Fostering Learners’ Language Proficiency in Oral Class: A Lesson Plan for Integrated Instruction of English Listening and Speaking Skills

Wenjin Qi,Yan Liu

doi:10.22158/selt.v9n1p1

Abstract

This paper aims to foster language learners’ English proficiency by means of integrated instruction of listening and speaking skills in English oral class. It develops a comprehensive lesson plan from the selected textbook, which is applied to first-year English-major students in a northern university in China. The findings of the study are that students’ language accuracy and metacognitive awareness would be significantly improved through perception practice in the listening process. In addition, sufficient input previous to listening exercises enables students to produce spoken output more effectively and efficiently. An integrated lesson plan, emphasizing both English listening and speaking skills, helps language learners in improving language fluency and complexities, and eventually in enhancing their pragmatic competence to develop into strategic listeners and competent speakers in the target language.

Highlights

Throughout the world today, and especially in developing countries, there has been a tremendous need for people to learn English well
This paper aims to foster language learners’ English proficiency by means of integrated instruction of listening and speaking skills in English oral class
The findings of the study are that students’ language accuracy and metacognitive awareness would be significantly improved through perception practice in the listening process

Summary

Introduction

Throughout the world today, and especially in developing countries, there has been a tremendous need for people to learn English well. There are multiple reasons for this phenomenon, the fundamental reason lies in the fact that most educational institutions aim to help their students pass local, national or international examinations Many of these examinations are written, with little or no listening/speaking element to them. It serves its purpose in two ways: First, it aims to increase students’ listening ability through perception practice and metacognitive instruction. It strives to improve students’ speaking ability with a framework of teaching-speaking cycle (Goh & Burns, 2012; Sabnani & Renandya, 2019) It emphasizes the use of interactive strategies from a pragmatic perspective and takes students’ confidence and motivation in those processes into consideration

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Discussion

Conclusion