A Developmental Approach to Speaking and Listening Skills in a Multi-Cultural Classroom.

Autor/inn/en	Hudson, David D.; Ratliffe, Sharon A.
Titel	A Developmental Approach to Speaking and Listening Skills in a Multi-Cultural Classroom.
Quelle	(1988), (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Communication; Communication Apprehension; Communication Skills; Community Colleges; Course Descriptions; English (Second Language); Expressive Language; Group Discussion; Instructional Effectiveness; Interpersonal Communication; Job Search Methods; Listening Skills; Peer Evaluation; Problem Solving; Second Language Instruction; Skill Development; Speech Skills; Story Telling; Volunteers + Suchen Sie Ihr Suchwort? Klassengespräch; Kommunikationsstil; Community college; Community College; Kursstrukturplan; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppendiskussion; Unterrichtserfolg; Interpersonale Kommunikation; Arbeitsplatzsuchtheorie; Problemlösen; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Mündliche Leistung; Sprachfertigkeit; Freiwilliger
Abstract	A course in English as a second language (ESL) offered at Golden West College located in Orange County, California is designed to help students from many ethnic backgrounds develop speaking and listening skills for success in school, social situations, and work. Students must be at the intermediate ESL level. Each unit of study consists of competency-based learning objectives, oral and written exercises, a skill demonstration assignment, and visits with native English-speaking community volunteers to practice listening and speaking in a conversational setting. Students develop skills in listening, speaking, and assessing their peers' progress. Units focus on getting started learning communication skills, conversation skills, skills for discussing opinions in small groups, skills for describing a process to an audience, problem-solving, storytelling, job searches, and participating in a planned meeting. The course has been well-received among students and volunteers and has provided students with individual attention while reducing communication apprehension. Further research on the course's effectiveness is planned. Appendixes provide course guidelines and sample course materials. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC