving vocabulary pronunciation. This research was conducted to identify the difficulty of speaking in English faced by students and find out the strategies they used to overcome these difficulties. This researcher used a qualitative descriptive method involving as many as 17 students in grade 9 at 3 Medan Christian Middle School, research results this shows that students have difficulty speaking in English namely lack of grammatical understanding, lack of vocabulary, incorrect pronunciation of words fearing the response of others feeling nervous in making mistakes, lack of self-confidence and shame in the strategy that students do is asking help to others trying to compose sentences in different ways by using gestures, taking the rules in positive thinking, can be concluded that students have a sense of difficulty in speaking English.
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Hirci, Nataša. "Investigating trainee translators’ views on the pronunciation of English: a Slovene perspective." Linguistica 57, no. 1 (December 30, 2017): 93–106. http://dx.doi.org/10.4312/linguistica.57.1.93-106.
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While the importance of excellent pronunciation skills for language professionals is indisputable, research attention has focused mainly on the pronunciation skills of teachers. Nevertheless translators, and even more so interpreters, who are constantly engaged in multi-lingual communication with their clients, face a tough competition in the global market and those with poor pronunciation skills are at a considerable disadvantage. Developing good pronunciation skills is thus an aspect that should not be neglected in the training of translators and interpreters, since it may directly affect their prospects of employment. The paper explores the views of Slovene trainee translators on the pronunciation of English. Their self-perception of English pronunciation skills and expectations concerning their pronunciation are examined by using a questionnaire administered to trainee translators at the University of Ljubljana. The questionnaire results provide an insight into the participants’ perceptions of their attained pronunciation proficiency and their attention to pronunciation instruction. The analysis of the replies reveals that trainee translators view pronunciation as an important element of their speaking proficiency, highlighting the issue of intelligibility as an essential component of communicative competence. The findings raise interesting issues important for pronunciation teaching in translator training, underlining the necessity to identify specific learner needs of future translators and interpreters.
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Đurović, Tatjana, and Nadežda Silaški. "An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 89–98. http://dx.doi.org/10.2478/rjes-2013-0007.
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Abstract The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.
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Yusriati, Yusriati, and Selamat Husni Hasibuan. "The Analysis of English Pronunciation Errors by English Education Students of FKIP UMSU." Journal of English Education and Teaching 3, no. 2 (August 24, 2019): 230–48. http://dx.doi.org/10.33369/jeet.3.2.230-248.
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Pronunciation is one important thing that must be mastered by the students who studies English. Good Pronunciation makes students’ English speaking skills becomes better. This research aimed at analyzing the errors made by students of English education department of FKIP UMSU in pronouncing English words. The objectives of this study were 1) to describe the opinions of English education students about their English pronunciation skills so far; 2). to analyze the forms of English pronunciation errors made by the students; 3) to explore strategies or efforts made by students to improve their English pronunciation skills; 4) to Identify obstacles found by the students in English pronunciation. Descriptive qualitative design was used in this research. The data were obtained by doing the interview and asking the students to pronounce some English words in specific topic. The findings of this research revealed that students had various opinion about their ability in English pronunciation. Some students thought that they had good English pronunciation skills; some students thought that their ability in pronouncing English words was better than before and some other students still thought that their English pronunciation skills were not good. Based on the analysis of data, the students still made some errors in pronouncing English words. In order to improve their pronunciation, the students used some strategies such as watching YouTube in English and using google voice application.
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Hidayat, David Budi, Abdul Muktadir Muktadir, and I. Wayan Dharmayana. "Efektivitas Metode Mendongeng (Storytelling) dalam Meningkatkan Keterampilan Berbicara dan Keterampilan Membaca Siswa (Sebuah Studi Kasus di SDN 55 Bengkulu Selatan)." Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar 2, no. 2 (November 5, 2019): 120–28. http://dx.doi.org/10.33369/dikdas.v2i2.10582.
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This study aims to find out how much the storytelling method can improve speaking skills and student reading skills and to determine the effectiveness of using storytelling methods in students' speaking skills and reading skills. The population of this study were all students of SDN 55 Bengkulu Selatan. The sample used was 30 students in one class in class III SDN 55 South Bengkulu. This study was classified as quasi experimental with one group pretest posttest design which only used one group for the pretest and posttest design. The instrument of this study was a test, this initial study was conducted pretest, then carried out the application of the storytelling method (treatman) and the final activity was carried out posttest. The results of the study on speaking skills showed that there was an increase in student scores from 38 to 50.83, which included aspects of intonation 31.03%, pronunciation aspects 35.59%, fluency aspects 34.52%, and vocal aspects 33.94%. The results of the reading skills study showed that there was an increase in student scores from 40.66 to 51.83 which included 25.81% pronunciation aspects, 25.42% intonation, 33.32% fluency aspects, and 25.40% sound clarity aspects. This study concluded that: First, the Storytelling method can improve speaking skills and reading skills in students as indicated by an increase in the average score of 33.77%, for speaking skills and an increase in the average score of 27.48%, for reading skills, which covering each of the four aspects of speaking and reading. Second, the Storytelling method gives a significant influence (0.05) in improving students' speaking and reading skills. This study will contribute to teachers as one of the effective strategies in teaching students to speak and read.
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Tomé Díez, Mario, and Marlisa Amanda Richters. "Podcasting as a tool to develop speaking skills in the foreign language classroom." EuroCALL Review 28, no. 1 (March 31, 2020): 40. http://dx.doi.org/10.4995/eurocall.2020.13191.
