The language does not seem to be bewildering episodes to those guys who are being taught by those teachers who have never theoretical ideas on the language nor do they have pragmatic senses on the language discourses. The sub-skills are to be accelerated based on the skill, how much perfectness they would be having in the main skills. The classroom typically makes the learning to be comprehensive in such way that the teacher usually dominates in it and therefore the sophisticated learning that is absolutely created by the students never happen, if the learning of interactive or the collaborative scaffolding hardly happens, there would be absolutely a devastating experience for the learner on their learning. The listening skill of the pupil probably depended on the caliber of their reading and verse versa. The moment we are confident in using four skills, we could pretty awesomely articulate a language of its four dimensions and fair enough to be using other components as well.
S. Abdul Jabbar
Dr .S. Abdul Jabbar, Master of Arts (English), Ph.D. (Education) from Regional Institute of Education, Mysore and , is an Assistant Prof. of Education at the Department of Education and Training, Maulana Azad National Urdu University, Hyderabad. He has published 15 articles in reputed journals and has published chapters in 5 edited books.
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LAP LAMBERT Academic Publishing
scaffolding, Vocabulary, spelling, Pronunciation and Grammar, listening skill, Types of listening, characteristics of an Active listener, reading skill, Techniques of Reading, Types of Reading and Pre- reading, Desktop computer mobile devises, Mobile technology enhances language laerning, Linguistic and phonological rules, Syntactic rule, Objectives of Listening, Objectives of Reading, Objectives of Speaking, New approaches, language games, Digital Learning, Active Learning
LANGUAGE ARTS & DISCIPLINES / Literacy