The Importance Of Speaking Problems In The Classroom
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2.1 The meaning of speaking Tsitsopoulos(1992) describes the meaning of speaking that is not only practicing pronunciation in a sentence structure, but requires knowledge and understanding, as well as proper expression.
Sumittra Angwattanakul(1994) says that speaking conveys thinking understanding and feeling to listeners, and make the listener understand the purpose of the speaker. Therefore, speaking skills are an important skill for people in diary life to learn a foreign language. This skill is the most important and essential skill. However, speaking skill is complexity. It takes time to practice. Khamkhien (2010) also believed that, speaking is considered to be the most important in a second language. It is the ability that requires the process of communicative competence, pronunciation, grammar, and vocabulary improving.
2.2 Speaking Problems in the Classroom Speaking skill still is a problem of many Thai students. According to Wiriyachitra (2003), English learning in Thailand is not very successful because the most students lack the opportunities to learn and practice English in English environment. Students’ tension, excitement and lack of confidence during taking a speaking in the classroom also are the problems in teaching and learning English (Ratanapinyowong, Poopon, & Honsa 2007). Many researchers’ investigations of the desire for English in workplace had suggested that the English curriculum in Thai university should focus on the
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Fourth, is Memory this allows an individual to recall information. Lastly, Delivery which is the presentation of the speech. Developing public speaking skills can help you in life with jobs, presentation and other things that involve
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The key factors that provide a supportive speech, language and communication environments are – The physical environment is very important when creating a safe and secure setting that can support each child’s or young person’s individual learning needs and development to the best of their ability. The physical environments factors can include: • Noise levels • Lighting • Space • Distractions • Clear routines • Relaxes atmosphere • Adapted room and resources • Familiarity • Visual support aids. The roles and responsibilities of staff is that we should all understand our own roles and others carrying them out to the best of our abilities within the setting. in my setting at Grove Primary School, we make sure we can provide children and young people with their own key worker and they will have set activities and resources where their key worker will work alongside the child or group of children.
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Though understanding and speaking do not automatically go hand in hand, it is better to understand all or some of it than be able to speak. Understanding is the first step in learning a
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Fluency Fluency is the ability to read quickly, accurately, and with expression. When students become fluent readers they must be able to recognize most words automatically and be able to identify unfamiliar words. Automaticity is when readers recognize familiar words without thinking twice. Students also must be able to apply phonics to decode unfamiliar words. Readers also should be able to break longer words into syllables because it is easier to decode them.
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6.2. Empirical Studies on Teaching Learners with Down Syndrome through Synthetic Phonics Strategies Synthetic phonics as a practical and applicable method has been used for young normal learners both in native and non-native contexts and the results of the studies have shown that it is a successful method. The purpose in this section is to investigate the effectiveness of this method in teaching literacy to learners with intellectual disabilities which Down syndrome is one of the examples. In this section studies that have used this approach for learners with Down syndrome, are presented and the researcher concludes this part with her own attitude regarding to choosing this method for her participants in the current study. Goetz et al.
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Firstly, language is an important skill for everyone to communicate with
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understand that my upbringing is different from my students because many of them are raised with different cultural beliefs. I must also hold my students from a different background to the same esteem and expectation as I would have for students from my background. In order to be culturally competent it is important to recognize your history and how it may shapes your beliefs about other cultures. Sometimes you may have have biases that you are oblivious to.
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1.Although there is a vast range of research regarding stuttering, the exact cause of stuttering is unknown. However there is growing evidence from brain imaging studies (Packman, Code & Onslow, 2007) which indicate that people who stutter have structural and functional anomalies in the regions of the brain where speech is associated. It is actually quite rare for a person who stutters to stutter on every word as there are several linguistic variables that increase the level of speech motor demands which occurs more commonly within initial consonant words and stressed syllables (Onslow, 2015). Iverach et al. (2011) concluded that there is strong evidence of a relationship between stuttering and anxiety.
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Nonlinguistic Cues and the ELL Student Nonlinguistic cues are great for ELLs and LEPs, as well as for all students. When a teacher differentiates his/her lessons, his/her students are more likely to become interested on the lesson given as well as learn and understand the concepts being taught. Nonlinguistic cues are vital nonverbal strategies. Visual Aids: When using visual aids, students can conceptualize what they are learning. Visual aids can be use in the forms of clouds, graphic organizers, or webs.
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At some point in a student’s academic career they will be asked to give a presentation in front of their peers. For some, this task seems simple and exciting, but for most this task brings feelings of anxiety and distress. According to Chapman University Survey on American Fears, 28.4 percent of American’s fear speaking in front of a crowd. This fear of speaking can be diminished by giving students the proper format for developing an effective speech. I have nine years of experience with public speaking as I have competed in six oratorical contests, ranking in third place or higher in all; similarly, I was a member of the Student Government Association in high school and as a result I had to speak in front of my peers and members of the faculty.
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Searle (1969) state that speaking a language is engaging in a role governed from behavior. In book “Speech Act: An Essay in The Philosophy of Language” (1969) also state that speaking a language is also performing speech act, such as making a statement, giving command, asking question, asking promises, and so on and abstractly, acts such as referring and predicting. In the beginning, concept of speech act according to Austin and Searle have explained. The definition about speech act is also given by other experts who concern at this branch of science. From Yule (1996: 47).
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Error in thinking has surfaced in my own experience particularly because when I was in school one day I walked into class, and when I did that the whole class was quiet so my assumption was we were not allowed to talk in class, and one of friends walks in and asks me why are you quiet why is no one talking I had told her I think we are not allowed to talk because when I walked in it was quiet too. Time had gone by and we were all still quiet then the teacher had said why is everybody so quiet and I started laughing I said I thought we was not allowed to talk that why I was not speaking during class.
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Furthermore, this will establish a structure for the other language skills to contribute. Reading, listening, and writing can be applied through additional exercises inspired from the authentic text. ! 2 THE FOUR LANGUAGE SKILLS PAGE 3 Classifications of Language Skills Speaking is talking in the second language with the goal of exchanging knowledge and ideas of the topic.
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In Mr. Sickles’ class in 8th grade, we had to do a four-year plan. The goal for this was to see what class options we had in high school and what our schedules could potentially look like. Mr. Sickles told us that, as required by the school, we had to take either Public Speaking or Speech to get our speech credit. He further explained that Public Speaking is a transfer credit (a credit that might be able to transfer to our future college) if we take it Junior or Senior year. He also told us that if we took Speech, it would only count as a high school class.
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From this last semester in English 250, I have had the opportunity to improve my communication skills with written, oral, visual, and electronic assignments. This is the first class where I have been taught and practiced these areas of communication making me believe that my communication skills have improved slightly. When choosing topics for my writings, I often chose topics that I 'm familiar with. Along with more research on the topic, I needed to try and connect the audience to my writing. I feel like relating to the audience is very important weather its through writing or visuals, it makes communication greater.
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