Oxford Guide to English Grammar (PDF)
A useful feature of the book is the inclusion of example texts and conversations many of them authentic
Based Instruction program in Developing the English Language
speaking activities included in the students' textbook (Hello 6) some Oxford (1992: 154) defines the skills underpinning speaking competences in.
Upper-intermediate
Oxford University Press is a department of the University of Oxford. Colloquial English Episode 2 talking about…books.
Practise English on Your Own: Self-study Ideas for English Language
Each of these books integrates the study of grammar and vocabulary with the many other important aspects of speaking listening
Pre-intermediate
Book lessons there is a range of material that you can use according to your students' needs 'G + V + P = confident speaking'
Oxford Test of English
Oxford Test of English Speaking Tips is designed to help you maximize your result for the For further practice the following books are available:.
Pre A1 Starters - Word list picture book
There are lots of words to find in the pictures. Can the children find them all? See if the children want to test your English too! What can they ask you to
Oxford English for Careers - Tourism 1 - Students Book
Oxford English for Careers is a new up-to-date course where Speaking. Tourism: the biggest business in the world. Where do tourists come from?
English for - Telephoning
OXFORD and OXFORD ENGLISH are registered trade marks of telephone communication more problematic than a face-to-face conversation. However.
167804-c1-advanced-handbook.pdf
Mar 31 2021 Oxford Cambridge and RSA. Cambridge English Qualifications are in-depth exams that make learning English enjoyable
Developing the English Language Speaking Skills
of Secondary Stage StudentsA thesis
Submitted for the Ph.D. degree in Education
(Curricula and Methods of Teaching English as a Foreign Langauge) ByShiamaa Abd EL Fattah Torky
Assistant Researcher at the Curricula Development Department The National Center for Educational Research and DevelopmentSupervised by
Prof. Dr. Aida Abd El Maksoud Zaher
Professor of Curricula and Methods of Teaching
English as a Foreign language
Women's College
Ain Shams University
2006Ain Shams University
Women's colle
geCurricula and Methods of teaching
Department
2Names of supervisors
PositionName
Professor of Curricula and Methods
of Teaching English as a foreign language, Women's college, Ain Shams UniversityProf. Dr. Aida Abd El Maksoud Zaher 3The Researcher Curriculum Vitae
Shaimaa Abd El Fattah TorkyName of the researcher:The Effectiveness of a Task- Based
Instruction Program in Developing the
English Language Speaking Skills of
Secondary Stage Students.Title of the research
Qualifications:
1- B.A. in English language and education, English Department, Faculty
of Education, Tanta University, 1995, very good.2- Special Diploma in Education, Faculty of Education, Tanta University,
1997, very good.
3- Master's degree in EFL curricula and methods of teaching, Women's
College, Ain Shams University, 2002, excellent.
Position:
Assistant Researcher at the Curricula Development Department, the National Center for Educational Research and Development since 2002 till now. 4Acknowledgements
The researcher is deeply grateful to her supervisor Prof. Dr. Aida Zaher for her great effort without which this work would have never been completed. The researcher has been working under her supervision since 1999 when she started her M.A. research. During these years, she has known Prof. Aida as a principle-centered person. Her overly enthusiasm and integral view on research and her mission for providing only high quality work and not less, has made a deep impression on the researcher. I owe her lot of gratitude for having shown me this way of research. She could not even realize how much I have learned from her. I am glad I have come to get to know her in my academic life. She always monitored my work and took effort in reading and providing me with valuable comments. She really has a sharp eye for minute details and possesses super-analytical skills. I have to acknowledge her important inputs in all chapters of the thesis. The researcher would like to thank also her colleagues in the National Center for Educational Research and Development especially Mr. Rafik Abd El Moety and Ebtihal Abd El Aziz for the effort they exerted in helping the researcher score the speaking test. The researcher would also like to express her gratitude to the jury members for their worthy comments with respect to the study tools especially Prof. Zeinab El Naggar, Prof. Azza El Marsafy, Prof Salwa El Desouky, Prof. Kawthar Abou Haggar, Prof. Mostafa Abd EL Atti and all those who helped the researcher complete her research work in its final form. 5Table Of Contents
Chapter one: Introduction & problem.Page
1-8 Context of the problem ............................................................ 8-12 Statement of the problem........................................................ 12 Purpose of the study ............................................................. 13 The study hypotheses............................................................ 13 Variables of the study............................................................ 14 Delimitations of the study......................................................... 14 Significance of the study.........................................................15 Tools of the study ..............................................................16 Definitions of terms...............................................16-19Chapter two: Theoretical Background
I. The speaking skill.
Defining Speaking...................................................21-22 Aspects of speaking ...........................................................22Spoken versus Written discourse.23- 24
Purpose of speaking ...........................................25-26 Speaking genres ............................................................27 Speaking sub-skills. ......................................................27 Communicative competence taxonomies .............................................28-31 Conversational skills models ...........................................................31-33 Integrating communicative and conversational models..........................33- 38II-Communicative Tasks and teaching speaking
Theoretical rational for tasks...............................................................40-41 . Definition of communicative tasks....................................................41- 43 Task components...................................................43 6 Advantages of tasks in speaking instruction........................44- 45 Factors considered in designing tasks ............................. 46Classifications of communicative tasks ................................ 47-51
Pedagogical proposals of tackling tasks ........................
51- 53
III-The cognitive approach to language teaching.
The cognitive approach and language learning............................. 55 Concepts underlying the cognitive approach................................................55-56 The information processing model................................................56-60The cognitive approach and speaking
Planning and oral production .............................................................63-65 Explicit vs. implicit speaking instruction................................................65 Raising learners' Consciousness........................................................65- 69 Self/ peer monitoring .....................................................................69-70 Starting points for raising awareness ..................................................70- 72 Teaching Lexical phrases ............................. 72 IV-Integrating communicative tasks and the cognitive approach Rationale for the integration................................................74 A framework for task based instruction................................................74- 76Implementing tasks to manipulate attention focus................................................76- 77
a. Pre-task stage.................................................................................... 77- 80
b. During task stage ............................................................................... 80- 83
c. Post task stage ................................................................................... 83- 89
Chapter three: Review of related studies:
I- Communicative tasks and developing speaking .................94- 100 II- The cognitive approach and developing speaking skills ........ 101-109 III-Communicative tasks and the cognitive approach (Attempts of integration)..........................................................110- 133General Conclusions 134-137
Chapter Four: Method
I. Design of the study.................................................................. 138quotesdbs_dbs3.pdfusesText_6
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