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 based on this, they could decide whether it is enough practice, or they would direct 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 improvement can influence the final quality of their work. For example, if a student is principally worried about oral presentations, it can be perceptible and the earreach would be able to notice that the presenter is struggling. In connection with the encumbrance of the preparation, I wanted to join forces information about the amount of succession they usually spend on this activity. I considered it substantial since it can allude 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 learn faster, piece for others it is a more time-consuming 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 merely new medium compared to secondary schools, it can be hard to admit to the new atmosphere and expectations, but helpful teachers represent a swell advantage. The following three questions dealt with students speaking skills in general. The first wizard asked whether it has ever so 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). belief and Learning in the Language Classr oom. Oxford University Press.Kiss-Gulys, J. (2001). Experiencing the Examination 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 individual 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.