For my best friend, Alejandro Castillo Medel, she is like my mother because she always asked me to keep going and achieve my dreams. She came into my life and inspired me to keep going and believe that anything is possible if we believe in something.
Introduction
According to the education policy of the Faculty of Languages at BUAP, students of target language II must reach the A2 level, based on the Common European Framework of Reference for Languages (CEFRL); develop their knowledge,. Some students only study English as a requirement and they are not able to communicate with others and at the end of the bachelor they have problems with it, in other words they do not reach the expected level required.
Statement of the problem
It is our perception of these demands that underlies our purposeful utterances: we pursue a goal that is, in some sense, imposed on us by our reading of the current situation relative to our listener's perception of that situation. interpret what they say. It is also necessary to mention that speaking is one of the most difficult skills to develop in target language in college, based on college students.
Significance of the study
Therefore, this study focuses on an action research by collecting and interpreting data through OM(Multimedia English Placement Test) related to listening comprehension, grammar structures, vocabulary use and verbal structures to measure the actual students' English level and an assessment oral test to identify for the consideration of the fluency, pronunciation, vocabulary and grammar oral production, because it is important to find a way to improve the speaking through these abilities despite when speaking uses all these skills to express our thoughts and ideas communicate.
Theoretical context
Research setting
Students will be assessed in order to obtain evidence of knowledge of the results they have at A2 English language level.
Purpose of the study
Research Questions
Speaking Skill
Also on this topic, Rod Ellis (2008, p. 109) added two important points to consider in this mode of language production. The labels "acceptable" and "productive" language use can be applied to listening and speaking, respectively.
Teaching Speaking Skill
How to Teach Speaking skill
A different kind of incoherence can be found in the more recent paradigm of communicative language teaching (CLT). They can encourage the natural repetitive use of certain language patterns – and thus can be located in the middle of our communication continuum. f) Simulation and role play.
Errors and Mistakes in Oral Production
What is the real level of English that target language II students have in the Licenciatura de la Eenseñanza del Inglés. 3.- How many students of the target language II in the Licenciatura de la Enseñanza del Inglés get the A2 level expected in the direction. Rost (2000) also emphasizes the importance of listening as "the most used language skill" (p. 7) and in practicing this important skill, students can improve their acquisition processes.
Porsiento a sukog dagiti estudiante a target language II iti LEI Diploma iti Panangisuro iti Ingles Seksion 10 babaen ti Panagusar iti Grammatical Structure. Porsiento a sukog dagiti estudiante a target language II iti LEI Diploma in English Teaching Section 10 babaen ti panagusar iti bokabulario. Porsiento a sukog dagiti estudiante a target language II iti LEI Diploma in English Teaching Section 10 babaen ti panangusar kadagiti berbal nga estruktura.
These were the results that target language II students at LEI achieved during the Trinity College task.
Speaking Assessing
Goals and problems in Teaching Speaking
It is very difficult to design and administer procedures that actually get students talking: more so, in many ways, than getting them to listen, read or write. So let us begin by defining the main objectives of such procedures and the associated problems. a) That the students actually have to talk a lot. As much time as possible during the activity should be used by the students themselves for speaking.
30 . in a foreign language in the classroom, because they worry about making mistakes, fear criticism or losing face, or simply shy away from the attention their speech attracts. Students need to feel that they can contribute something relevant and original to the discussion so that it is worth speaking. In classes where some or all students share the same L1, they may fall back on this when they could use English with a little more effort.
They do this because it is easier and more natural to talk to each other in their own language.
The importance of errors in Teaching language
This word order is perfectly acceptable in French, but not in English: and some students never notice that English arranges the words differently unless their attention is drawn to it. a) Limitations and problems:. The main problem with error correction is that it does not produce either immediate or consistent results. Many teachers are familiar with the situation of correcting a student in one lesson - and then seeing them make the exact same mistake in the next, didn't they listen?
This has clear implications – possibly negative – for the relationship between the person correcting and the person being corrected. And that means we have to be very sensitive in the way we do it.