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<p>It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the <em>improvement</em> of speaking skills or the <em>correction</em> of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.<em></em></p>
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Monica, Monica. "Using Needs Analysis to Develop Global Education Based ELT Materials in Transactional Speaking Skills." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 1 (March 28, 2019): 88–101. http://dx.doi.org/10.34050/els-jish.v2i1.6235.
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This research focuses in developing global education based ELT materials for transactional speaking skills by using needs analysis. It is aimed to enhance the quality of teaching English at the tertiary level by adapting the students’ needs, the expectations of the lecturers and inputs from graduates to give beneficial contribution towards the students’ future career. This is a development research method by applying IDO’s model, which implements three systematic phases (Input, Development, and Output). The first phase is input phase. It is set up by needs analysis which is carried out by requiring 130 respondents (110 students, 8 lecturers and 12 graduates). Students and graduates are selected randomly while the lecturers are selected by using purposive sampling technique. The data are collected through needs analysis questionnaire and analyzed by using descriptive approach. The second phase, development, attempts to formulate the aim and the objectives based on the information of needs analysis which is used for selecting course contents. In the last phase is output phase. It is administered by compiling the lesson plan and producing the prototype of the global education based ELT materials for speaking skill, specifically transactional speaking skills. The findings of this research have confirmed the importance of using needs analysis as the basis of obtaining information about students’ linguistic and learning needs as well as for developing well-design ELT materials. This contributes to the prototype of an adaptive developed ELT materials comprising one sample of lesson plan and one unit of global education based instructional materials for transactional speaking skills development.
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Shahini, G., and A. M. Riazi. "A PBLT approach to teaching ESL speaking, writing, and thinking skills." ELT Journal 65, no. 2 (September 16, 2010): 170–79. http://dx.doi.org/10.1093/elt/ccq045.
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Çetin Köroğlu, Zeynep. "Interventionist Dynamic Assessment’s Effects on Speaking Skills Testing: Case of Elt Teacher Candidates." Advances in Language and Literary Studies 10, no. 3 (June 30, 2019): 23. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.23.
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EFL learners’ oral proficiency plays an important role in the representation of their productive skills. Especially, English language learners’ speaking skills are considered as main reflection of their proficiency in foreign languages. Speaking in L2 is accepted as a vital competence for language teachers as well, who are going to teach the target language in the future. The related literature puts an emphasis on the assessment of speaking skills utilizing various techniques. However, the number of research studies, examining how dynamic assessment (DA), especially the interventionist model of dynamic assessment, can be utilized as a technique in the assessment of L2 speaking performance, is relatively limited. Thus, the main aims of the current research study are both to investigate the efficacy of the interventionist model of DA in the assessment of student teachers’ speaking skills performance and to figure out their attitudes towards dynamic assessment. The participants of the current research were 29 student teachers, enrolled in the English Language Teaching Department of a state university in Turkey. To collect the quantitative data questionnaire survey was adopted and utilized as a checklist due to the number of the participants. On the other hand, to collect the qualitative data, a written structured interview was administered to the participants. The data were analyzed with the SPSS package and through the content analysis method. The findings of the current research revealed that participants were satisfied with the interventionist model and developed positive attitudes towards this assessment type. The participants stated that the interventionist dynamic assessment provided an authentic, creative and relaxing atmosphere, which decreased the level of their speaking anxiety. It can be asserted that DA can be administered to test foreign language speaking performance in language classrooms. Additionally, it was concluded that the interventionist model sustained and boosted the student teachers’ oral skills achievement.
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Kaharuddin, Kaharuddin, and Ananda Rahmadana. "PROBLEM-BASED GROUP DISCUSSION: AN EFFECTIVE ELT TECHNIQUE TO IMPROVE VOCATIONAL HIGH SCHOOL STUDENTS’ TRANSACTIONAL SPEAKING SKILLS." JURNAL ILMU BUDAYA 8, no. 2 (August 11, 2020): 247–58. http://dx.doi.org/10.34050/jib.v8i2.11032.
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In this millennial era, English speaking skills are very necessary for young learners, especially for Vocational High Schools students. However, few teachers still have difficulties in choosing the right technique to teach the speaking skills. Consequently, students feel that speaking is the hardest skill in English. This paper is aimed at discussing how to improve the students’ transactional speaking skills (group discussion) using problem-based group discussion technique at Vocational High School 5 Gowa. A quantitative research design was used to carry out this study with support from the data collection instrument i.e. speaking video test (group discussion). The design of this study conducted using a quasi-experimental with nonequivalent control group design. Twenty (20) students in two classes i.e. ten students for the experimental class and ten students for the controlled class of the intermediate level were purposively selected to participate in this study. The results of this study showed that the problem-based group discussion technique is able to improve students’ transactional speaking skills. It was proved by the result of the statistical analysis of the level significance P = 0.05 with the degree of freedom (df) = 9 indicated that the t-test values of the students’ transactional speaking skills (3.498) was higher than the t-table value (2.262). The outcome of this research indicates that this technique is effectively able to improve the students’ transactional speaking skills in exchanging information, taking a part in formal discussions and even learning to work in real-life situations
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Yuniarti, Yuniarti, Riszky Ramadhan, and Ryani Yulian. "West Kalimantan Folktale as a Model of Speaking Performance in Enhancing Students’ Speaking and Soft Skills." PROJECT (Professional Journal of English Education) 3, no. 6 (November 13, 2020): 657. http://dx.doi.org/10.22460/project.v3i6.p657-663.
