This is in relation to the socialization processes. The poorly socialized individuals and students tend to lack a well-developed argumentative skill, which is the basis of interactions while discussing academic issues (Lantolf, 2000 p34). On the kindergartens, the English language learners should be taught by reciting various words they learn in class. This will allow the expansion of their brains as recited words always stick, in the memory, for a long time (Lantolf, 2000 p41). This will as well accompany communicative activities such as salutations the kindergarten language learners always take part in on a daily basis starting from their teachers to their fellow colleagues whenever they interact. In the studies of the ESL, the students especially in an academic oral class should aptly embrace the interaction between the students and teacher for steady uprise in the oral and language skills (Kayi-Aydar, 2012 p26). The power relations as a result of interaction are one of the key aspects towards healthier scaffolding. The power relations enhance effective participation of the ESL learners in an academic oral skills class. The scaffolding should, therefore, involve description of various learning activities and putting them into practice through the group discussions and debates. This will not only set strong academic oral skills, but also enhance a proper language and presentation skills development. This system of the academic oral skills is a socially arbitrated process thus involves much of communicative activities thus relates to the socio-cultural linguistic (McNeil, 2012 p402). The provision of the scaffolding information by the tutors should be well adopted to enhance there is a relationship...
This essay approves that for any language to be effective, it should be critically analyzed by the learners and the learners should as well take part in the day-to-day searching of new vocabularies in the intended language structure. The ESL learners, to acquire one of the best language development and language skills, should indulge in the critical evaluation of the language and the new words learnt during class interactions amongst themselves. The classroom tasks should as well be distributed for an improved learning of the oral skills. The classwork should entail a small group work, the formal lectures as well as a student led session discussions. All of these aspects will bring various students together and interact in various ways, which may include through the ideological differences in explaining subjects, through dialogues and in their cognitive performances. This aspect of various interactions will pave the way for an improvement in the learner’s academic oral skills.
This report makes a conclusion that learners should be highly appreciated whenever they make mistakes and encouraged to control their frustrations whenever they face difficulty in the use of vocabularies and punctuations. This will enhance a perfect and conducive classroom environment for the correction of various oral skills mistakes by the students hence giving room for the development of an appropriate academic oral skill in the students. This will also encourage the participation levels of the students towards every learning activity involving interactions thus nurturing their already existing socialised oral skills.