Hello everyone!
Here are my answers to the given questions:
How far is my daily practice from the framework proposed by the authors?
I think my daily practices ...
Hello everyone!
Here are my answers to the given questions:
How far is my daily practice from the framework proposed by the authors?
I think my daily practices are not too far from the framework proposed by the authors, since I constantly bear in mind that listening can provide much of the input and data that learners receive in their language learning process, Therefore, I often try to make the attention to the language the students hear facilitate their second language learning. (Richards, J. 2016).
Thus, what I try to be aware of all the time when teaching the second language is that students can be able to understand the input by listening, so the language learning process can begin.
As regards, the speaking skill I can state that the aim of the current communicative approach which we seek to achieve in our lessons can occur by using some of the “The Holy Grail: 10 Strategies for ESL Teachers to Get Students Speaking”, which in my case are the following: Pair Work, Role Plays and Group work within class. All of these strategies to get students speaking are extremely useful in my lessons having a positive impact on the learners because they dare to move forward and speak in the foreign language, something that is sometimes very hard for them.
Have I been doing anything that affected the process of teaching listening and /or speaking?
As mentioned before, some of the strategies mentioned by the author (Czaban, 2016), which I use in my lessons are very useful to increase the opportunities in my students to speak freely and communicate properly in the second language. Therefore, regarding the speaking skill, I can say that there are just benefits for the students who use these strategies to communicate rather than drawbacks.
However, when teaching something with listening skills, sometimes I tend to make students just listen to the foreign language and repeat the new words, and that seems to be a bit boring for some of them.
What strategies and techniques could I find useful or necessary to apply?
As mentioned before, taking into account the framework proposed by the authors, there some strategies they explained that are very familiar to me, such as:
Pair Work: Whatever is terrifying alone becomes much less daunting in a pair.
- Role Plays a strategy that gets students out of themselves and their inhibitions. It is also massively fun
- Group work within class: which best works if it is carefully structured. This task centers on the students’ creativity in thinking up their own ideas.
All of these strategies I usually use in my lessons to encourage my students to speak and communicate in a fun and free way.