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The purpose of this study was to enhance students’ speaking performance and soft skills using West Kalimantan folktale “Batu Menangis”. The sample of this study was 21 students of Early Childhood Education department, Universitas Muhammadiyah Pontianak. This study used a Classroom Action Research (CAR). The data collection tools were observation sheet of speaking performance and soft skills, video, and questionnaires of students’ perception on the use of drama technique. The study shows significance enhancement on the students speaking performance from 58% in the first cycle to 71%in the second cycle. The students’ soft skills improved markedly from 62% in the first cycle 81% in the second cycle. Thus, performing drama using West Kalimantan folktale is effective to enhance students’ speaking performance (fluency, comprehension, pronunciation) and soft skills (responsibilities, teamwork, confidence) as it contains authentic materials and fun. Keywords: Batu Menangis, Folktale, Enhancement, Soft skills, Speaking performance,.
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Tomé Díez, Mario. "Developing speaking skills and learning pronunciation with new technologies in the French as a foreign language classroom." Archivum 70, no. 2 (March 1, 2021): 325–58. http://dx.doi.org/10.17811/arc.70.2.2020.325-358.
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This study examines the role that new technologies, social media and telecollaborative projects have played in the development of oral production skills, as well as in learning and correction in pronunciation. During the period 2005 to 2015 several experiments were conducted for this purpose as part of a French language course at the University of León, Spain. We sought to examine the characteristics and modalities of different oral productions from students, as well as ICT tools and teaching tasks which led to the creation of audiovisual recordings published in a number of educational web environments (weblogs, podcasts, social networks, education platforms). We looked also at the role which students, tutors and teachers play in the correction of pronunciation, taking into consideration the feedback strategies that have been observed in their interaction, with particular focus on autocorrective feedback such as in collaborative pronunciation tasks corrected by the students. We have also attempted to gauge the reactions of students to the use of these tools, learning environments and pronunciation tasks, by undertaking three surveys which focus on their pronunciation and ICT skills in the context of French as a Foreign Language.
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Trofimovich, Pavel, Sara Kennedy, and Josée Blanchet. "Development of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings." Canadian Journal of Applied Linguistics 20, no. 2 (December 5, 2017): 32–50. http://dx.doi.org/10.7202/1042675ar.
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This study examined the relationship between targeted pronunciation instruction in French as a second language (L2) and listener-based ratings of accent, comprehensibility, and fluency. The ratings by 20 French listeners evaluating the speech of 30 adult L2 French learners enrolled in a 15-week listening and speaking course targeting segments, prosody, fluency, and connected speech processes (e.g., liaison, enchainment) were compared before and after instruction in read-aloud and extemporaneous (picture description) speaking tasks. Results showed that the learners improved in all speech ratings, especially in extemporaneous speaking. Results also revealed that accent ratings were linked to prosody (intonation accuracy, pitch range), while fluency and comprehensibility ratings were additionally linked to fluency phenomena (length of fluent run, hesitation rate). These findings are discussed in terms of their implications for L2 pronunciation learning and links between instruction, listener-rated dimensions of speech, and performance in different tasks.
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Prodanovska-Poposka, Vesna. "A STUDY OF PROPER PRONUNCIATION AS A FACTOR OF SUCCESSFUL COMMUNICATION." CBU International Conference Proceedings 5 (September 23, 2017): 778–83. http://dx.doi.org/10.12955/cbup.v5.1024.
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Speaking as a productive skill is one of the very first obstacles that foreign language users face when using the language. Knowledge of a language does not refer to the correct and proper pronunciation however, being able to produce sounds, words or utterances in their proper way does not refer to proficiency of a language nor can it assess the overall level of the user of that particular language. The aim of this study is to present the components of speaking as a productive skill emphasizing the role of acquiring proper pronunciation as a factor for effective communication. The study also presents the most significant "common core" of English pronunciation as a lingua franca, details of the requested phonological competence as knowledge set by the Common European Framework of Languages: Learning, Teaching and Assessment and viewpoints of EFL teachers and authors. Additionally, the study includes data from EFL self- assessments from University students in Macedonia regarding their speaking and pronunciation skills and overall evaluation from their assessor –an English language instructor.
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Muhammad iqbal, Azman ismail, and Zulhelmi zulhelmi. "Tatbiq Uslub al-Munazarah ‘ala Tarqiyah Maharah al-Kalam (Dirasah Ijraiyyah Laday al-Tullab fi al-Sanah al-Sadisah bi Ma’had Ulum al-Din)." EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics 1, no. 1 (June 24, 2020): 33–42. http://dx.doi.org/10.22373/maqalah.v1i1.516.
