• Increased Listening and Speaking and the Use of Authentic Materials
Of course, grammar and writing instruction alone is not sufficient for effective oral and aural outcomes. Increased listening exposure to native language use is also essential in acquiring knowledge of idiomatic expressions. Unfortunately, EFL contexts present a unique circumstance for foreign language learning in that there is usually low exposure to native language usage. It should be recognized that while most students at the tertiary level have been studying English for several years in the public education system, many have received minimal oral and auditory instruction in the L2. Instructors of the Freshman English Conversation Class may observe what Krashen’ refers to as the “silent period”. In this phase, learners are unable to separate meaningful sound segments and determine meaning. The potential demoralizing effects of unsuitable listening and oral tasks which overwhelm students include the inhibiting of classroom participation, and the quashing of motivation and confidence to succeed in learning. Nunan (1998 in Kim and Margolis 2000 pg. 42) contends that “a second language is learned most effectively in the early stages if the pressure for production is taken off the learners” reinforcing the need to adequately prepare learners before expecting the reproduction of correct language use. To prevent the demoralizing effects of pressuring students into incomprehensible tasks and activities, ELT materials must reflect the level and needs of the student. Therefore, teachers must be cautious in modifying classroom activities and instruction so as not to make language learning unduly challenging with unrealistic goals.
•เพิ่มการฟัง และการพูดและการใช้วัสดุแท้ Of course, grammar and writing instruction alone is not sufficient for effective oral and aural outcomes. Increased listening exposure to native language use is also essential in acquiring knowledge of idiomatic expressions. Unfortunately, EFL contexts present a unique circumstance for foreign language learning in that there is usually low exposure to native language usage. It should be recognized that while most students at the tertiary level have been studying English for several years in the public education system, many have received minimal oral and auditory instruction in the L2. Instructors of the Freshman English Conversation Class may observe what Krashen’ refers to as the “silent period”. In this phase, learners are unable to separate meaningful sound segments and determine meaning. The potential demoralizing effects of unsuitable listening and oral tasks which overwhelm students include the inhibiting of classroom participation, and the quashing of motivation and confidence to succeed in learning. Nunan (1998 in Kim and Margolis 2000 pg. 42) contends that “a second language is learned most effectively in the early stages if the pressure for production is taken off the learners” reinforcing the need to adequately prepare learners before expecting the reproduction of correct language use. To prevent the demoralizing effects of pressuring students into incomprehensible tasks and activities, ELT materials must reflect the level and needs of the student. Therefore, teachers must be cautious in modifying classroom activities and instruction so as not to make language learning unduly challenging with unrealistic goals.
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