The speech emergence stage

Students undergo with this stage can use the language to communicate with the use of minimal amount of critical thinking. They can learn 3000 words which they can practice using by constructing simple phrases and sentences.

Also during this stage, students may manage to tell easy stories and start modeling their speech, not by imitation of that of their friends but what they believed is much easier to say. Little conversations are commonly valued on this stage, therefore, students are asked to substitute language for such physical expressions.

From this stage, students discover that in ordinary conversation, one’s language should be easy and greater attention must be paid to directness, substance and clarity despite of the simplicity of the sentences and the phrases used.

The said stage ranges up to another year and the resemblance of the manner of speaking of the teacher is common thing students, who undergo this stage, imitates. They preferably develop new sentence structures that could express their way of how to communicate.

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But eventually, this is where some problems arouse pertaining to the students’ speech competency.

One of these problems is that when students tend to produce longer sentences, the more grammatical errors occurs and so as the development of speech fluency slows down. Another is when the language used requires them a lot of time to analyze the information. With limited words to used, students could not further explain in the interaction and behaves to be unable to use even simple sentences. This stage strongly adjusts the students to make use of their speech capacity and so, demands simple and easy flowing conversations.

Interrelation with their co-learners inside the classroom is important for children learning English so they can demonstrate verbally or not what they have learned or even simply expressing their own feelings. Speaking and having social conversations with their peers are only few of the most known ingredients for advance communication and bond with others where they can show off or apply the language they have learned.

They could also be asked about the funny and happy experiences they had and gladly relate them in class. With these, the students may find it more enjoyable to express what they feel even in simple sentences. Children should be encouraged to experiment with language as early as this stage for the well progress of his / her remaining years of learning. The Intermediate Language Proficiency Stage.

In this stage, students typically learned a close array of specific details on how to respond using the new language to communicate eagerly. Intricate statements are developed habitually, explaining the students’ opinions or shared thoughts. Also, in this stage, the students are now more concerned to ask for clarification appropriate with the use of about 6000 words they are typically engaged with. Under this stage, writing skills are also used as one of the key concept to respond.

Strategies to use their native language are allowed to the students but of minimal quantity. Teachers are now more supportive in this stage and mostly, other academic comprehension is evaluated with the lessons learned from the language training. They are asked to apply what they have learned in the earlier stages and soon, may sooner or later become confident using the second language.

Intermediate proficiency starts in another year after completing the stage of speech emergence. The usual factors that affect this stage are the following: first, students are more concerned on how their speech and writing abilities may come out and in due course, sometimes disregard the need to apply the certain rules of grammatical correction and speech communication regulations, they had the tendency to not to look beyond their errors because they are more concerned on how it would sound better than on how it had applied the given rules; second, student writing at this stage will have many errors and so as the speech grammars.

This effect happens when lose touch in trying to master the complexity of English grammar and sentence structure. With these, students may hold back to what may sound good, not of what is generally and grammatically correct.

Children, whose homes are rare with literacy activities and additional or educational resources could not be well supported by their parents, needs more of this training in language learning. It is essential for teachers to make reading and writing appealing and noteworthy to the children, not only to catch their attention but also to get favor so the students may enjoy the specific hours of learning.

Asking students to write about people, places, or activities that are important to them even in simple statements they can provide could be another good exercise for them to practice what they have learned. Expressing things on their own words using the new language could sharpen their minds over the new knowledge and they might not take with artificial or meaningless subjects and could be more realistic in quoting or giving statements on a definite matter.