The objective of this paper is to find solutions or strategies for the classroom instructor that will enhance students’ skills in oral practice, and will fulfill the curriculum objectives outlined to the faculty staff by the target school.
The target school serves its local community which consists of mostly Hispanics. The semester for each level of study, lasts for one month. Within this month of instruction, the students have to complete and improve their listening and oral skills through the use of grammar, listening, and oral exercises which are supplemented by audio and visual aids, but directly instructed and guided by a classroom teacher.
The problems that the target school faces lies in the discrepancies found on the test results of the exit examination compared to classroom performance results. The target group passes the examination given at the school with average marks, but due to the beliefs of the administration, those scores can be considered close to failing.
Table of Contents
BACKGROUND
Problem Statement
Discrepancy Statement
RESEARCH
Solution Strategy
IMPLEMENTATION PLAN
RESULTS
REFERENCES
Objectives and Topics
This paper aims to develop and implement effective pedagogical strategies for instructors at a private language institution to enhance the oral English proficiency of adult learners. By identifying existing discrepancies between classroom performance and formal testing outcomes, the research seeks to align instructional methods with curriculum goals to better serve a culturally diverse student population.
- Analysis of instructional methods for adult English language learners.
- Implementation of practical oral practice strategies, including role play and situational dialogues.
- Evaluation of student progress through consistent monitoring and pre/post-testing.
- Investigation into the discrepancy between classroom achievement and exit examination results.
Excerpt from the Book
Background
The target school is a subsidiary of a publishing company. The target school has been in existence since the spring of 1993, a few months after the inception of its parent company. The target school operates as a private language institute, serving its culturally diverse community. It is located in an urban area of Southern Florida. The purpose of the school is to provide instruction in English to students who speak another language. It is one branch of many that includes schools and programs already or newly established in countries and cities such as Brazil, South Korea, Kingston, Jamaica and Mexico City, Mexico.
The total enrollment at the target school is approximately (or over) eighty students. The target school’s policy is that no Spanish is to be used within the classroom environs. The target school services an upper-class population of mostly adults. [The target school does not intentionally service the upper-class but due to its (the target school’s) location, most of the students happen to be in that economic branch.] The majority of the students are from the countries of Cuba, South America, Central America, and European countries such as France and Germany.
Summary of Chapters
BACKGROUND: This chapter introduces the institutional context, describing the target language school, its student demographics, and the diverse background of its adult learner population.
Problem Statement: This section details the pedagogical challenges faced by the school, specifically the observed discrepancies between daily classroom performance and exit examination results.
Discrepancy Statement: This chapter formalizes the issue regarding inconsistent testing outcomes and the administration's search for a more objective assessment method for oral skills.
RESEARCH: This chapter reviews various educational theories and models concerning adult language acquisition, effective teaching characteristics, and curriculum organization.
Solution Strategy: This section outlines the specific classroom methodologies adopted to improve oral English skills, such as reading aloud, role play, and student-to-student dialogue.
IMPLEMENTATION PLAN: This chapter provides a detailed twelve-week schedule of activities, including specific weekly purposes, materials, and evaluation methods used to facilitate student learning.
RESULTS: This final chapter presents the outcomes of the implemented strategies by evaluating student performance against the set objectives through comparative pre- and post-test data.
REFERENCES: This section provides a comprehensive list of all academic and professional sources cited throughout the study.
Keywords
Adult Education, English as a Second Language, Oral English Skills, Curriculum Design, Language Acquisition, Classroom Instruction, Pedagogical Strategies, Student Assessment, Teacher Effectiveness, Private Language Institutions, Listening Comprehension, Performance Discrepancy, Educational Research, Language Proficiency, Instructional Methods.
Frequently Asked Questions
What is the primary focus of this research?
The paper focuses on improving the oral English proficiency of adult students attending a private language institute in Southern Florida by implementing targeted classroom strategies.
What are the core thematic areas of the study?
The core themes include curriculum development for adult learners, the impact of specific oral practice methods, the role of teacher-led instruction, and the analysis of assessment procedures.
What is the main objective of this study?
The objective is to identify and apply instructional strategies that enhance students' oral English skills, thereby ensuring that final examination results more accurately reflect their actual classroom performance.
Which research methods were employed?
The study utilized a combination of teacher surveys, student performance logging, and a structured twelve-week implementation plan involving pre- and post-testing to measure achievement.
What does the main body of the paper cover?
It covers the background of the target institution, a review of relevant literature on language curriculum, a detailed implementation plan of weekly classroom activities, and the final results of the project.
Which keywords characterize this work?
Key terms include Adult Education, ESL, Oral English Skills, Curriculum Design, and Classroom Instruction.
How does the school handle the discrepancy in test scores?
The school administration and teachers aim to eliminate discrepancies by refining testing procedures and ensuring that assessments are both more difficult and objective.
What were the findings regarding student engagement with role plays?
While some students struggled or felt formal role plays were impersonal, most enjoyed activities where they could share personal "affairs," which led to increased confidence and reduced accents.
- Arbeit zitieren
- Dr Jeanette Alcock Mughal (Autor:in), 1998, The improvement of Oral English Skills at private Language Schools. Strategies for teachers, München, GRIN Verlag, https://www.grin.com/document/277409
