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Keywords: oral communication‚ oral language acquisition‚ English foreign language teaching‚ English foreign language classroom‚ motivation‚ self-esteem‚ assessment. Abstract The overall aim of this essay was to investigate what attitudes some English teachers and pupils in 9th grade in Sweden have towards oral communication in the teaching of English. I wanted to find out why oral communication is an important part of the teaching of English‚ what factors teachers and pupils believe contribute
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References: Shoebottom‚ P. 2007. Language learning styles. Retrieved on November 23‚ 2007 from http://esl.fis.edu/parents/advice/styles.htm Lightbown‚ P.M. & Spada‚ N. 2003. How Languages Are Learned. UK: Oxford University Press Williams‚ M.‚ & Burden‚ L. R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press. Gardner‚ R. C. (2006). The socio-educational model of second language
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Cambridge. Hyland‚ K.‚ & Hyland‚ F. (2006). Contexts and issues on feedback in second language writing. In K. Hyland‚ & F. Hyland‚ Feedback in second language writing (pp. 1-22). Cambridge: Cambridge. Lightbown‚ P. &. (1999). How languages are learned. Oxford: Oxford University Press. Lightbown‚ P. M.‚ & Spada‚ N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press. Lyster‚ R. and Ranta‚ L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms
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LEARNING ENGLISH MORPHOLOGY FOR EFL LEARNERS Generally‚ we can mention that EFL (English as a Foreign Language) learners are those who learn English tend to achieve the particular purpose. For example‚ they can use English when travelling or to communicate with other people from whatever country‚ who also speak English. We can classify the students of English department into EFL learners‚ too. So‚ they need to be able to speak English well. One of the foremost aspect in speaking English is we have
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