Verbalization Motivation with Intermediate Students.
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| Title: | Verbalization Motivation with Intermediate Students. |
|---|---|
| Authors: | Jones, Marilyn Scarantino |
| Peer Reviewed: | N |
| Page Count: | 14 |
| Publication Date: | 1975 |
| Document Type: | Speeches/Meeting Papers |
| Descriptors: | Articulation (Speech), Grammar, Higher Education, Language Instruction, Language Learning Levels, Language Skills, Phonology, Pronunciation, Pronunciation Instruction, Second Language Learning, Secondary Education, Speech Communication, Speech Skills, Student Motivation, Teaching Methods |
| Abstract: | 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. However, because articulation involves almost simultaneous retrieval of various linguistic elements, students often feel frustrated as they attempt to speak. By analyzing the causes of the frustration, a teacher can enable his or her students to master an exciting new skill. Among the ways in which teachers can induce a class to speak are by: (1) using the foreign language more themselves in order to familiarize a class with the sounds of the spoken language; (2) emphasizing aspects of pronunciation which are problematic; (3) encouraging the formation of individually constructed sentences through imaginative oral drill sessions which also serve to alleviate fear of grammatical errors; and (4) offering students a variety of programmed exercises according to their abilities so that no student feels that he or she has nothing to say. Examples of several such exercises are included in the text. (Author/CLK) |
| Entry Date: | 1977 |
| Accession Number: | ED127839 |
| Database: | ERIC |
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