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Testing the Speaking Skill in the Foreign Language: An Analytic Study

Author: Muayyad Mohammed Saed
Journal: Journal of University of Babylon مجلة جامعة بابل ISSN: 19920652 23128135 Year: 2010 Volume: 18 Issue: 1 Pages: 140-154
Publisher: Babylon University جامعة بابل

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Abstract

Most methods in the foreign language tests tend to stress the discrete features of language proficiency of testees. That is, the focus is on testing the linguistic forms- vocabulary, grammar, pronunciation, spelling, composition, reading comprehension, translation, etc. A major shortcoming of this process is that it is not completely integrative; it excludes listening comprehension and speaking from its components. (AL- Mutawa and Kailani, 1989: 161).Hence, foreign language learners at all levels of study complain about their inability to use the language orally; they cannot express themselves in the spoken form of the foreign language. It appears that the speaking skill is hard to foster as a habit in the mind of foreign language learners. This difficulty spreads to involve its testing procedures.However, though many foreign language testers can assign overall grades for the speaking ability of their learners, such scores are, to a certain extent, subjective. In addition , if all formal tests are of pencil- paper variety, foreign language learners will soon realize that their preparation is most profitably spent on reading and writing . Accordingly , the acquisition of fluent speech habits is relegated to the status of a pleasant luxury; foreign language learners will no longer consider it an essential goal of their course. (Sensan, 2000: 186). Nevertheless, to ensure some objectivity for this test, foreign language teachers themselves must be such good models that they have the capacity to demonstrate the speaking skill as accurately as possible, i.e. just like the native speakers of the foreign language . Also, they must be fair enough in distributing the marks on the test items. Then , they should have enough knowledge and skill in the way to handle the speaking test. Therefore, this study tries to study and analyze the various items related to the oral skill tests in the foreign language, with a special focus on listening comprehension and speech production.

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Article
The Effectiveness of Brainstorming on Teaching ESP Reading at University Level
عالية العصف الذهني في تدريس القراءة ESP على المستوى الجامعي

Author: Muayyad Mohammed Saed ميادة محمد سعد
Journal: Journal of Research Diyala humanity مجلة ديالى للبحوث الانسانية ISSN: 1998104x Year: 2011 Issue: 51 Pages: 654-678
Publisher: Diyala University جامعة ديالى

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Abstract

I have used many methods of education to develop the level of reading comprehension in advanced courses in English for Special Purposes. However, these methods focus only on the product and the process of reading comprehension. So these methods are inaccurate because it ignores the specific educational factors that stimulate students to become competent readers to the texts of English for Special Purposes. Add to this, the most advanced courses in English for Special Purposes heavily dependent on traditional methods of teaching reading, which includes only read text and explain its meaning and the answer to his questions. As a result, the coating needs in the decisions of English for Special Purposes innovative methods to enable them to complete absorption of what they read in advance. And that one of these methods have been adopted here in this study is to brainstorm on the basis of a new and more teaching methods effective and that will help students in English for Special Purposes to express themselves fluently and the formation of an unspecified number of ideas on the subject of the text of a given before you start actively reading in the class l

لقد استخدمت العديد من أساليب التعليم لتطوير مستوى الاستيعاب القرائي في المقررات الدراسية المتقدمة في الانكليزية للأغراض الخاصة. إلا أن هذه الأساليب تركز فقط على نتاج وعملية الاستيعاب القرائي. لذا فهذه الأساليب غير دقيقة لأنها تتجاهل عوامل تعليمية معينة التي تحفز الطلبة كي يصبحوا قراء أكفاء لنصوص الانكليزية للأغراض الخاصة. أضف إلى ذلك فأن اغلب المقررات المتقدمة في الانكليزية للأغراض الخاصة تعتمد بشدة على الأساليب التقليدية لتدريس القراءة والتي تتضمن فقط قراءة النص وشرح معناه والإجابة على أسئلته. نتيجة لذلك يحتاج الطلية في مقررات الانكليزية للأغراض الخاصة إلى أساليب مبتكرة تمكنهم من الاستيعاب الكامل لما يقرؤونه مسبقا. وأن إحدى هذه الأساليب التي تم تبنيها هنا في هذه الدراسة هو العصف الذهني على أساس توجه جديد وأكثر أساليب التعليم فاعلية والتي تساعد طلبة الانكليزية للأغراض الخاصة في التعبير عن أنفسهم بطلاقة وتكوين عدد غير محدد من الأفكار حول موضوع يتعلق بنص معين قبل البدء بفعالية القراءة داخل الصف

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