REPBLICA BOLIVARIANA DE VENEZUELA

INSTITUTO UNIVERSITARIO TECNOLGICO

AMRICO VESPUCIO

Written Repport

Alumno: Reinaldo Romero

C.I. V 21.537.314

Caracas, Junio 2017

The purpose of language learning is to improve the speakers' four skills of
listening, speaking, reading and writing, with the base of large vocabulary and
good grammar, but this is not the final purpose. The final purpose is to let speakers
be able to use the language. For instance, why do people study English? If a man
is only good at listening and speaking, can people say that he is good at English?
No. If a woman is only good at reading and writing, can people say that she is good
at the language? No. In addition, most of the speakers do better in reading and
writing than in listening and speaking. They can read and write, but they can hardly
communicate. They can hardly express themselves with their own words. We are
not able to change the examination system, but we can improve our learning
method. So when speakers want to use a language well, do not forget to know all
the abilities of the four skills.

Reading: Reading is a key component of learning a second language and it is

without a doubt important as a language does not consist solely of the spoken
word. There are many benefits to developing excellent reading skills in the target
language; one benefit is the culture that one gains by reading in the target
language. Through reading, students gain access to literature written in the target
language. This literature shows the students what authentic materials in the target
language look like as well as provides them with insight into the cultural beliefs and
values.

Listening: Listening comprehension is a key initial step in communication. The

better a student can understand what is being said, the better will be their ability to
communicate. In addition, they will be better able to notice the characteristics of
the target language which will help improve their language development in all four
key skill areas.

Students may feel a great deal of pride when they are able to comprehend
something in the target language. This can be a great motivating factor in
continuing to learn the language, and teachers should do whatever possible to
promote this sense of accomplishment.

Speaking: The goal of language is communication and the aim of speaking in a

language context is to promote communicative efficiency; teachers want students
to actually be able to use the language as correctly as possible and with a purpose.
Students often value speaking more than the other skills of reading, writing and
listening so motivation is not always as big of an issue, but what often happens is
students feel more anxiety related to their oral production. As speaking is
interrelated with the other skills, its development results in the development of the
others. One of the primary benefits of increased communicative competency is the
resulting job, education and travel opportunities; it is always an asset to be able to
communicate with other people.

Writing: Writing is an integral and necessary skill when learning a second

language as communication is not only done orally. Writing is necessary if a
person is looking to study or work in a particular country. Writing also results in
increased practice using the language. Connections can be made between the four
key skills in learning a language: reading, writing, listening and speaking. These
skills do not exist independently, they are interrelated; improving one will result in
improvements in the others. Writing is a manner for students to practice their
language skills in a way that promotes noticing; as they write their texts, they are
forced to notice certain grammar and vocabulary structures and reflect on why
those are used and not others.
My perspective upon English language acquisition is that each area of English is
equally important and the development of one area tends to accelerate learning in
another. For example, a student with fluent conversational skills will often learn to
read and write more quickly than a student who is less fluent, whereas a student
who is an avid reader may learn conversational skills at a rapid rate because they
have increased levels of vocabulary. Therefore, exposure to all domains of English
holds equal importance because each can accelerate the acquisition of language
skills in the others domain.
My advice is typically simple but it involves a huge amount of time and commitment
from parents, students and teachers. If you want to get good at English, you need
to find ways to read, write, speak and listen to as much English as you can.