Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils' speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in…

Being able to speak or communicate orally is an ultimate goal for most English language learners. Thus, teaching speaking is a main component of the curriculum in most communicative-based English language classrooms. However, teachers struggle to teach speaking in English language classrooms. Two main reasons contribute to this struggle:…

The commonly held view that science takes third place in primary education provided the motivation for a team of Initial Teacher Education (ITE) tutors at Durham University to work with science leaders in a Teaching School Alliance in County Durham. After a series of planning meetings, a project entitled 'A Year of Science: using speaking and…

Equal focus needs be placed on teaching all four basic skills of language learning: reading, writing, listening, and speaking. However, it is observed that due attention is not devoted to developing speaking skills in Saudi EFL learners; this task is especially challenging as English is not widely used or spoken in their day-to-day communication.…

Students at languages and translation departments at Saudi universities take listening and speaking courses. Before the pandemic, the students used to complete the activities in the textbooks which required them to engage in many real-life, face-to-face individual and/or collaborative small-group activities in the classroom such as role-playing,…

Communicative motivation is necessary for exercises leading to conversational ability; therefore "micro-conversation" is offered (and explained) as a replacement for traditional exercises for stimulating students to communicative response. (Text is in German.) (IFS/WGA)

Suggests that having students precede submission of research papers with oral presentations of their efforts can result in essays that are better grammatically and stylistically and better in the sense of having theses on practicable topics. (HOD)

Associative speaking as a method of making oral communication the central activity in foreign language classes as early as the second semester is described. (Author/RM)

Interpreting as an exercise of language skill is presented as a necessity for communication, limited (in the instructional process) to everyday situations. Interpreting offers something different, and is therefore a source of motivation at the intermediate level. Basic characteristics of the skill, teaching hints, and types of exercises are…

Describes an instructional project, How to Tell a Foreigner to Berlin the Way,'' designed to give 8th graders practical experience in using English; format based on the text London--People ans Pictures,'' Cornelsen-Velhagen & Klasing, Berlin. (RS)

This article stresses the idea that teaching communicative competence and the ability to deal with a variety of language situations should be the goal of foreign language teaching, with grammar instruction in a secondary position. Teaching by means of "dialogues with options" is discussed and sample dialogues for Italian instruction are given.…

Intended to foster playreading skills in high school students, this lesson plan can be used to teach the essential ingredients of a play in a single class period and can be used verbatim or adapted as desired. The plan includes a phase for motivating student interest in reading plays, a discussion of the skills needed for reading a script, and a…

A variety of educational word games for students of foreign languages of all age levels is described in this handbook. A rationale for the use of games in the classroom emphasizes the importance of promoting enthusiasm for learning through direct participation. Sections include: Oral Games, Pronunciation Games, Reading and Writing Games, Spelling…

Language students at the intermediate level can often read and write but cannot speak the target language. This hinders the student from developing what is usually the most sought-after skill: the ability to speak a foreign language. Students in the third and fourth years of language study are capable of speaking as well as they read and write.…

This issue contains the following articles: "A Portfolio Program for Teaching English Composition," by Charles J. Fox and Robert Tippetts: "TESL Curriculum: The Foundation Is What Counts," by William D. Conway: "English Oral Language," by Allan D. Patterson: "Using a Telephone Directory to Teach English as a Second Language," by Jason B. Alter;…