Grammatical knowledge also relates to the overall ability to use L2 namely reading, speaking, writing and listening. ... For example, to achieve the reading comprehension we need to understand the information given by the text, for instance, we can identify where the agent and theme of the text or identify the tenses of text or sentences. As argued by Givon (1995 in Zhang, 2012) the grammatical knowledge is important to the comprehension of texts in that it is essential to coherence building, as well as to word integration for establishing propositional meanings that enable text model construc...

• Word Count: 1309
• Approx Pages: 5
• Has Bibliography
• Grade Level: Undergraduate

When we are in the classroom with our students we assess their performance when speaking, writing, reading or listening. ... Listening We normally develop listening skills in the classroom in lockstep fashion. This means that all the students listen to one text at the same time. ... Extralinguistic clues can often be a basis on which to assess a student" listening proficiency, For e.g. ... Typical examples are the skinning and scanning activities so widely used or the "comprehension questions" at the end of the text. ...

• Word Count: 2238
• Approx Pages: 9
• Grade Level: High School

Simultaneously, speaking and listening skills are emphasised more as a way of successful and fluent communication. ... The reading comprehension questions used in the Grammar-Translation Method can be very useful for working on the text furthermore and understanding the text more deeply. ... There is less attention given to listening, speaking and pronunciation. In the Direct Method vocabulary is the most significant and as for the skills, speaking is the main one although reading, writing and listening also occurs from the start. ...

• Word Count: 1851
• Approx Pages: 7
• Grade Level: Undergraduate

Maclntyre and Gardner defined FLA as the feeling of tension and apprehension specifically associated with second language contexts, including speaking, listening, and learning; and Horwitz et al. described language anxiety as " a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process" (Cited in Javad Riasalti 907-917). ... One of them is to involve processes that resemble the natural language acquisition, by improving comprehension and engaging responses through actio...

• Word Count: 2041
• Approx Pages: 8
• Has Bibliography