Feedback
Range of language
Accuracy
Accuracy is a simple concept that needs to be identified because all researchers agree on the main goal of accuracy. Researchers have distinguished between two types of measures of grammatical accuracy: specific measures of accuracy and general measures of accuracy (Ellis & Barkhuizen, 2005). As specific measures of accuracy (Crookes, 1989; Kawauchi, 2005; Wigglesworth, 1997), researchers attempt to measure certain forms of learners'.
For example, measuring target verbal morphology and target verbal plural use are specific measures of grammar. In contrast to a specific measure of accuracy, overall accuracy is a more realistic and sensitive measure. In precision work (where students learn specific grammar or vocabulary, for example), the focus is on language form.
- Instruments
- Procedures
- Research questions
- Results
Ko investigación ojeporu temimbo'e lenguaje objetivo II sección 10 Bachiller de Artes en Enseñanza Inglés (LEI), facultad de lenguas BUAP-pe. Oñemopyendáva asignación colegio Trinidad-pe, mba'épa umi apañuãi ojehechavéva ombohováiva umi temimbo'e lenguaje objetivo II Bachiller de Enseñanza Inglés-pe oñeha'ãvo oñe'ê inglés-pe. Total número de estudiantes, Asignaturas oñeestudiáva lengua objetivo II sección Bachiller de Enseñanza Inglés LEI-pe
Ipakita ti bilang iti ngato a ti dagup a bilang dagiti estudiante iti target language II iti Bachelor of English Teaching iti daytoy a grupo ket: 11 nga asignatura, 3 a lallaki (27.28%) ken 8 a babbai (72.72%). Scale ti porsiento dagiti estudiante iti target language II iti Bachelor of English Teaching LEI section 10 kalpasan ti pannakaipakat dagiti paglaingan iti panagdengngeg OM personal Online test. Scale ti porsiento dagiti estudiante iti target language II iti Bachelor of English Teaching LEI section 10 kalpasan ti pannakaipakat ti OM Personal Online Reading Comprehension Test.
Irepresentar daytoy a grapo ti promedio a porsiento ti pannakaawat iti panagbasa a nagun-od dagiti estudiante iti Target Language II iti Bachelor of English Teaching. OM Personal Online Exam Sapasap a Resulta para kadagiti Estudiante ti Target Language II iti LEI Diploma iti Panangisuro iti Ingles Seksion 10 Sapasap. Dagitoy nga iskor ket naala manipud kadagiti estudiante ti target language II iti Bachelor of English Teaching, dagiti puntos ket nausar kadagiti trinity college assignments.
Implications
- Recommendations
- Further research
At the beginning of the study, the target language group II of the Licenciatura de La Enseñanza Del Inglés, section 10, was chosen to conduct an evaluation, during which different areas of the English language were assessed, the group was interviewed and asked to participate online go and opened the web page OM personal test.com, in which the students were really interested in what level they could have, so the students had to get their results on a specific date, but they did not pass the exam on time, they were asked about some problems they face in connection with the web page and access to it. It is important to take into account the students of target language II in the assessments of Licenciatura de la Enseñanza Del Inglés, because the main expectations at this specific level of the English language are not met and some students do not achieve this and they also have difficulties with communicating, writing, reading and listening, it is recommended that teachers conduct these types of assessments in a continuous manner. Therefore, this study was conducted to know the actual level of the students, analyze them and plan which strategies could be better to help them achieve this goal. A2. The purpose of classroom assessment and evaluation is to give students the opportunity to demonstrate what they have learned, rather than standing out or showing what they have not learned.
It is recommended to continue this work to assess the actual English level not only in target language II students, but also for all the target languages with the aim of determining the student's suitable level for their certification exam at the end of the bachelor . The meaning of this kind of evaluation is to recognize students' results in the different levels and areas of the Common European Framework, some students did not have the expected level and they need to improve, but how to identify or know without ' an evaluation. Some students of this major study only the English language and course the various subjects, but they are not able to communicate.
They do not continue the language as a communicative tool, but the most important expectations are that students of this major will be able to work in different jobs and will acquire the communicative skills of the language, having achieved a good level.
