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Why English teachers should not overlook the meaning of transcription
"If you can not just explain it, do not understand it well enough."
-albert Einstein ) German physicist
Paraphrasing in conversation - especially when learning a new language!
Experienced English teachers know that students need to learn paraphrasing skills to complete academic write orders. Likewise, paraphrasing is an important ability for English-speaking learners to attend college classrooms, everyday talks, social situations and commercial transactions.
The ability to be re-state, as a rule to be upgraded and usually called as paraphrasing, enables English students to confirm information, to convey this information exactly and avoid plagiarism problems when writing papers. As a result, paraphrasing is usually highlighted in English as a second language (ESL) and English as a foreign language (EFL) ring classes. Classes and teachers focusing on oral capabilities of academic presentations on simple calls should also devote the conversion to the conversion.
English language students, whether university or adult and young or old, must learn to confirm information by asking questions. This critical ability, which is crucial for an effective transcription, increases its ability to collect information, to avoid costly errors and reduce your daily load level. It is also impossible to rewrite a conversation exactly if you are confused about the meaning. Some useful phrases for a listener to ask, include:
Are you saying ...?
Do you mean?
What are you geting?
If I understand you correctly, say ...
, so you say ... right?
Do I have that right?
Speakers can also check if your group members and classmates understand their instructions.
Are you with me?
Can you understand me?
was I too fast?
should I reformulate this?
Is that clear?
should I repeat the instructions?
should I repeat this?
Would it be better for me to repeat that?
Can I answer questions?
Is someone lost?
Extended English students ask to repeat directions in different words can also be effective group activity. The directions can be on a physical location (home, campus building, museum) or how to do something simple to find a definition or send an e-mail. You can also expand the order by requesting detailed instructions to a complicated procedure, such as: For example, a driver's license applying for a visa or decides a new laptop.
You can also ask the students to share an autobiographical story. Student A tells a story, and student B counts this story with different words to student C. This rewriting exercise also helps build a greater, practical vocabulary.
Another teaching technology that I found as uses asks the students to build proverbs and quotes. This exercise, which is done in two groups, often ends with the question of whether the students do not agree to the specific proverb or the quote or do not agree. Of course, the students have to give a reason and / or an example to support their answers. ESL tutors and English teachers have lucky enough to have small classes can occur on this technique to encounter the interests of the students.
When English students can rewrite a reading, radio segment or a verbal statement, they can actively participate in common conversations and class discussions. Many English teachers underestimate the importance of this ability, and assume that students understand it more than they could. Verbal paraphrasoring activity enable students and teachers to judge a natural, authentic way of hearing abordigence capabilities.
Therefore, the verbal paraphrasing earns more attention in speaking activities - especially in high intermediate and advanced! Do not you agree?
Which techniques or exercises do you use to improve paraphrasing capabilities?
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