Recognitions:

This work appreciatively acknowledges the aid of many persons. who had contributed in making this survey. First. I would wish to thank my faculty coordinator Mrs. Sanghvi for her effectual provender back on my documents. Second. I would love to thank my household and particularly my male parent Dr. Talib for his support of my work. Besides thanks for every attempt that has been made by my uncle Mr. Ghalib Al-Bir. Thankss to all members of the English section in Al-Rustaq Applied Sciences College. who answered the questionnaire.

Abstraction:

This research is about the importance of eloquence and truth in linguistic communication acquisition ; either as a 2nd or a foreign linguistic communication. It is found out that eloquence is more of import than truth. In other words. eloquence represents the major subdivision in linguistic communication acquisition procedure. and it about covers all the of import accomplishments that lead to a successful communicating. Survey findings show that bulk of ELT instructors focus on eloquence more than truth.

Aims:

The undermentioned inquiries are traveling to be answered by the terminal of this survey: What is eloquence and truth? What enables proper communicating? What is most focussed on in the schoolroom by instructors. eloquence or truth? Why it is necessary to concentrate on public presentation instead than competence? Does the grade of eloquence and truth activities depend on the learners’ degree?

Scope:

This survey faced some restrictions and troubles for several grounds. First. the figure of words was limited ; so many things were omitted like a particular study for scholars themselves to happen out more about this country. Besides some of the questionnaire transcripts were non filled decently. so I had to return them and attack others respondents for the study.

Chapter 1: Introduction:

Learning a linguistic communication is a necessity to pass on good with others around the universe. This study aims to detect what is more of import to make proficiency and a good communicating in linguistic communication acquisition: is it eloquence or truth? Most of the old probes and researches are proposing that eloquence is more of import than truth. and it is the best tool of a good and a clear communicating. I believe that eloquence is the first thing that should be focused on and assessed. Undoubtedly. eloquence is the lone tool that people can interchange thoughts and show ideas with each other. In order to back up my place a study was carried out. This questionnaire was answered by a figure of experts’ in linguistic communication instruction. A sample of the study will be provided at the terminal of this study attached with the appendix.

Chapter 2: Literature reappraisal:

This literature reappraisal will join forces on the subject foremost with the most of import definitions supported by illustrations. and discussed independently. To larn a linguistic communication and execute good in this peculiar linguistic communication there should be two factors. These factors harmonizing to Brown ( 2001 ) are eloquence and truth. and they are regulating the success in pass oning with a good linguistic communication. To set the focal point on these factors they have to be defined. Eloquence can be defined as the capableness of reading. authorship and talking without any breaks ( Harmer. 1991 ) . In other words. it is the speaker’s good public presentation and his/her ability to react and understand this peculiar linguistic communication while reading. composing or talking. In add-on. eloquence is a group of accomplishments. which throughout talkers can pass on orally and accomplish comprehension from the existent public presentation ( Brown. 2001 ) . In many linguistic communication larning establishments. instructors give more accent to fluency than truth.

Harmonizing to Brown ( 2001. p116 ) “At times eloquence may hold to take on more importance than truth in order to maintain scholars meaningfully engaged in linguistic communication use” . Teachers assess the pupils on their eloquence in many countries. For case. they may measure them on the figure of words they have. the figure of intermissions and repeats in their address and besides the figure of false starts at the beginning of each sentence ( Ellis. 2003 ) . On the other manus. truth may be defined as the ability to bring forth right sentences utilizing right grammar and vocabulary ( Harmer. 1991 ) . The accurate scholar is required to build a clear and right grammar whether it was written or spoken ( Brown. 2001 ) . Furthermore. truth indicates a batch of applications or activities. such as grammar exercisings and gap-fill exercisings in text editions. Accuracy is given more importance by some traditional instructors instead than eloquence.

As Harmer ( 1991 ) puts it. many traditional instructors would measure their pupils merely for truth. In add-on. instructors assess their pupils for their truth in several countries. For illustration. they would measure them on self-corrections. grammatical mistakes of verbs and articles and besides on their usage of appropriate vocabulary ( Ellis. 2003 ) . Previous researches and surveies have observed that eloquence is the most attractive country that motivates pupils to larn another linguistic communication. and it is the chief thing that leads to linguistic communication proficiency. Harmonizing to ( Tracey. et Al. 2008 ) . Fluency improves more opportunities to larn a linguistic communication either inside or outside the schoolroom. Besides as Tracey ( 2008 ) has argued. Eloquence is the most successful tool for the scholar to pass on and talk in a peculiar linguistic communication. Furthermore. eloquence improves a better manner of communicating between the scholar and his/her instructor ( Wolf. 2008 ) . It is besides of import to advert that eloquence improves the unwritten thought and helps to talk and cover with people and make a better apprehension between each other ( Wolf. 2008 ) .

