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 require 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 approach can influence the final quality of their work. For example, if a student is generally worried about oral presentations, it can be perceptible and the audience would be able to notice that the presenter is struggling. In connection with the difficulty of the preparation, I wanted to gather information about the amount of time they usually spend on this activity. I considered it substantial since it can indicate 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, while for others it is a more time-consumin g 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 entirely new medium compared to secondary schools, it can be hard to adapt to the new atmosphere and expectations, but helpful teachers represent a great advantage. The following three questions dealt with students’ speaking skills in general. The first one asked whether it has ever 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. Horvà ¡th, & M. Nikolov (Eds.) UPRT 2008: Empirical studies in English applied linguistics (pp. 43-57). Pà ©cs: Lingua Franca Csoport. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford University Press. Kiss-Gulyà ¡s, J. (2001). Experiencing the Examination Design, Content, Materials and Procedures. In Egyà ¼d J, Gy. & Gà ¡l, I. & Glover, P. (Eds.) English Language Education in Hungary Part III. Budapest: The British Council Hungary. Menyhà ¡rt, A. & Kormos, J. (2006). Angol szakos hallgatà ³k nyelvtanulà ¡si motivà ¡cià ³ja. Iskolakultà ºra, 2006/12, 114-125. Nagy, B. (2005). The role of individual communicational variables in advanced EFL learning. Magyar Pedagà ³gia, 105, 5-27. de Saint Là ©ger, D. & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37, 269-285.