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ERIC Number: EJ846329
Record Type: Journal
Publication Date: 2005-Sep
Pages: 5
Abstractor: As Provided
Reference Count: 4
ISSN: ISSN-1094-3501
First, You Have to Hear It! ESL Oral Language Practice
LeLoup, Jean W.; Ponterio, Robert
Language Learning & Technology, v9 n3 p4-8 Sep 2005
There is no question that the development of oral language skills in second (as well as first) language learners is of prime importance. Language learners must focus on oral language proficiency because it is eventually the skill they will most use. But oracy in second language learners does not develop in a vacuum. It is inextricably intertwined with the other language skills (reading, writing, and listening). The National Standards for Foreign Language Learning clearly support the notion of integration of skill areas with the goal area of Communication. The first standard in this goal area is 1.1: "Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions" (National Standards, 1999). This interpersonal communication standard implies two-way communication in which aural and oral language both play a key role. Oral language development needs two essential elements in order to be maximally realized: comprehensible input (CI) and social interaction. The language learning environment, be it a classroom or other venue, should be structured to include CI as well as encourage the aforementioned two-way communication qua social interaction. In this article, the authors examine two sites--Randall's ESL Cyber Listening Lab and Breaking News English--that provide CI for English language learners and also make provision for subsequent two-way interchanges that allow learners to practice their oral output.
University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A