Dear Nata, reading usually enriches a learners vocabulary and in certain cases, grammatical skills. Speaking with foreigners helps in developing listening comprehension, memorizing new words and phrases and encourages the speaker to become as fluent as possible.  

thanks for reply but have you dot any articles about it

Dear Nata,

    I answered your question according to my personal experience. However, I have an article about methodologies of teaching. Perhaps, it will be useful for you. I am sending the link   https://www.researchgate.net/publication/286625219_THE_PROCESS_OF_GLOBALIZATION_AND_ITS_EFFECT_ON_THE_TEACHING_OF_FOREIGN_LANGUAGES_AT_THE_INSTITUTIONS_OF_HIGHER_EDUCATION_ON_THE_EXAMPLE_OF_IVANE_JAVAKHISHVILI_TBILISI_STATE_UNIVERSITY_GEORGIA

Kind regards,

Irina

Article THE PROCESS OF GLOBALIZATION AND ITS EFFECT ON THE TEACHING ...

If we see the reading activity as an activity in which people are facing up to texts, I would say that there are more than one skill or competence involved. I mean, it would be like to interact in face-to-face conversations, but the difference is that the information contained on the text does not vary. This information is always the same, only the reader is able to see or understand possible changes, taken into account the changes that the reader could have experienced, in the way in which his/her own world model has changed as well, because there is no an only possible reading of the text.

Then, the reader projects his/her own world model, his/her own beliefs system on the text he/she is reading. These beliefs are not only linguistic beliefs, but also sociocultural beliefs, pragmatic beliefs,... and also take place another semiotic systems like kinesics, paralanguage or proxemics. But all of this only involves (re-)building meanings or building new meanings.

If you are referring to techniques for accessing reading, I would take care of several crucial aspects. On the one hand, reading does not mean to pronounce every sound, one sound behind one another, contained in a sentence or text, since we do not speak in this way at all. In the same way, reading does not mean to pronounce one word behind one another, but to focus on that words that are more relevant between the others, and in this activity intonation knowledge play an important role, in the same way we speak or talk to the others. On the other hand, I would pay special attention to those words that actually contain meaningful information, like nouns, verbs, adjectives and adverbs and, in early literacy levels, to put to rout all those words that are not, like articles, prepositions and so on, in order to play building discourses and texts taking into account the pupil's background. The aim is to make things with language, but also to build meaningful and experience links between the different meanings of words and the pupil's own mental world, the pupil's own beliefs system, taking into account not only language system itself, but also the other semiotic systems, we use to communicate each other.

I recommend you to read the following articles in order to have a more in deep vision about these topics:

Cantero, Francisco José (2004). "Comunicació i veu". Articles, 32, 8-24.

Cantero, Francisco José (2008). "Complejidad y competencia comunicativa". Revista Horizontes de Lingüística Aplicada,  7(1), p. 71-87.

Cantero, Francisco José y Torregrosa-Azor, José (2016). "Coestructuración multisistémica y estrategias didácticas en estados iniciales de aprendizaje de la lectoescritura". Tejuelo, 23, 6-35.

Hi Nata,

This is an interesting topic. I came across this article that looks at the general classroom communication climate (speaking) and communicative linguistic competence in university EFL class.  I am not sure if it is what you are looking for, but it may be worth a look.

Glomo-Narzol, D. T. (2013). Classroom communication climate and communicative linguistic competence of EFL learners. Theory and Practice in Language Studies, 3(3), 404. doi:10.4304/tpls.3.3.404-410

Have a great day.

Don

thanks all for answers

Dear Nata, you are welcome!

Dear Nata,

Perhaps the CEFR would help you. It is an extensive reference for categorizing skill levels of various language competencies and also has information on types of teaching activities to attain or work within these competency levels.

http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/CEFR_EN.pdf

Best wishes,

Darlene

thanks

Language competence has  been used as an idealized notion which somehow embodies the collective knowledge of a speech community  of speaker-hearer.. The core components of  linguistic competence and these components corresponds to five of the major sub fields of linguistics:-

Phonetics, Phonology,Morphology,Syntax,Semantics, Pragmatics.

I recommend reading the following articles related to reading and speaking skills:

https://www.researchgate.net/publication/336483116_Estudio_sobre_la_formacion_de_futuros_docentes_en_estrategias_de_comprension_lectora_y_expresion_escrita ; https://www.researchgate.net/publication/336483116_Estudio_sobre_la_formacion_de_futuros_docentes_en_estrategias_de_comprension_lectora_y_expresion_escrita ; https://www.researchgate.net/publication/381951125_Competencias_argumentativas_para_la_elaboracion_de_ensayos_academicos_en_educacion_superior

Thanks a lot for responses