جستجوی مقالات مرتبط با کلیدواژه « speaking skills » در نشریات گروه « ادبیات و زبان ها »

 The aim of this study was to examine the role of the visual arts in promoting language competence in adult learners of the German language. The first part of this article explains why the use of fine arts in foreign language teaching is recommended. The second part shows how language and artistic images can be combined as two interdisciplinary poles and effectively improves speaking skills. The practical part of this post included a preliminary study as well as a pretest-posttest design with a control group. The study takes place in four 90-minute sessions. In the first session, the pre-test is carried out with the help of oral questions from the test “German for Immigrants”. The data is analyzed and the results are included. Furthermore, based on a didactic concept with the help of a artwork by the Austrian artist Albert Paris Gutersloh will be shown how art can be used specifically in language teaching to improve the language skills. At the end of the two sessions there is a 90-minute post-test. The data analysis is carried out according to the test criteria "German for immigrants". The results indicated the effectiveness of arts in improving language learners' language skills, particularly in the effective use of vocabulary and grammar skills. It can therefore be concluded that the visual arts can be used well as an effective visual medium to promote educational goals, particularly language skills.

The phenomenon of language attrition has been identified as an important obstacle that runs counter to the process of language learning. This paper investigates whether foreign language attrition affects the levels of accuracy, fluency and complexity in speaking skills of Iranian EFL learners. In doing so, 37 English language learners within an age range of 18 to 35 were selected from intermediate and advanced levels of oral proficiency based on convenience sampling. To assess the speaking ability of the participants, an IELTS speaking mock test was administered with various topics at four different stages of the study over a period of nine months—at the beginning of the loss of contact with the language, three months, six months and nine months after the loss of contact with the language learning experience. In order to answer the research questions, a repeated-measures ANOVA was used. The first research question was concerned with the impact of attrition on the complexity level of Iranian EFL learners’ speaking skills across the four stages. The results indicated that attrition significantly affected complexity. As for accuracy, significant and meaningful differences were found across the four stages. Similarly, regarding fluency that relates to the third research question, the results suggested a significant impact of attrition on this aspect of speaking. Moreover, the results of the effect size demonstrated that attrition had the highest impact on fluency and the lowest on accuracy.