The oral proficiency of ESL teacher teaacher trainees in different discourse domains

dc.contributor.authorOlivier, Christina E.
dc.date.accessioned2014-06-26T14:43:24Z
dc.date.available2014-06-26T14:43:24Z
dc.date.issued2008
dc.descriptionJournal in the library call No. scp 370.96881 neren_US
dc.description.abstractThis article reports on a study that investigated the oral proficiency of ESL Teacher trainees in different discourse domains. The sample of the study consisted of twenty ESL teacher trainees in their final year at a College of Education. Different methods were used to measure the teacher trainees’ oral proficiency in the English Communication Skills class while engaging in less formal conversations and in more formal teaching of content subjects during Practice Teaching. Three categories of constructs for oral proficiency were measured: Accuracy and fluency, classroom language and non-verbal communication. The findings supported the hypothesis: The oral proficiency of ESL teacher trainees is more satisfactory in some discourse domains, e.g.casual conversations, than in others, e.g. formal teaching. Although these findings cannot be regarded as conclusive they raise awareness of the problem. Recommendations were made on how to address the problem of poor oral performance of ESL teachers and teacher trainees teaching content subjects.en_US
dc.identifier.citationOlivier, C. E. (2008). The oral proficiency of ESL teacher teaacher trainees in different discourse domains. Nera Journal A Journal for the Namibian Educational Research Association, 30-44.en_US
dc.identifier.issn1609-2716
dc.identifier.urihttp://hdl.handle.net/11070/1051
dc.language.isoenen_US
dc.publisherNamibian Educational Research Association (NERA)en_US
dc.subjectEnglish communication skills
dc.subjectlanguage proficiency
dc.titleThe oral proficiency of ESL teacher teaacher trainees in different discourse domainsen_US
dc.typeArticleen_US
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