methods of teaching spoken english
Methods of Teaching Spoken English
1. The methods of teaching spoken English should be fundamentally different from the methods of teaching written English.
Almost all Asian students are frustrated by the slow progress in spoken English. In addition, ETS recently an integral part of the TOEFL iBT recorded statements and addresses the concerns of students their ability to learn English more impact on career plans or studies speak. Why the progress of English spoken in a slow, despite decades of practice?
The primary reason for this ‘waste’ of study time is that most Asian students (particularly
Korean and Japanese) have tried to practice spoken English (listening/speaking) in ways similar or identical to their study of written English (reading/writing). Spoken English, particularly at the fundamental level, is a repetitious skill and requires practice similar to that for mastery of a sport or musical instrument. In other words, methods of teaching spoken English primarily utilizes the left brain. In contrast, methods of teaching written English requires analysis and creativity which is quite different from the spontaneous response to stimulus which characterizes spoken English.
Unlike the TOEFL iBT, the former of English do not have this problem discrepancy. The first tests to measure the mechanical aspects of fire in English Language, in particular the notion of grammar skills, vocabulary and reading are controlled primarily through the store. However, knowledge of language is different from use of language.. For example, look at how Asians and Americans to learn than English, while many Asian students in English, learning the phonological properties of individual Letters (A, B, C, D, …), the Americans start to the sounds of English learning through exposure each letter used in real-time words (eg “Mom” or “dad”) and start non-formal study of the alphabet at a later age. In short, tend to learn English, think in English, especially in terms of a letter to explain why these students to see the slow English spoken. See picture A.
When an American says “apple” [Aepli], the sound reaches the ear through the brains of the listener. The brains then creates a framework for “apple” in response to sound. A similar process occurs in the production of speech. The word “apple”, the brains of the orders to the muscles to speak mouth-to-one sound, the picture of an apple. This process almost entirely due to the use of spoken English. The letters are not necessary for the creating a written language, able to communicate verbally with each other the old man. Unfortunately, many Asian students first focus on character instead of images to answer or making noises. This problem is compounded when these students and to first try the thoughts and images to translate to / from your native language. See picture B.
There are two ways the brains response sound English, “A” or “B” may. To create an output (New address) of a stimulus (the voice of a speaker in English), “B” requires two steps A. Involves the use of the “B”, which is impossible for an interactive dialogue with native English speakers, when the brains was a student of English is two times faster than brain of a native English speaker. Although in the short term, the English can the brains quickly learns the language he or she may be tired and unable to maintain conversation.
Therefore, it is impossible to achieve a high level of competence, unless English is your brain transition to the “A” by the practice of spoken English in a way similar to how a language have learned. If your brains respond to simple spoken English “A” complex and spoken English “B”, then you are in the process of moving from “A” to “B”. Remember that the language English is not the case, but the sound, or rather to sound spontaneous reaction.
Some students speak English HSA, the “ABC” on a computer, showing script for the passage of listening. That impatience is not compatible with our methodology of English spoken. Instead, it is recommended that the HAS students listen to a phrase tried several times, with the sound of the enforcement of intellectual Image generated using the images on the screen.
Only when a student achieved a success rate of 40% or more is recommended that the students ‘abc’ to use to revise the script. Of course, if a student does not understand a sentence, even after several 20-30 times this sense it is best to use the “abc” functions such as playing a sound without understanding is not effective for learning. The point is to listen to Concept may initially be developed on the sound, without taking into account the good written version, the same way that the children write words phonetically, with evil Spelling.
2. Importance of Repetition in methods of teaching spoken english
Basic skills must be carefully done to a sport or musical instrument to learn. A good golfers or tennis players have practiced the basic skills of thousands of athletes time to succeed in the competition. Put as explained, will discuss the basic skills learned through repetition, just like the sport. Repetition is the only way many ESL students to the practice of translation to learn.
As the chart above shows that many Asian countries, ESL students spend time before a Chapter by chapter, with impatience, the transition to the level of knowledge or a field, well below Automatic level. (This impatience can focus on the tendency of students to give extremely popular in multiple-choice test in English in Asian countries. Scores these tests are strongly affected by memory capacity). The result is that The key terms are not internalized, which is not stored in the long term.
Some may wonder why a student has to repeat the language of a particular expression of a large number Times. The answer lies in the science of language. The number of basic units in a the language is relatively low, about 500 to 2000 pieces. If these units are internalized automation, which are combined to produce unlimited phrases. This is similar to a can generate a pianist, infinite combinations of sound with only 88 different keys.
The problem is how to apply this theory to the teaching of English. HSA Education model based on this theory is based and the integration of computer-supported learning and human education. In this model study, many students experienced a significant improvement in three – four months.
Before concluding about methods of teaching spoken English, it is important to remember that the ability to speak English fluently not on the formation of English is full. Firstly, the quality of the mother tongue is one of the Speakers. After the expression of thought, no translation is possible, it is time the construction of ‘knowledge’ in English, including language, academic and professional (for example, that needed for business presentations, academic writing, an English physician and related MBA Work). Secondly, English is spoken, such as exercise, is important in the repetition. Even a professional athletes who are in similar physical condition for non-athletes, they are not and exercising regularly.
Methods of teaching spoken English is comes from listening to caregivers and being present in society. To teach spoken English to non native English speakers, there are a few methods that you can follow. Spoken English can be taught to students of all ages, whether or not they are living in an English-speaking country.
Remember that speaks more English in common with the course of their studies. So the frequent conversations with teachers of English are not sufficient to study English. Methods of teaching spoken English is the best, most practical solution for most Asian students who do not want hire experts personally taught English for several hours a day. Hatch your dream!