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Consequently, creating opportunities outside the classroom for students to speak English is an effective strategy in compensating for students’ limited use of the L2. Research studies have shown that external classroom activities have
equal significance in enabling students learn English as a second language. In addition, it has been asserted that such activities provide a non-educational environment from which a student may feel free and comfortable to acquire new language skills.
This study investigates the significance of outside classroom activities in promoting students’ oral proficiency. In addition, it reports on students’ perceptions of such activities. Fifteen participants from the American University of Kuwait took part in this study. Open-ended interviews were done to find out what the participants thought of these activities, and what they gained from them. Interview results show that students found outside classroom activities very effective in improving not only their oral fluency skills, but their confidence and critical thinking skills as well. The implications of this research study are for language practitioners and language programs in the EFL context to be aware of the benefits of incorporating outside classroom activities in language teaching.
Approximations indicate that in the beginning of the 21st century, around 400-500 million English speakers existed . Obviously, by now the number has dramatically increased. The reason for that is many countries have picked up English as the primary foreign language as the world continues to connect more and more. In these countries, it is estimated that there is 20-30% of the population that speaks English. Thus, the author notes that around 1.5 to 2 billion English speakers exist worldwide. The numbers are inclusive of native language speakers who use English as their first language, and non-native English speakers who use English as their secondary language. While studying English in
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Discussion 14 5. Conclusion 18 References 20 Appendix 23 Abbreviations used ALT Assistant Language Teachers CLT Communicative Language Teaching EFL English as a Foreign Language JALT Japan Association for Language Teaching JET The Japan Exchange and Teaching Program JTE Japanese Teachers of English L1/2 First/Second Language MEXT Ministry of Education, Culture, Sports, Science and Technology Japanese terms Juken Eigo English for the purpose of entrance examinations (or simply ‘English for exams’) Monbukagakusho National Ministry of Education, Science, and Culture of Japan Yakudoku Word by word translation of written English into Japanese The extent to which it is appropriate or possible
In the debated stance of English fluency, sentences reflect an accelerated degree of craftsmanship that comprises the consistently stronger along with the varied structures of phraseology, which makes the oral reading easier as well as enjoyable. Furthermore, sentence fluency is also ascertained to indulge rhythm and movement.
In fact, most developed countries in the world have achieved the level of developments partly due to the literacy standards in the country. Currently, educating children to become literate is one of the key priorities of the Israeli government. To ensure that the country achieves high literacy standards, the Netanyahu administration invested a large amount of money towards education in the country.
Learning a second language (in our case English) has become a necessity to most of us.
For most of its history, the definition of learning a language has been limited to grammar and vocabulary only, but now it covers almost all the aspect that one acquires in a mother tongue situation.
This has been outlined by Huitt (2000) when he said, "many researchers are now begging to acknowledge that the factors that energise behaviour are likely different from the factors that provide for its persistence." Motivation can be studied through the definition of learning as set forth by Lave (1996) According to Lave, "Learning became one focus of our work, even where unintended, partly because of our concern with everyday activity as social and historical process and with the improvisational, future-creating character of mundane practice; partly, also, because those of us whose research has touched on educational questions have come to insist on denaturalising the social processes that
As such, ELT course-books reflect ongoing changes in pedagogy (Crookall, 1997). A course-book in second language education draws on
Communicative Language Teaching (CLT), which has been a dramatic and significant change that has occurred within second language education in the past five decades.
The temporary teeth serve as the guide for the correct arrangement and alignment of the permanent teeth. Temporary tooth slowly detaches from the gum while permanent tooth emerges as replacement. The early loss of primary teeth due to accidental cause or decay could greatly affect the later development of the permanent teeth ("Managing Infant's and Young Children's Oral Health" 2.1).
Which type of ELT textbooks is more appropriate for present needs: the "authentic" or "non-authentic" reading materials The trend seems to move away from the grammar-based pedagogic content of non-authentic text in favor of authentic text, which simulates the real world outside the classroom.
Many people are involved in learning and teaching English in many parts of the world. In spite of the intensified interest in the English language, teachers are often faced with several tasks and problems while teaching English as a foreign language.
Do outside classroom activities and assignments promote oral fluency in the L2 acquisition in non-English speaking countries?
In an argument by Ortega (2012) external classroom activities have equal significance in enabling
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