Strategy for Speaking and Listening Your name YOUR SCHOOL INFO HERE Strategy for Speaking and Listening Many language learners lack the necessary confidence to engage in public speaking in the classroom environment. This lack of confidence is individual, meaning that for one language learner confidence reductions may be created by the concern of losing face in front of more proficient peers in the classroom…
Regardless of the problems with speaking, role playing engages all the students to interact using the new language and to build better conversational skills. Role playing is known to raise learners’ interest in the subject matter (Poorman, 2002) and assist in helping students to understand the concepts that have been taught associated with the foreign language. The role of the teacher in building interest in the role play cannot be understated, and the theory indicates that the educator should be asking a series of questions to help students to loosen their barriers and to set the theme of the role play exercises (Valimareanu, 2010). New language learners often find embarrassment and personal dishonour when they believe that their peers or others in the social environment have misunderstood their second language or failed to comprehend what was being discussed. Through role play, the educator can reinforce that such misunderstandings are normal and serve as a moderator to help with the comprehension process whilst also offering strategies to help better construct conversational skills. ...
The strategy for the educator is to first identify the specific objectives to enhance listening development (Richards, 2008). Known as the metacognitive sequence, there is a step known as First Listen in which students are engaged with the instructor who is reading a text in a new language. Students follow along in their own texts where they will circle keywords or specific phrases that they have predicted accurately and are instructed to write down new information that they have heard, but are unfamiliar with (Richards, 2008, p.13). This helps students not only listen more effectively, but understand their own expertise or inability to comprehend as a part of metacognitive thinking. After identifying the strengths and weaknesses related to listening skills, the teacher then promotes a total in-class discussion to look through their failure to comprehend or to confirm their accuracy. This also builds a better self-confidence over the long term. References Lorch, R.F., Lorch, E.P., & Klusewitz, M.A. (1993). College students’ conditional knowledge about reading. Journal of Educational Psychology, 85, 239-251. Poorman, P.B. (2002). Biography and role-playing: Fostering empathy in abnormal psychology. Teaching of Psychology, 29(1), 32-36. Richards, J.C. (2008). Teaching listening and speaking: From theory to practice. Cambridge: Cambridge University Press. Valimareanu, E. (2010). Speaking strategies: Developing communicative skills in English. Dynamics of Specialised Languages. Common European Framework of Reference for Foreign Languages: Communication Proficiencies in Teaching and Learning Specialised Languages, 98-113. Retrieved from ...
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