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The purpose of this study is to know the application of Debate Method to improve speaking skills for senior high school students of class XII -A in Ulumuddin boarding school Utenkot, Cunda - Lhokseumawe for academic years 2018 – 2019, and to know students effectivity after applicating the Debat Methode. This research is classroom action research conducted in 3 cycles. Each cycle consists of planning, action, observation / evaluation, and reflection. The subjects of this study are senior high school students of class XII-A who are 25 students and the object of this research is speaking skills. Data collection in this study are carried out by the method of observation, interviews and diagnostic tests. The data are analyzed by quantitative descriptive and statistical analysis techniques. The results showed (1) that the application of the debate Method consisted of the stages of the purpose of Debate method application in the learning process of teaching Arabic, giving titles, limiting the Debate members, making debating rooms in class, searching for information about the title of the Debate, and providing evaluation sheets activities of researchers and students in application the Debate method, (2) in the application of the Debate Method there is an increase in the percentage of speaking skills of students of class XI -A MA in terms of pronunciation, fluency, vocabulary, and sentence structure. Based on the results of the analysis in the first cycle the average student's speaking skills are obtained as much as 70% ("medium" category). Then in the second cycle students' skills improved. The average speaking skills of students are 74% ("medium" category). And in the third cycle the average skill of students are 81.4% ("high" category). Based on the results of these studies it can be concluded that the application of the debate method can improve students' speaking skills in terms of pronunciation, fluency, vocabulary, and sentence structure.
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Rizakhodjayeva, G., and I. Abdulamit. "Current perspectives on pronunciation skill development." Bulletin of the Innovative University of Eurasia 82, no. 2 (June 24, 2021): 27–34. http://dx.doi.org/10.37788/2021-2/27-34.
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Main problem: the article discusses the importance of modern methods used in the development of pronunciation skills in teaching English in Kazakh schools. Currently, in their practice, teachers are guided by four main areas: listening, speaking, reading, and writing. However, if we partially distinguish these skills, there are many auxiliary skills: pronunciation, spelling, grammar, vocabulary, punctuation... and much more. Here, the most important of these skills is the pronunciation skill, so the research work included providing the most effective modern methods aimed at developing students ' pronunciation skills, applying them on the basis of practice, and differentiating the result. Purpose: to determine the importance of pronunciation in a student's ability to speak a foreign language fluently and suggest ways to develop it using the ‘Ben Franklin’ exercise. Methods: descriptive, systematization and analytical methods were used in the course of the study. Results and their significance: the authors of the article identified the important role of pronunciation skills in the development of students 'fluency in English in the modern updated educational process of the country and proposed the Ben Franklin exercise, aimed at developing students' pronunciation skills in the process of teaching English. Within the framework of world education, English teachers are able to generalize the importance of a new type of technology for the development of any language competence of a student in the acquisition of a foreign language by a student. After all, changes in the progressive development of society lead to the introduction of new ideas and modern traditions in the content of Education.
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de Jong, Nivja H., Margarita P. Steinel, Arjen F. Florijn, Rob Schoonen, and Jan H. Hulstijn. "FACETS OF SPEAKING PROFICIENCY." Studies in Second Language Acquisition 34, no. 1 (March 2012): 5–34. http://dx.doi.org/10.1017/s0272263111000489.
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This study examined the componential structure of second-language (L2) speaking proficiency. Participants—181 L2 and 54 native speakers of Dutch—performed eight speaking tasks and six tasks tapping nine linguistic skills. Performance in the speaking tasks was rated on functional adequacy by a panel of judges and formed the dependent variable in subsequent analyses (structural equation modeling). The following independent variables were assessed separately: linguistic knowledge in two tests (vocabulary and grammar); linguistic processing skills (four reaction time measures obtained in three tasks: picture naming, delayed picture naming, and sentence building); and pronunciation skills (speech sounds, word stress, and intonation). All linguistic skills, with the exception of two articulation measures in the delayed picture naming task, were significantly and substantially related to functional adequacy of speaking, explaining 76% of the variance. This provides substantial evidence for a componential view of L2 speaking proficiency that consists of language-knowledge and language-processing components. The componential structure of speaking proficiency was almost identical for the 40% of participants at the lower and the 40% of participants at the higher end of the functional adequacy distribution (n = 73 each), which does not support Higgs and Clifford’s (1982) relative contribution model, predicting that, although L2 learners become more proficient over time, the relative weight of component skills may change.
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Tugrul Mart, Cagri. "Reflections on Discussions of Literature: A Language Learning Environment to Promote Speaking Skills." Journal of Social Sciences Research, no. 54 (April 5, 2019): 846–50. http://dx.doi.org/10.32861/jssr.54.846.850.
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Classroom discussions of literature create a pedagogically sound platform in the ELT classroom for language acquisition to take place. The pedagogic rationale for embracing literature discussions lies in the claim that they lend the necessary guidance language learners need to construct meaning, promote comprehension and seek ways to articulate their ideas, opinions and interpretations. This article discusses benefits of implementing literature discussions with undergraduate ELT students to empower their growth in oral communication. The data revealed favorable responses toward using literature discussions in language learning with regard to their benefits in building a solid foundation for learners to experiment with language by means of dialogic exchanges for the development of speaking skills.
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Tugrul Mart, Cagri. "Reflections on Discussions of Literature: A Language Learning Environment to Promote Speaking Skills." Journal of Social Sciences Research, Special Issue 5 (December 15, 2018): 571–75. http://dx.doi.org/10.32861/jssr.spi5.571.575.
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Classroom discussions of literature create a pedagogically sound platform in the ELT classroom for language acquisition to take place. The pedagogic rationale for embracing literature discussions lies in the claim that they lend the necessary guidance language learners need to construct meaning, promote comprehension and seek ways to articulate their ideas, opinions and interpretations. This article discusses benefits of implementing literature discussions with undergraduate ELT students to empower their growth in oral communication. The data revealed favorable responses toward using literature discussions in language learning with regard to their benefits in building a solid foundation for learners to experiment with language by means of dialogic exchanges for the development of speaking skills.
