Sentence examples for speaking component from inspiring English sources

Any service, product or knowledge that any company or individual wants to imbue with a speaking component can be plugged into the network to work together with the others already in there.

"Geography fieldwork, practical lab-work, extended projects, the speaking component of English GCSE, music, art, team sports – this is some of the terrain currently being taken out of schooling, which can only impact upon young people's development as rounded, inquiring, creative individuals," Hunt said.

In a bid to expand the body of research on test-taking strategy use for L2 speaking tests, this study investigated the test-taking strategies and their relationship with the performance on the speaking component of a large-scale standardized English proficiency measure in Taiwan, namely, the General English Proficiency Test – Intermediate (GEPTI-S).

The speaking component has been chosen as the basis for this evaluation for two primary reasons.

Consequently, students' appeared to lack the ability (the resources) to prepare for the speaking component, as indicated by a greater, and somewhat haphazard, variety of test preparation strategies.

Nowadays, many class assignments include a speaking component as part of a project as well.

The PWR faculty director and administrative director are available for consultation on the preparation of the writing and speaking components of the course proposals and can advise faculty on the expectations of the Governance Board.

Since the EPE does not have writing or speaking components and students are not required to produce extended discourse, a better term for the EPE context might be English language comprehension.

In some universities, the Center Test score is the only basis for admission; other universities also require candidates to take institution-specific exams, such as an additional English test, essay, and/or interview, but writing and speaking components are rarely administered.

In sum, we can hypothesize that the ability or factor structure of the TEAP test is (a) hierarchically structured (based on, e.g., Sawaki 2007; Shin 2005), (b) non-hierarchical and closely correlated (based on, e.g., Bachman and Palmer 1981; Sang et al. 1986), or (c) separable into receptive (i.e., reading and listening) and productive (i.e., writing and speaking) components.

Based on the studies reviewed above, we are interested in examining whether the ability or factor structure of the TEAP test is (a) hierarchically structured, (b) non-hierarchical and closely correlated, or (c) separable into receptive (i.e., reading and listening) and productive (i.e., writing and speaking) components.