I have a class of 24 undergraduate students who have been studying English as a subject for ten years rather than learning it as a language. I am teaching them English communication and have found out, their listening and speaking proficiency fall at elementary level. They prefer memorizing the language given in the course book rather understanding the usage and function. I have started introducing listening and speaking activities focusing on real life situations where they had to use the given language structure and relevant vocabulary. However, they feel hesitant and switch to translating the vocabulary first in their mother tongue which at times does not convey the contextual meaning. Hence the purpose of listening and speaking activities in L2 becomes meaningless.
How can I make them think in English and use the vocabulary directly in L2 to improve their English communication skills?
19 April, 2017 at 18:25
Total posts: 2
I do too encounter with this situation quite often. I have encouraged my students to write down what they will practice later on. It works on some of my students. It is worth to try, though. I get to make some slight changes on the writing and they feel more comfortable when practicing it either in pairs or in groups.