Journals Information
Sociology and Anthropology Vol. 5(7), pp. 518 - 521
DOI: 10.13189/sa.2017.050703
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Communication: Linking all the Pieces: The 7AIQ Method
Paul R. Friesen *
Department of Practical English, Korea Nazarene University, Republic of South Korea
ABSTRACT
One of the challenges of ESL is to help students to speak L2 using their own words in a more meaningful way. In Korea, a focus on specific skills related to the TOEIC test often leaves students with memorized answers. The limitation of rote memory learning and separated skills leads to minimal communication and comprehension of ideas. Korean teachers have been tasked with two of the four elements (reading and listening), while the foreigners are laden with the other two (speaking and writing). The 7AIQ method is a response to the communication by students' learning through a "segregated" system. This process is focused on asking students to think about "What do I want to communicate?" for each part of the dialogue by using at least seven words for each answer and question while adding information. The study was a review of the premise that students would fare better if they focused on longer communication segments. Students become frustrated when they speak in .The participants were students enrolled in a practical University English program. The students worked in pairs, resulting in the evaluation as a final test. There was no questionnaire conducted at this point. The initial reaction was that it was harder for the lower skilled students and smoother and more enjoyable for those who had achieved a higher skill level.
KEYWORDS
Conversation, Rhythm, 7AIQ, English, Segregated, Integrated
Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Paul R. Friesen , "Communication: Linking all the Pieces: The 7AIQ Method," Sociology and Anthropology, Vol. 5, No. 7, pp. 518 - 521, 2017. DOI: 10.13189/sa.2017.050703.
(b). APA Format:
Paul R. Friesen (2017). Communication: Linking all the Pieces: The 7AIQ Method. Sociology and Anthropology, 5(7), 518 - 521. DOI: 10.13189/sa.2017.050703.