Therefore. eloquence is the best instrument that person could get from linguistic communication larning. On the other manus. less accent may be given to accuracy in the early degrees of linguistic communication acquisition. As Ellis ( 2003 ) puts it. linguistic communication larning today aims by and large for eloquence and less for truth in the early phases. Accuracy in linguistic communication helps if the instructor gives some grammar or written vocabulary undertakings in the schoolroom. but it will non assist if person asks an unfastened unwritten inquiry to the pupils ( Sasson. 2007 ) . Sasson ( 2007 ) believes that if instructors keep concentrating on truth instead than eloquence. scholars will non be able even to inquire for a cup of tea in a java store. The importance of truth comes beside eloquence to enable scholars to use all the accomplishments that support linguistic communication acquisition.

Chapter 3:
Data Collection:

An effort has been made to take a group of people to reply a sample of a study that covers about the whole subject. This questionnaire has four inquiries. and the first inquiry requires some personal information. The 2nd one holds nine of the yes/no and multiple-choice inquiries. while the 3rd one is an understanding and dissension rate graduated table. The forth inquiry is to measure the importance of eloquence and truth in different groups of linguistic communication acquisition degrees.

These inquiries were made to pull the respondents’ attending. and to portion their existent experience about this subject. Twenty transcripts of this study were distributed among 20 males and females between 25-60 old ages old from the College of Applied Sciences in Al-Rustaq part in Oman. Most of the participants are instructors in the English Language Department. and they are from different states. In add-on. they are holders of Masters and Doctorate in different countries of English linguistic communication and linguistics. However. a few of them are working as trainers. supervisors and classs coordinators. Below is a presentation of the most important consequences that have been collected by this study.

Findingss:

This subdivision presents each of the inquiries that are conducted in the study individually. Every group of a similar type of inquiries is illustrated either with a chart or with a tabular array. and the information reading will be provided underneath it. The chart below shows the consequences from the multi pick inquiries. which are indicated with the 2nd subdivision of the questionnaire:

Chart 1:

1 ) Fluency is___________________________ truth in linguistic communication acquisition?
a. more of import than
b. every bit of import as
c. less of import than

2 ) Which of the undermentioned countries would you give more weight to in learning foreign linguistic communications? a. talking b. vocabulary c. grammar d. composing 4 ) Eloquence covers about ______________of all linguistic communication demands? a. 25 % B. 50 % c. 75 % d. 100 %

5 ) Which of these countries do you concentrate on in category?
a. Teaching Grammar
B. Vocabulary Appraisal
c. Content
d. Performance

It is obvious that the first inquiry ( Q1 ) has observed that an equal figure of instructors had chosen ( a ) and ( B ) . That is nine of them said that eloquence is more of import than truth. whereas the other nine have stated that both carries an equal importance. On The other manus. merely two stated that eloquence is less of import than truth. The 2nd inquiry ( Q2 ) shows that the bulk. who are 16. had chosen ( a ) . which is talking. as the activity that they would give more weight in learning a linguistic communication. Three instructors had chosen ( vitamin D ) . which is composing. while merely one instructor selected ( B ) . which is vocabulary as the most of import country. No 1 had chosen grammar ( degree Celsius ) as an of import country.

In add-on. inquiry four ( Q4 ) on sequence as a multi pick inquiry investigates that eloquence covers more than 50 % of linguistic communication demands. because most of the participants have selected ( degree Celsius ) . which represents 75 % . It should besides be noted that 14 instructors have selected public presentation ( vitamin D ) in ( Q5 ) as the most country they concentrate on in the schoolroom. and four of them have selected ( degree Celsius ) . which is content. over ( a ) and ( B ) . which stand as learning grammar and vocabulary appraisal. The cardinal point to observe is that most instructors give more accent to fluency over truth. because their replies showed that they support composing. speech production and the existent public presentation. over truth. i. e. spelling activities and grammar undertakings.

