The 19th century was a period of great literary and social change, and it is useful to consider the literature of the period in relation to the social and political issues of the time, which include the Industrial Revolution, and the expansion of the British Empire.
It is obvious the major role of vocabulary in the students fluency in a foreign language; a bigger vocabulary will mean a more opportunities to be successful communicating in the foreign language. The proper use of dictionaries will contribute to this aim.
Current researches of oral interaction, following the socio-interactional line of discourse, make us reevaluate our teaching practice, especially directed to the oral performance in the classroom. But how can we take advantages from these studies in order to teach effectively This is the one of the main purposes of this unit.
The notion of linguistic mediation should cover everything that can happen
when languages are in contact and there is some impulse for communication across
their boundaries. When we learn the language of the other, that is a form of mediation.
So is recourse to a pidgin, or to a lingua franca such as international English.
Mediation might also involve a conversation in several languages, as in the use of
passive knowledge of the other’s tongue, or the various forms of code-switching.
Spelling and Orthographic competences are related to the correspondence between the graphs and phonetic representations. The difference is that Spelling competence refers to the written production while Orthographic competence refers to the oral production.
Today we have focused more on the receptive skills than the productive ones. We have to mention that our government is involved in a national campaign to emphasize Reading among our students. It is obvious that teenager do not feel attracted for Reading, they are surrounded by media and new technologies, so the audiovisual input is more attractive than the plain paper.
On the other hand, Listening is basic for the development of our students’ Communicative Competence; if they want to produce words in the FL they need to understand them in order to get fluency in the language.
Today, we, as teachers, focus much more on the Writing skill rather than the Speaking skill; this is a common mistake which is being erased from our educative reality more frequently. We must highlight both skills in the same measure and in order to overpass one; we should put more emphasis on the Speaking skill. Which is the one abandoned in the last twenty years in our country.