Teaching Of Spoken Language Research Articles

Blended Oral English Teaching Based on Core Competence Training Model

The traditional mixed oral English teaching model has many obvious shortcomings, such as the inability to correct the students’ oral pronunciation errors and feed them back in time, which leads to the slow improvement of students’ English learning level. For this reason, this paper proposes a guided teaching model based on core literacy. According to the structure of the oral English mixed teaching model, determine the application plan of the oral English mixed teaching model, design the development environment, obtain the corpus, design the oral training model, extract the oral features, identify the wrong pronunciation and correct it in time, clarify the evaluation purpose, obtain preliminary evaluation indicators, reduce evaluation indicators and determine indicator weights, obtain indicator feature information, generate fuzzy rules, obtain fuzzy matrices, achieve quantitative evaluation, and synthesize all evaluation scores to construct a result vector matrix to realize the study of mixed spoken language teaching mode. Research shows that the mixed teaching method is effective and feasible and can effectively improve the accuracy of the evaluation results of the mixed oral English teaching model.

A Review in Spoken Language Teaching

This paper aims to describe the types of spoken language for English Language teaching. Spoken language’ types considered to be varied and complex particularly to the country which its first language is not English. To implement the spoken language type in the subject, such speaking class, it is crucial to comprehend these types of spoken language. It is found that adjacency, turn-taking, and exchange were the most implemented types during the presenting speaking in the class. It is resolved that the vary the types applied in the class, the more the knowledge and classroom’s situation would be delighted.

A COMMUNICATIVE VIEW TOWARDS THE TEACHING OF SPOKEN LANGUAGE: DISTINCTIVE FEATURES AND FUNCTIONS

The present paper intends to provide a brief view about the distinctive features of spoken language, the different functions it performs in everyday communication and how these elements must be considered for the creation, implementation and assessment of speaking activities from a communicative perspective. It takes as starting point the priority learners give to this skill when learning a foreign language and the challenge it represents for teachers to fulfill the students´ expectations regarding its successful acquisition because of its complex nature. From there, the article moves to the analysis of the main characteristics and functions of spoken language, emphasizing on the elements the students should master to use speaking skills for different purposes and the demands they entail for teachers to plan, conduct and evaluate communicative speaking activities. Afterwards, there is a short reference to the specific case of higher education, due to the important role of English in the students' academic and professional formation and the growing need to use spoken language to interact within their academic and scientific environments. Finally, the paper highlights the necessity of following a communicative methodology when using speaking activities and points out some of the conditions they should meet in order to maximize speaking opportunities and stimulate learners´ autonomy while learning the language. The article relies on theoretical contributions provided by several authors who have developed important studies in this field. Such are the cases of Byrne (1986), Brown and Yule (1989), Lavery (2001), Thornbury (2005), Penny Ur (1996); (2011) and Richards (2006); (2008).

Spoken Language Teaching: What Do Teachers Believe in?

Spoken Language Teaching: What Do Teachers Believe in?

話しことばの学習指導(1)(話しことばの指導をめぐって, 漢字の学習指導)

話しことばの学習指導(1)(話しことばの指導をめぐって, 漢字の学習指導)

ソビエトの話しことば教育 : テ・ア・ラドゥイジェンスカヤ『話しことば育成の指導体系』を中心に( 文法教育)

ソビエトの話しことば教育 : テ・ア・ラドゥイジェンスカヤ『話しことば育成の指導体系』を中心に( 文法教育)

話しことばの学習指導(2)(話しことばの指導をめぐって, 漢字の学習指導)

話しことばの学習指導(2)(話しことばの指導をめぐって, 漢字の学習指導)

アメリカ(ノーフォーク市、バージニア州)の小学校一年生における話しことば教育(国語科における自己学習力の育成)

アメリカ(ノーフォーク市、バージニア州)の小学校一年生における話しことば教育(国語科における自己学習力の育成)

話しことばの学習指導 : その目標について(話しことばの指導をめぐって, 漢字の学習指導)

話しことばの学習指導 : その目標について(話しことばの指導をめぐって, 漢字の学習指導)

大正期の話しことばの教育 : 友納友次郎、飯田恒作、田中確一を中心に( 国語科教育と国際化)

大正期の話しことばの教育 : 友納友次郎、飯田恒作、田中確一を中心に( 国語科教育と国際化)

Implications of Hegel’s theories of language on second language teaching

This article explores the implications of Hegel’s theories of language on second language (L2) teaching. Three among the various concepts in Hegel’s theories of language are selected. They are the crucial role of intersubjectivity; the primacy of the spoken over the written form; and the importance of the training of form or grammar. Applying these three concepts to L2 teaching results in several recommendations. Firstly, there should be more emphases of the goal of L2 learning as achieving intersubjectivity. Secondly, the teaching of spoken language should precede the written form. Thirdly, in L2 instruction, the teaching of forms, or rules of grammar or mechanical practices, should be treated as another major goal. The final recommendation is that culture learning is essential.

Developing and testing EVALOE: A tool for assessing spoken language teaching and learning in the classroom

Broadly speaking, the teaching of spoken language in Spanish schools has not been approached in a systematic way. Changes in school practices are needed in order to allow all children to become competent speakers and to understand and construct oral texts that are appropriate in different contexts and for different audiences both inside and outside school. Here we describe the construction of EVALOE (‘Escala de valoración de la enseñanza de la lengua oral en contexto escolar’ [Assessment scale of oral language teaching]), a flexible tool designed to assess the teaching and learning of spoken language in schools. The first part of the tool is an observation scale (for use in the classroom), and the second is a semi-structured interview carried out with the teacher after the observation. The instrument is designed to assess how teachers facilitate the development of spoken language. It also aims to further interdisciplinary collaboration with regard to the introduction of changes in teaching practices in order to promote the development of communication friendly classroom environments. A pilot test and expert review of the tool was carried out. Thirty-nine schools then participated in the field test, which involved 39 professionals (23 speech and language therapists, eight educational psychologists, and eight teachers) and two university students. Eighty observations, 34 in a preschool setting and 46 in primary schools, were carried out. The results suggest that EVALOE is a useful tool for assessing the teaching and learning of spoken language.

The Teaching of Spoken Language by Tomono Yujiro : The Period When He Had a Unique Theory on Teaching of Spoken Language(Meridian Column)

The Teaching of Spoken Language by Tomono Yujiro : The Period When He Had a Unique Theory on Teaching of Spoken Language(Meridian Column)

"The Teaching of Spoken Language"

"The Teaching of Spoken Language"