The Role of Group Work in Enhancing Speaking Skill in Primary Level

Topics: Primary education, School, Skill Pages: 2 (812 words) Published: March 24, 2013
The Role of Group Work In Enhancing Speaking Skill In Primary Level

The Role of Group Work in Enhancing Speaking Skill in Primary Level
Effective language skills are essential for children to access the curriculum. In the classroom, spoken language is the primary medium through which teachers teach and children learn. In developing their speaking skills, children need to learn to adapt their talk to the listeners; use a range of ways to express themselves; use talk to clarify their ideas and sustain their talk to develop thinking and reasoning. It is expected that when children start primary school, they will be able to understand much of what is said, express themselves clearly, share their feelings and make their needs known. This level of proficiency in speech, language and communication is critical to the development of a child’s cognitive, social and emotional well-being. Speaking should include putting thoughts into words and sharing in groups; taking opportunities to speak at some length to explain ideas in different situations; giving a talk or presentation using gestures, aids and rhetorical devices. This paper will explore the different types of group work and its mechanism of enhancing the speaking skill in the primary level. This will be done through reviewing different research made in this field. The purpose of this paper is to look closely at the importance of group work in the early stages to enhance the speaking skill of students. Group Group work is a very important part of our culture and life; and businesses now look at team work skills when evaluating any employee. Therefore, it is important for both, students and teachers, to learn to function in a group work environment. Research indicates that students learn the tasks better through involving oral interaction, in...

Bibliography: Richards, J. (2008). Teaching listening and speaking: from theory to practice. NY: Cambridge University Press.
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