Chart 2:

3 ) Do current instructors give more weight in general on vocabulary and grammar exercisings instead than on talking fluently? Yes ( No ( 6 ) Do you believe it is a necessity to talk hundred per centum grammatically right? Yes ( No ( 7 ) Can teachers’ corrections of the students’ truth be demotivating? Yes ( No ( 8 ) Are accurate pupils better than fluid pupils in their academic accomplishments? Yes ( No ( 9 ) Does the degree of pupils determine the sum of activities to be given on eloquence and truth? Yes ( No (

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The chart above presents the findings from the ( yes ) and ( no ) inquiries of subdivision two of the study. Eleven instructors answered with ( no ) on ( Q3 ) . because they support talking fluently than giving gap-fill exercisings. while merely nine have answered with ( yes ) . because they prefer vocabulary and grammar exercisings. Furthermore. all of them answered with ( no ) on the 6th inquiry. because cipher can talk without grammatical mistakes. Question seven shows that 75 % of participants agree that truth corrections can be demotivated to linguistic communication scholars. whereas 25 % of them disagree.

Following. inquiry figure eight had observed that accurate scholars are non better than fluid scholars academically. because 11 instructors had answered ( no ) . while the other nine said ( yes ) . i. vitamin E accurate scholars are better academically. Last. 95 % of instructors in ( Q9 ) said that the sum of activities of eloquence and truth depends on the learners’ degree. while 5 % of them refused this thought. Again. ( yes ) and ( no ) inquiries have proved that eloquence is more of import than truth. but still depends on the learner degree. To give more support to this statement. the tabular arraies below are showing the consequences from subdivision 3 and 4 of the questionnaire:

These nine statements are adapted from ( Sasson. 2007 ) . All the respondents had agreed and strongly agreed on statement one. so it is so gives accent to eloquence. There is no denying that eloquence is given support in statement figure two. That is 13th of the instructors have agreed and three have strongly agreed. whereas merely four have disagreed. Fluency helps to do the scholars showing themselves. so statement three supports this and all the instructors had approved that by agree and strongly hold.

However. statement four. clarifies that the bulk had disagreed that truth is less of import than eloquence. while the minority. who were four had agreed with the statement. In statement five. 17 of the instructors refused exposing scholars to grammar instead than practising talking. On the other side. merely 4 of them had supported this thought. Nevertheless. more than 15 instructors have sustained the 6th statement. but 4 of them disagreed with it. Besides all of them had agreed and strongly agreed in statement seven. that truth affairs in texts books and written tests.

Statement eight suggests that new scholars should non worry about truth at their intermediate degree. but about 13 of the participants refused this thought and merely 7 of them had supported it. However. 14 instructors had approved statement 9. because both constructs depend on the scholar phase. while 6 of them did non accept this statement. Again. this subdivision had put eloquence in lead with some accent on truth in some instances. unless the tabular array below supports statement nine.

More elaborate survey in subdivision four of the study had shown that the focal point of eloquence and truth given to the scholars depends on their degree. As table 2 nowadayss the consequences. about the bulk of instructors have given more accent to eloquence in the novices. intermediate and advanced degrees of linguistic communication scholars. In other words. more than 18 of them hold given an norm and high focal point on eloquence to the three degrees. On the other manus. they give accent to accuracy merely to the intermediate and advanced degrees. That is about 18 of them gave an norm and high focal point to truth in intermediate degrees. while merely two gave low focal point. Besides all the instructors have given more focal point on truth in the advanced degrees.

Decision:

In short. this research has arrived at a combination of figures that demonstrate the differentiation of eloquence over truth. First. eloquence is a tool of communicating. and the chief intent of larning a linguistic communication is to be able to present your thoughts to others. Second. truth is the tool of competency and affairs merely in exercisings. tests and grammar/vocabulary activities. whereas eloquence is the existent public presentation of the competency and it enables scholars to talk and show their demands. Finally. the focal point of both constructs depends of the phase of larning whether it was intermediate or advanced. but more focal point is given to fluency in all degrees. while on truth in more advanced degrees. To sum up. linguistic communication larning procedure is merely like the coin that holds fluency as its caputs and truth as its dress suits.

Bibliography

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• Ellis. R ( 2003a ) . Task-based Language Learning and Teaching. Oxford: Oxford University Press.

• Ellis. R ( December. 2003b ) . Task-based Language Learning and Teaching. TESL-EJ Journal. Vol. 7. No. 3. 386-387. Retrieved from:

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• Harmer. J ( 1991 ) . THE PRACTICE OF ENGLISH LANGUAGE TEACHING. Harlow: Longman.

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• Tracey. M. D. . Munro. M. J. & A ; Thomson. R. I. ( September. 2008 ) . A Longitudinal Study of ESL Learners Fluency and Comprehensibility Development. Applied Linguistics. Vol. 29. No. 3. ISSN. 0142-6001. 359-380. Oxford: Oxford University Press.

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