Towards acquiring communicative competence through
      speaking

Flor, Alicia Martínez; Usó-Juan, Esther; Soler, Eva Alcón

doi:10.1515/9783110197778.3.139

Cited by 21 publications

(16 citation statements)

References 3 publications

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“…Pronunciation is one of the most difficult skills that needs lots time and effort to acquire in order to be improved (Aliaga García, 2007;Martínez-Flor et al 2006;Pourhosein, 2016). Pronunciation is one of the basic requirements of learner's competence and it also requires a place in language instruction.…”

Section: Introductionmentioning

confidence: 99%

Using Kahoot as a skill improvement technique in pronunciation

Yürük¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Pronunciation is one of the main problems in language teaching and learning and it gets little attention. Most of students underestimate the importance of pronunciation considering that pronunciation is less important than other aspects of language. Many researchers investigated the weakness of pronunciation among students in all stages. However, there is still a strong need to develop pronunciation of foreign language students. This study aims to investigate the effectiveness of using Kahoot application for developing EFL pronunciation and conducted with second year students at advanced level from Translation and Interpretation Department at Selçuk University in Turkey. A diagnostic test provided in a pronunciation course material was used in order to determine mispronouncing sounds. The study followed the two groups (control and experimental) with pre-post-test design. The pre-test was administered to the students of both groups at the beginning. After the administration of the pretest, for instruction session, the control group followed the activities in the course material and experimental group was taught using Kahoot application for the same activities. Then, the post-test was administered to both groups. The results were statistically analyzed (t-test) and the findings revealed that the EFL pronunciation skills of the experimental group were developed as a result of using Kahoot application. It is recommended that Kahoot application can be used in different educational stages for developing EFL pronunciation skills.

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Section: Introductionmentioning

confidence: 99%

Using Kahoot as a skill improvement technique in pronunciation

Yürük¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…It has supported Huensch and Thompson's findings (2017) that L2 learners tending to show positive feeling toward the importance of improving pronunciation (mean = 4.90) and toward the importance of communication (mean = 4.31), although both two values in the current study are less prominent. The result is not surprising though L2 learners who have picked up intelligible speech are thought to be at a more competitive advantage in learning advanced communicative skills (Sardegna, 2014), because most of ESL learners especially those who are in college-level tend to show more concern for other English skills such as writing and grammar which can explicitly contribute to their academic progress (Martínez-Flor et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Gilakjani (2016) also supported the point that the articulated pronunciation was beneficial to oral communication, whereas unclear pronunciation somewhat impeded the progress of speech. Additionally, interlocutors' articulation in a conversation should be understandable to both sides and it is one of the thresholds when evaluating their communicative competence (Aliaga-García, 2007;Gilakjani, 2016;Martínez-Flor, Usó-Juan, & Alcón Soler, 2006). It can be seen from the above facts that pronunciation is a crucial constituent of L2 skill that can facilitate the overall development of language acquisition and it to a great extent determines whether a successful oral communication can take place.…”

Section: Introductionmentioning

confidence: 99%

How Motivation as Quality Influence ESL Learners’ Attitudes toward English Pronunciation Learning

Zhou¹

2019

IJELT

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The current study attempted to examine ESL learners’ attitudes toward L2 pronunciation learning and meanwhile, toinvestigate how these learners’ qualitative motivation explain their attitudes toward pronunciation learning. A total of124 ESL learners participated in the survey in which several questionnaires were included regarding L2 selfrepresentations (Papi et al., 2018), chronic regulatory focus (Higgins et al., 2001) and L2 learners attitudes towardpronunciation learning (Elliot, 1995a; Gardner, 1985). An exploratory factor analysis was performed on allpronunciation items and the results revealed a threefold-factor solution: importance of pronunciation, learningpronunciation for communicative purpose and preference for native accent. The data analysis suggested thatpromotion-focused orientation, ideal L2 self own, ought-to L2 self own and ought-to L2 self other were respectivelycorrelated with ESL learners’ attitudes toward all three factors of pronunciation learning. Particularly, ideal L2 selfown was found to predict more positive attitude toward the importance of pronunciation learning and toward thepreference for native accent than ought-to L2 self own, while the former one also predicted more negative attitudetoward learning pronunciation for communicative purpose. The study has yielded significant implications forresearchers regarding the understanding of motivation from its qualitative perspective which delineates individual’sinclination to different goals and to specific strategies for attaining these goals (Papi, 2018), as well as for ESLinstructors concerning the improvement of L2 pronunciation pedagogy and the selection of motivational approachesfor L2 pronunciation instruction.

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“…Speaking has been considered as the most conspicuous kind of language ability and proficiency enabling learners to meet their basic needs. Speaking is a challenging process in which, based on the cultural and social context, speakersshould decide why, how, and when to communicate (Burns & Seidlhofer as cited in Martínez-Flor, Usó-Juan, and Soler, 2006).…”

Section: Speaking Abilitymentioning

confidence: 99%

“…Functions produced by spoken language, in addition to social and contextual factors, were considered to be important. Now, due to the influence of cognitive psychology, functional, and pragmatic views of language, speaking is seen as an interactive, social, and contextualized communicative event (Martínez-Flor et al, 2006). Students who experience fear of negative evaluation do not consider language errors as a natural part of the learning process, but as a threat to their image, and a source for negative evaluations either from the teacher or their peers.…”

Section: Speaking Abilitymentioning

confidence: 99%

Students’ Unwillingness to Speak in Efl Classroom From Cultural Perspective

Husna¹

2019

Preprint

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In the teaching and learning of English as a Foreign Language, the active participation of students in the classroom plays an important role in acquiring the target language. As claimed by Lightbown and Spada (2006) that when the students participate orally with the teachers or among their peers in the classroom it means that they are forced to be involved in the negotiation of meaning. It means that whenever the students reply to the teachers or their peers’ questions and give comments, they are able to express and clarify their intentions, thoughts and opinions which are essential to language acquisition.There is a cultural perspective affected the students unwillingness to speak in the EFL classroom. Cultural perceptions are at play right from the beginning of the language acquisition process (Kinyua: 2009) . The expectations in terms of how much language and in what order it should be acquired are also determined by the culture in which the child is reared. The aim of this research is to investigate and analyze the students’ unwillingness to speak in ESL classroom based on SLA and cultural perspective. It is expected that this research could be beneficial for English teacher especially to English Foreign Language teacher to find out the causes of the students unwillingness in speaking class. The data are collected through the observation and students’ speaking performance.

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Towards acquiring communicative competence through speaking

Cited by 21 publications

References 3 publications

Using Kahoot as a skill improvement technique in pronunciation

Using Kahoot as a skill improvement technique in pronunciation

How Motivation as Quality Influence ESL Learners’ Attitudes toward English Pronunciation Learning

Students’ Unwillingness to Speak in Efl Classroom From Cultural Perspective

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