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Pardede, Parlindungan. "Improving EFL Students’ English Pronunciation by Using the Explicit Teaching Approach." JET (Journal of English Teaching) 4, no. 3 (November 22, 2018): 143. http://dx.doi.org/10.33541/jet.v4i3.852.
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Due to several reasons, pronunciation instruction had often been neglected in English as a Foreign Language (EFL) classes. Consequently, many EFL learners always find it difficult to speak confidently because of their poor pronunciation. This study is a three-cycled action research aimed at enhancing EFL students’ pronunciation by using the explicit teaching approach. The participants were 21 students majoring in English Education at Universitas Kristen Indonesia who attended Integrated Skills IV class in the even semester of 2015/2016 Academic Year. The participants were provided with special practices on pronunciation, including watching video or listening to English expressions containing elements of English pronunciation difficult to them, drillings the elements, recording and transcribing their utterances, and comparing the transcriptions with those of native speakers’. Data were collected through tests and questionnaires. The results revealed that the explicit teaching approach enhanced the participants’ English pronunciation skills, as shown by the increase of their average scores in the four tests administered during the actions implementation. The survey results revealed that for the participants the approach was interesting, helped pronunciation development, and increased self-confidence in English speaking. Keywords: action research, pronunciation, explicit teaching
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Nurjanah, Ratih Laily, Deswandito Dwi Saptanto, and Maya Kurnia Dewi. "Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning." Language Circle: Journal of Language and Literature 15, no. 2 (April 26, 2021): 305–16. http://dx.doi.org/10.15294/lc.v15i2.28656.
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Teaching speaking is considered challenging during this outbreak era where lecturers and students cannot have a face-to-face meeting while in fact, students still need to get examples from lecturers related to pronunciation and intonation especially. A module of speaking for informal interaction is developed to support the process of teaching and learning speaking skills. This module comes with an audio-CD of daily expressions records spoken by a native speaker to give examples of standard pronunciation and intonation. This study aims to explain the steps used in the learning process using the module. It uses narrative design to describe the steps. The findings of the study implied that lecturers need to explain what the module is and how to use it followed by some steps; introducing lesson plan, playing audio-CD, imitating the records, practicing independently, working in pairs, reporting works, receiving feedback. By giving the model or examples in audio, students can repeat it as much as they need and whenever they need it. This study's implication is giving standardized materials using authentic materials to teach speaking skills with a self-regulated learning strategy.
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Hossain, Mohammad Afzal. "English as a Foreign Language: Insights from a Public University in Bangladesh." International Journal of Linguistics, Literature and Translation 4, no. 1 (January 30, 2021): 234–37. http://dx.doi.org/10.32996/ijllt.2021.4.1.24.
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This study intends to examine the perspective of learners from a public university regarding English Language Teaching (ELT) syllabus and pedagogy. The learners in this study are studying Masters (MA) in ELT at Mawlana Bhashani Science and Technology University (MBSTU). MBSTU is a public university situated in Tangail, Bangladesh. Being their direct teacher, I thought it would be interesting to find out how my students are perceiving ELT courses, in fact the process of data collection and analysis has been an important learning experience for myself, allowing me to delve into the loopholes and strengths of the current ELT curriculum. The survey questionnaire was sent to thirty of the currently enrolled MA students but fourteen responses were obtained due to the current Corona virus pandemic situation. It is worthwhile to mention that this is the first cohort of students for the MA in ELT program at MBSTU. The MA in ELT program was introduced in the university in 2019. This study was conducted using a semi-structured questionnaire, and data was analyzed qualitatively. The findings from the study suggest that the students prioritize speaking English fluently and pronouncing English vocabulary correctly. The MA syllabus was highly commended by students as it focuses on pronunciation through the course of Phonetics and Phonology.
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Amalia, Dian, and Roko Patria Jati. "The use of Webquest in blended EFL learning in Indonesia to improve students’ speaking skills." ATTARBIYAH 28 (January 3, 2019): 1. http://dx.doi.org/10.18326/tarbiyah.v28i0.1-16.
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This study aimed to investigate the implementation of Webquest in a blended EFL (English as Foreign Language) learning context and the students’ speaking skills improvement dealing with it. A number of 21 students were involved in the classroom action research designed. This classroom action research focused on two pedagogical issues of the methodology as well as the students’ improvement of their speaking skills. The lesson plan including the test instruments was prepared in line with the proposed teaching model. To begin, the observation supported with field notes was executed to describe the teaching and learning process. We played the role of passive participant in this period. Subsequently, the students’ speaking skills were evaluated through oral test in which the results of pre-cycle test as well as after-cycles were analyzed using t-test. We found that there was a significant improvement on the students’ speaking skills in term of pronunciation, intonation, fluency, grammar and vocabulary within two cycles of action research. Thus, the implementation of Webquest as media in blended learning was successful to improve the students’ speaking skills.
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Juita, Erlinna. "SPEAKING ASSESSMENT FOR STUDENTS OF MEDICAL LABORATORY TECHNOLOGY." Journey (Journal of English Language and Pedagogy) 4, no. 1 (March 29, 2021): 1–10. http://dx.doi.org/10.33503/journey.v4i1.1227.
