Start Date: 02/23/2020
Course Type: Common Course
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In this course, you will be introduced to some of the challenges of teaching and learning listening and speaking, such as paralinguistics, performance variables, reduced and regional forms, and differing types of oral discourse. Don't worry--you'll learn what those mean, too! Then you'll learn how to ease the acquisition of listening and speaking for your students. The course also highlights the powerful opportunity to include pronunciation in listening and speaking classes and offers strategies to incorporate pronunciation activities.
In this module, learners are introduced to strategies that students can use to simplify listening and take control of improving their listing skills. Learners are also introduced to strategies teachers can use to make second language listening easier for their students.
Teach English Now! Second Language Listening, Speaking, and Pronunciation In this course, you will dive into the second language listening, speaking, and pronunciation skills that you learned in the first course. This course is designed to show you the advanced listening, speaking, and pronunciation skills that can help you teach and guide other learners. You will also get an in-depth view of the important grammar points that you will need to learn to become fluent in the other language. This is the second course in the Learn English Now! Specialization, which aims to help you learn English by demonstrating how the language is taught in schools and colleges. This second course is designed to help you become fluent in English by demonstrating how the language is taught in schools and colleges. In this course, you will learn about the second language listening, speaking, and pronunciation skills that you learned in the first course. After completing this course, you will be able to: 1. Understand how language works 2. Listen to music and talk with others 3. Speak and listen to written or spoken language 4. Understand spoken and spoken-language grammar 5. Read and write English grammars 6. Learn English speaking and pronunciations 7.
|English-speaking Quebecer||Some English-speaking Quebecers also opt to send their children to French-language schools. As a result, programs to integrate English-speaking children into a French-speaking milieu (particularly in English-speaking areas on the West Island) are increasingly popular in French school boards, and have used in French-language private school for years.|
|Listening||Along with speaking, reading, and writing, listening is one of the "four skills" of language learning. All language teaching approaches except for grammar-translation incorporate a listening component. Some teaching methods, such as Total Physical Response, involve students simply listening and responding.|
|Pronunciation respelling for English||Pronunciation respelling is a notation used to convey the pronunciation of words, in a language, such as English, which does not have a phonemic orthography.|
|Spelling pronunciation||In some instances a population in a formerly non-English speaking area may retain such second language markers in the now native-English speaking population. For example, Scottish standard English is replete with spelling mispronunciations from when Scots was subsumed by English in the 17th century.|
|Teach Yourself||The first two strands, "Get Talking" (audio course) and "Get Started", are aimed at absolute beginners and those who have not learnt a language since school. "Get Talking" is an all-audio course designed to get teach basic speaking in a short period. "Get Started In" is a more comprehensive course tackling all four skills (reading, writing, listening and speaking).|
|English-Speaking Union Scotland||The English-Speaking Union Scotland (ESU Scotland) is an educational Scottish charity whose purpose, shared with the English-Speaking Union internationally, is to promote international understanding and human achievements through the widening use of the English language throughout the world.|
|Second-language acquisition||Also, when people learn a second language, the way they speak their first language changes in subtle ways. These changes can be with any aspect of language, from pronunciation and syntax to gestures the learner makes and the language features they tend to notice. For example, French speakers who spoke English as a second language pronounced the /t/ sound in French differently from monolingual French speakers. This kind of change in pronunciation has been found even at the onset of second-language acquisition; for example, English speakers pronounced the English /p t k/ sounds, as well as English vowels, differently after they began to learn Korean. These effects of the second language on the first led Vivian Cook to propose the idea of multi-competence, which sees the different languages a person speaks not as separate systems, but as related systems in their mind.|
|Teaching English as a second language||The teaching profession has historically used different names for these two teaching situations; however, the more generic term teaching English to speakers of other languages (TESOL) is increasingly used to describe the profession. Both native speakers and non-native speakers successfully train to be English language teachers. In order to teach English as a Second Language to English Language Learners, or ELL's, one must pass a written and oral test in English to demonstrate proficiency.|
|Etowah High School (Georgia)||English- The English department is meant to help teach student listening, speaking, and reading and writing skills.|
|Pronunciation respelling for English||For many English language learners, particularly learners without easy Internet access, dictionary pronunciation respelling are the only source of pronunciation information for most new words. Which respelling systems are best for such learners has been a matter of debate.|
|Cambridge English: Proficiency||The exam continued to evolve, reflecting thinking and developments in communicative language assessment and second language acquisition (SLA). By 1975 it included separate listening and speaking tests, finally adopting a format familiar to modern-day candidates with papers in Reading, Use of English, Writing, Listening and Speaking/Interview. In 1984, exam time was reduced to less than 6 hours – half the amount of the original 1913 exam.|
|List of countries by English-speaking population||The following is a list of English-speaking population by country, including information on both native speakers and second-language speakers.|
|Education in Flanders||All Dutch-speaking schools teach French as first foreign language, English being the second foreign language. German and Spanish are often also available depending on the school direction.|
|Second-language acquisition||Adults who learn a second language differ from children learning their first language in at least three ways: children are still developing their brains whereas adults have conscious minds, and adults have at least a first language that orients their thinking and speaking. Although some adult second-language learners reach very high levels of proficiency, pronunciation tends to be non-native. This lack of native pronunciation in adult learners is explained by the critical period hypothesis. When a learner's speech plateaus, it is known as fossilization.|
|Traditional English pronunciation of Latin||A similar situation occurred in other regions, where the pronunciation of the local language influenced the pronunciation of Latin, eventually being replaced with reconstructed classical pronunciation. In German-speaking areas, traditional Germanized pronunciation of Latin is discussed at , with reconstructed classical pronunciation at .|
|Cambridge English: Proficiency||Cambridge English: Proficiency presently comprises four exam papers, which test each of the four language skills: Reading, Writing, Listening and Speaking.|
|Pearson Language Tests||PTE Young Learners (formerly known as LTEfC) are international English language exams for young children (aged from 7 to 12) who are learning English as a foreign language (EFL). They test the four skills: reading, writing, listening and speaking.|
|English as a second or foreign language||In the US, Canada, Australia, and New Zealand this use of English is called "ESL" (English as a second language). This term has been criticized on the grounds that many learners already speak more than one language. A counter-argument says that the word "a" in the phrase "a second language" means there is no presumption that English is "the" second acquired language (see also "Second language"). "TESL" is the teaching of English as a second language. There are also other terms that it may be referred to in the US including: ELL (English Language Learner) and CLD (Culturally and Linguistically Diverse).|
|Received Pronunciation||The study of RP is concerned exclusively with pronunciation, whereas "Standard English", "the Queen's English", "Oxford English", and "BBC English" are also concerned with matters such as grammar, vocabulary and style. An individual using RP will typically speak Standard English, although the converse or inverse is not necessarily true. The standard language may be pronounced with a regional accent and the contrapositive is usually correct. It is very unlikely that someone speaking RP would use it to speak a regional dialect.|
|English as a Second Language Podcast||The purpose of English as a Second Language Podcast is to teach English by using everyday phrases and expressions spoken at a slow rate of speech, followed by explanations of what these expressions mean and how to use them. Learners access the lessons for free on the website or via a piece of podcast/RSS feed software such as iTunes. ESL Podcast uses a pedagogical approach based upon research in second language acquisition focusing on providing comprehensible input in a relaxed, friendly atmosphere.|