Abstract:
This paper presents the findings of an observation study of the English language productive skills of ELTO (English Language Training for Officials) students at EIT (the Eastern Institute of Technology) and at Victoria University in New Zealand. The aim of this study is to find out how the language activities created by teachers of these universities to teach the speaking and writing skills of the students agree with those proposed by Scrivener (2005) and the progress of the students. Through a detailed study and analysis of the pedagogy, it was found that the way teachers use to create and plan language activities agrees with the ideas provided by Scrivener (2005). It was found that teachers use cyclic approach to broaden the vocabulary repertoire of students which is an essential requirement for developing the productive skills. Then they use discussion activities and communicative activities for practicing speaking skills; and for developing the writing skills of the students, they use both guided and unguided writing. The study also investigated the IELTS pre-test and post-test scores of speaking and writing skills of a total of 10 participants and then they were compared. It was found that the post-test scores of the participants were higher than pre-test scores.
Key words – cyclic approach, productive skills, communicative activities, guided writing, unguided writing
Published: Myingyan Degree College Research Journal (Vol-7)
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