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Despite the fact that English is adopted as compulsory subject in higher education and extended period of learning, students still have low proficiency level. Thus, studies on students’ proficiency level need to be conducted for an effectively designed classroom activities. The purpose of this study was to assess students’ speaking skills to obtain a comprehensive review. The population of this study was students of Akademi Kesehatan John Paul II Pekanbaru. The instrument of this study was rubric assessment with four aspects assessed: grammar, vocabulary, fluency, and pronunciation. The average speaking performance was 2.25 in satisfactory level. The lowest result was grammar with the average score of 2.56 in satisfactory category, whereas the highest result was pronunciation, 3.08, good category. The results of vocabulary and fluency were 2.79 and 2.82 in satisfactory level. In conclusion, students’ speaking performances were still in satisfactory level. Improvements were needed in grammar, vocabulary and fluency
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Usmonali Qizi, Buvajonova Mohiraxon. "Develop The Pronunciation And Speech Of Small-Age Students On The Basis Of A Creative Approach." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 439–42. http://dx.doi.org/10.37547/tajssei/volume02issue11-73.
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As a global medium of communication, the importance of English has increased a lot in the present social, political and commercial contexts. With the advancements of Information technology in various spheres of society, English has become the only language for the world citizen. In Uzbekistan, English has long been taught as a core subject from class 1 -12, yet it is very painful to watch that students are still lagging behind to achieve comprehensive productive skills, that is writing and speaking skills. For a long time, communicative method is followed at schools and colleges that aims at developing four skills reading, writing, listening and speaking. Proper planning, implementation and monitoring can make it possible to achieve students’ language proficiency in four skills simultaneously. This paper focuses on the challenges and possible solutions on the way of effective application of productive skills
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Djoni, Djoni. "Improving Students’ Speaking Skill Through Predicting With Storytelling at Grade XI/Social Science SMAN 10 Bukit Barisan Pekanbaru." ELT-Lectura 6, no. 1 (March 4, 2019): 33–43. http://dx.doi.org/10.31849/elt-lectura.v6i1.2240.
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Speaking skill is one of the important skill in learning English. However, the students speaking skill of grade XI/ Social Science SMAN 10 Bukit Barisan Pekanbaru don’t achieve the students’ speaking minimum standard score as required by curriculum. This problem might be caused by the teacher techniques in teaching. This research is aimed at determining the effectiveness of predicting with storytelling in improving the students’ speaking skills. Besides this research is also to identify the factors which influence the improvements of the students speaking skill through predicting with storytelling. This research was a Classroom Action Research which consited of three cycles. Each cycle involved planning, action, observation and reflection. The instrument used in this research were observation and speaking test. Observation was aimed to know both students and the teacher activities during the process of teaching and learning. Meanwhile speaking test means to evaluate the students speaking skill at the end of each cycle. At the first cycle, it was found that the average score of the students’ speaking test is 59. Because of this research is not satisfied yet, so the research was continued the second cycle. Then, in cycle two it was found that the average score of the students speaking test is 66. Some factors that might be caused the improvement of the students speaking skill are materials, media, activities, classroom management, and teacher’s approach. To get better result and to make the students more familiar with predicting storytelling so the third cycle was done. Finally, it was found that the average score of students’ speaking test is 75. Based on the finding above, it is concluded that predicting with storytelling is an effective way in improving the students’ speaking skill.
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Igarashi, Kanta, and Ian Wilson. "Improving Japanese English pronunciation with speech recognition and feed-back system." SHS Web of Conferences 77 (2020): 02003. http://dx.doi.org/10.1051/shsconf/20207702003.
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For Japanese people, communicating with English speakers from abroad has become more common because of internationalization, and there are many people who want to improve their English-speaking skills. However, there are few environments where we can speak English outside of the classroom, so Japanese students rarely have a chance to study English pronunciation. Even if students do have a chance to take an English pronunciation class, teachers do not have enough time to individually teach each student pronunciation in a big class. Because of that, computers and smartphones may be one good type of tool to solve this problem. In this research, we develop a web-based application to help Japanese learners with their English pronunciation.
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Yates, Lynda. "Learning how to speak: Pronunciation, pragmatics and practicalities in the classroom and beyond." Language Teaching 50, no. 2 (August 26, 2014): 227–46. http://dx.doi.org/10.1017/s0261444814000238.
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That learners who want to develop good pragmatically-appropriate speaking skills in a language also need to develop good pronunciation is beyond dispute, and yet research continues to report that both areas still have low visibility in the curriculum and are often treated as poor relations in the classroom. Many teachers are still wary of what they see as specialist areas, a perspective that encourages their neglect in the curriculum, in assessment and in teacher training programmes. In this plenary I go back to basics and focus on what learners need to accomplish outside the classroom with the language they are learning. Drawing on studies that have explored the communicative needs of immigrants to Australia from language backgrounds other than English, I will illustrate the importance of both pronunciation and pragmatics in their lives. I will then consider the implications for how we can approach both skills proactively in the classroom in an integrated way that is capable of developing students’ repertoire of speaking skills for effective and appropriate use outside.
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Josua Bire, Erny Selfina N. Hambandima, Tans Feliks,. "FAKTOR-FAKTOR YANG MEMPENGARUHI RENDAHNYA KECAKAPAN BERBICARA MAHASISWA PROGRAM STUDI BAHASA INGGRIS." Perspektif Ilmu Pendidikan 28, no. 2 (October 16, 2014): 140. http://dx.doi.org/10.21009/pip.282.9.
