How Many Words Do You Need To Know Site Forum.Language-Learners Speaking Skills in the ESL Classroom – From Acquisition to Participation

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Speaking Skills in the ESL Classroom – From Acquisition to Participation

Speaking is a productive skill that requires many back-up factors such as knowledge, confidence, self-esteem and enthusiasm. Speaking a second language, in particular, brings its prerequisites: exposure, consolidation, motivation and recognition. Whether we realize it or not, these determining factors can be made to exist in a supportive learning environment of an English as a Second Language (ESL) classroom.

For beginners, speaking activities can be more demanding and even threatening than simple writing. Compared to writing as an academic skill, you can expect a larger audience for speaking. The audience can also be encouraging or vice versa. The attentive and attentive audience can support the students’ attempt to speak; however, the distracting members only clear their spirit to try to speak.

As much as students may fear speaking in a group or in front of the class, speaking as a skill is essential for acquisition and participation. Today, every profession requires a certain amount of communication skills and interpersonal skills. The nature of speaking in the workplace appears in different forms: discussions, presentations, negotiations, and even debates. Professionals such as doctors and IT specialists also require communication with clients, not to mention teaching, journalism, politics and public relations. In other words, the ESL language class in this competitive era will have to do more than a pair speaking practice in the middle of the semester.

Once ESL students can cope with a certain amount of discussion, they should be given more space for the context of speaking in real life. In this way, students can be guided from speaking as acquisition to speaking as participation. Multiple inputs in the form of language guides and videotapes of group discussions and meetings can be provided for exhibition. Real-life involvement in university activities, i.e. organizing events, student forum participation, and social work, can indirectly benefit ESL students.

Since language plays a pragmatic and functional role in our daily communication, the ESL classroom can also be perceived as a small community. Each student is significant as a member and contributor to the social environment. A strong and successful community shows cooperation, sharing and caring. There is also evidence of two-way communication and group interaction that consolidates relationship and togetherness. This supportive culture will encourage more openness and acceptance among members. In such an ideal environment, a student may not have to think twice about speaking up, contributing to discussions or even offering constructive criticism.

To promote more participation among students, ESL teachers can add variety to speaking contact hours. Common activities such as group discussions and group presentations remain as the foundation of the design. With a small homework assignment on specific topics and issues, students can be encouraged to participate in academic forums in class where they have the opportunity to play the role of experts in assigned areas and fields. More outgoing students will appreciate some discussion activities in different styles, ie British Parliament, Australasia and All Asian. Sometimes the whole class can be transformed into an occasion and students take on specific roles of an emcee, the president (delivers an opening speech), the guest of honor (delivers a speech) and even groups special interest (SIG) requesting impromptu. questions at the end of the event.

To this end, perhaps ESL students are not only participating, but also contributing to the lively and animated learning environment. Some authors call this approach the empowerment and autonomy of students. If we are to provide a social context to the ESL language class, we must count on the active involvement and contribution of the students.

In a few words, the ESL language class today promotes more participation by students to prepare for functional roles in society, as well as for employability. Lessons provide a social context that places students as players and teachers as facilitators. By doing so, students can be better prepared to adapt to the demands of the new era, since the emphasis has now shifted from speaking as acquisition to participation, and hopefully contribution.

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