How Can English majors develop their speaking skills? Essay -- Langua

In the next point, I inquired about the amount of presentations they had to prepare, which I regarded significant because establish on this, they could decide whether it is enough practice, or they would require more. After that they had to rate how difficult it was for them to prepare these presentations. I aimed to discover their attitudes toward presentations because their approach can influence the terminal quality of their work. For example, if a student is generally worried about oral presentations, it can be perceptible and the audience would be able to notice that the bestower is struggling. In connection with the difficulty of the preparation, I wanted to gather information about the amount of time they usually spend on this activity. I considered it literal since it can indicate how seriously they take the task and how much time they need to be well-prepared. Of course, it can be variable because there are students who demand faster, while for others it is a more time-c onsuming process. In the next point, I aimed to gather some information about teachers willingness to help from the students point of view. As the university is an exclusively new medium compared to secondary schools, it can be hard to adapt to the new atmosphere and expectations, but helpful teachers represent a great advantage. The pursual three questions dealt with students speaking skills in general. The first one asked whether it has ever caused them a problem to speak in a class. The next one aimed to reveal the possible reasons behind the problem. I think it is crucial to be aware of the difficulties that students can have with oral production. After that they could name methods to successfully overcome their possible fears or problems. I also ... ...n R. Lugossy, J. Horvth, & M. Nikolov (Eds.) UPRT 2008 Empirical studies in English applied linguistics (pp. 43-57). Pcs Lingua Franca Csoport.Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford Universi ty Press.Kiss-Gulys, J. (2001). Experiencing the testing Design, Content, Materials and Procedures. In Egyd J, Gy. & Gl, I. & Glover, P. (Eds.) English Language Education in Hungary Part III. Budapest The British Council Hungary.Menyhrt, A. & Kormos, J. (2006). Angol szakos hallgatk nyelvtanulsi motivcija. Iskolakultra, 2006/12, 114-125.Nagy, B. (2005). The role of soulfulness communicational variables in advanced EFL learning. Magyar Pedaggia, 105, 5-27.de Saint Lger, D. & Storch, N. (2009). Learners perceptions and attitudes Implications for willingness to communicate in an L2 classroom. System, 37, 269-285.