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Abstract : The main purpose of this research is to find out the factors affecting the poor speaking skill ofsemester four students at the English Department, Faculty of Teachers Training, Artha Wacana ChristianUniversity, Kupang. The research was conducted in the Academic Year 2013/2014 to the fourth semesterstudents who had passed the lectures of Speaking One, Speaking Two and Speaking Three. The participantsof the research were the students with the low marks ranked from the lowest level where twentystudents were taken as the research subjects. The research result shows that there are twelve factorsaffecting the students’poor speaking skills: psychological factors, poor vocabulary-related factor, peer-relatedfactors, pronunciation related factors, grammar related factor, personality factor, L1 interferencerelated-factor, teacher-related factor, teacher’s poor teaching method, environmental factor, motivationfactor, and cross-cultural factor. Those are the main factors that have contributed to the speaking skills.
Keywords: analysis, factors, affecting, poor speaking skill.
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Yavuz, Fatih. "The effect of drama in the teaching of listening skills." Global Journal of Foreign Language Teaching 7, no. 4 (January 7, 2018): 132–36. http://dx.doi.org/10.18844/gjflt.v7i4.3001.
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Phonetics is the study of sounds to read letters correctly. It can also be defined as the ease of communication, if theory and practice both agree about the communicative function when learning a foreign language. Drama has been used in language teaching as a creative tool that motivates and lowers the anxiety level of the learners. This paper seeks the effectiveness of using drama in the teaching of phonetics in an EFL setting. After using drama in education in the teaching of pronunciation, the results show that students are more successful in acquiring the sound system compared with traditional teaching.
Keywords: Phonetics, EFL, ELT, drama, learning through drama.
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Mairano, Paolo, and Fabian Santiago. "What vocabulary size tells us about pronunciation skills: Issues in assessing L2 learners." Journal of French Language Studies 30, no. 2 (July 2020): 141–60. http://dx.doi.org/10.1017/s0959269520000010.
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AbstractMeasures of second language (L2) learners’ vocabulary size have been shown to correlate with language proficiency in reading, writing and listening skills, and vocabulary tests are sometimes used for placement purposes. However, the relation between learners’ vocabulary knowledge and their speaking skills has been less thoroughly investigated, and even less so in terms of pronunciation. In this article, we compare vocabulary and pronunciation measures for 25 Italian instructed learners of L2 French. We measure their receptive (Dialang score) and productive (vocd-D, MTLD) vocabulary size, and calculate the following pronunciation indices: acoustic distance and overlap of realizations for selected L2 French vowel pairs, ratings of nasality for ratings of foreign-accentedness, fluency metrics. We find that vocabulary measures show low to medium correlations with fluency metrics and ratings of foreign-accentedness, but not with vowel metrics. We then turn our attention to the impact of research methods on the study of vocabulary and pronunciation. More specifically, we discuss the possibility that these results are due to pitfalls in vocabulary and pronunciation indices, such as the failure of Dialang to take into account the effect of L1-L2 cognates, and the lack of measures for evaluating consonants, intonation and perception skills.
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Andini, Tresna Nur, Lee Ye Eun, Alina Khramova, and Alicja Żok. "ELT Comparison: Increasing Students Speaking Ability in Indonesia, South Korea, Russia, and Poland." English Language in Focus (ELIF) 2, no. 2 (April 6, 2020): 131. http://dx.doi.org/10.24853/elif.2.2.131-140.
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English as a global language facilitates the people to communicate with each other despite different lingua-cultures or accent. Communication will be something important to build the socio condition of civilians in every single country. This background of research leads to get to know about English Language Teaching (ELT) to the people whose first language is not English. Each country in Asia or Europe whose English is not their first language has its differences in teaching and learning about English. The four basic things of English, such as reading, writing, and speaking will be the challenges that they need to be faced. According to the basics of four skills, speaking is the hardest one for most non-native speakers. Therefore, the teachers need to have particular ways to teach about speaking to increase students’ skill ability in EFL countries. This research is aimed to show the differences and comparisons among Indonesian and South Korea as the representatives of Asia, also Russia and Poland as the representatives of Europe whose first language is not English. This purpose means that people can distinguish among different types in each country for teaching and learning English, moreover for speaking skills.
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Hamad, Mona M., Amal Abdelsattar Metwally, and Sabina Yasmin Alfaruque. "The Impact of Using YouTubes and Audio Tracks Imitation YATI on Improving Speaking Skills of EFL Learners." English Language Teaching 12, no. 6 (May 21, 2019): 191. http://dx.doi.org/10.5539/elt.v12n6p191.
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The purpose of this study is to shed light on a developed approach to be adopted in EFL speaking classes and show the effectiveness of using YouTube videos and Listening Audio Tracks Imitation (YATI) for teaching English language in speaking classrooms as pedagogical tools to improve EFL learners’ speaking skills. To find out the impact of using You Tubes and Audio Tracks Imitation (YATI) on improving speaking skills of EFL learners, the qualitative experimental approach is used to conduct this study. The participants of this study are 48 students studying major English, divided into two sections studying Listening & Speaking Course at College of Science & Arts Muhayil, King Khalid University. One section was used as a control group and the other as an experimental group. Data was collected using speaking tests results which were analyzed using SPSS Pearson correlation coefficient. The results revealed that employing YATI technique has a positive impact on the effectiveness of the speaking skills, fluency and pronunciation of EFL learners. This study concluded that YouTube videos and Listening Audio Tracks Imitation (YATI) is a very effective CALL (Computer-Assisted Language Learning) tool towards improving students’ speaking skills. This study recommends the use of YATI approach in order to help students overcome speaking problems.
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Dziewanowska, Dorota. "Новые требования к обучению русскому образцовому произношению польских студентов-русистов, изучающих русский язык с нулевого уровня." Studia Rossica Posnaniensia, no. 38 (January 1, 2013): 53–64. http://dx.doi.org/10.14746/strp.2013.38.4.
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This article is an attempt to show new ways of teaching model Russian pronunciation to Polish students of Russian language and literature who only begin to learn Russian. The author of the article claims that groups of beginners should not only be taught phonetics during the first several weeks of studies in the form of intensive courses of articulation and intonation. The process of forming correct pronunciation habits in these groups should carefully follow the principle of complexity involved in acquiring speaking skills.
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Hmaid, Fatima A., Nada I. Shetwan, and Hanan H. Eltaleb. "Authentic Audio Visual Materials in Relation to Pronunciation Development." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 17 (June 24, 2021): 53–78. http://dx.doi.org/10.36602/faj/2021.n17.13.
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The purpose of this research is to explore the perception, that is understanding based on awareness, knowledge and experiences, of teachers and students of the relationship between utilizing Authentic Audio Visual Materials (AAVMs) in the EFL classroom and pronunciation development. The total number of participants in this study is 26. The study employs the qualitative method of research and targets teachers and students who delivered/passed two specific courses, Phonetics I, II and Language Skills I, II ,III. These two courses are concerned with pronunciation teaching and development at the Faculty of Arts, Misurata University. While Phonetics targets pronunciation through linguistic knowledge, Language Skills are supposed to achieve that through listening and speaking activities. One-on-one detailed interviews, focus group interviews, open-ended questionnaires and observation sessions were the data collection instruments employed for this study. The findings of this study revealed that teachers and students have distinct perceptions of the relationship between utilizing AAVMs in the EFL classroom and pronunciation development. It was additionally attested that the lack of feedback and correction of pronunciation mistakes can have negative consequences on pronunciation development in the EFL classroom whereas providing students with feedback can have positive impacts on the pronunciation improvement process.
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Sánchez-Requena, Alicia. "Intralingual dubbing as a tool for developing speaking skills." Translation and Translanguaging in Multilingual Contexts 4, no. 1 (April 24, 2018): 101–28. http://dx.doi.org/10.1075/ttmc.00006.san.
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Abstract Communicating verbally with others is one of the main features of human behaviour, but the time employed in class to practise this skill is often insufficient. In an attempt to overcome the need to practise oral conversations and help students feel less anxious in foreign language (FL) contexts, new didactic approaches are being considered. Amongst those, the active use of techniques traditionally employed in audiovisual translation (AVT) has proved to have a positive impact on FL learning. This paper examines the relationship between intralingual dubbing (students' replacement of the original voices of actors in 1 minute long clips) and FL oral expression. The main aim is to provide objective evidence that the use of intralingual dubbing can enhance speed, intonation and pronunciation when speaking spontaneously in Spanish as a FL. A total of 47 participants aged 16–18 with a B1 level of Spanish dubbed videos for 12 weeks. Data is triangulated both qualitatively and quantitatively. Results confirm the main hypothesis and serve as evidence to support theoretical aspects of the inclusion of active AVT techniques in FL speaking classes.
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Nurnalisa, Nurnalisa. "The EFFECT OF USING SILENT WAY METHOD TOWARD THE STUDENTS’ SPEAKING PERFORMANCE." ELT-Lectura 7, no. 2 (August 20, 2020): 137–46. http://dx.doi.org/10.31849/elt-lectura.v7i2.4568.
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In English there are four skills that should be mastered, they are listening, speaking, reading and writing. Speaking is a form of communication and basic skill that must be mastered by students since it is very important for them to communicate. Besides, also help student able to propose brainchild and feeling. In speaking, students should have the teacher who teaches with attractive method, in order they interest in studying. If they interest in studying, so the teacher easy to improve their speaking performance. Based on the observation, the researcher found that the students’ speaking performance were low. There are 4 problems in this research, from identification the researcher focused and emphasize the problem as follow : (1) The students have no confidence in speaking English. (2) The students afraid of speaking English. (3) The students cant’ meet minimum requirement. (4) The method that use is not interesting.
In this research, the researcher focused on the students speaking performance. By knowing the weakness of students in speaking performance, the researcher can help the students to increase their speaking performance. In this case using silent way method is one of method that can be used in learning speaking. The objectives of this research are to know the effect silent way method toward the students’ speaking performance and to know how far the strength of effect of silent way method toward the students speaking performance. The population of this research was the students eight grade at SMP N 9 Metro, consist of 150 students. The researcher used cluster random sampling technique in making the sample. The sample were 30 students that was divided in two classes. The first class was experimental class and the second was control class. In experimental class the researcher did treatments, it has done in three meeting treatments.
The data was analyzed by using formula t test. From the result and discussion it is proved that there is an effect of silent way method in learning speaking. So, the teacher needs to introduce to the students about silent way method in order to the students successful in speaking.