Authors : Guna Nidhi Luitel

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/4jkjfejm

Scribd : https://tinyurl.com/29r9ppwu

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN393

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Language teaching generally follows the sequences of listening, speaking, reading, and writing. The sequence is the same for both teaching of first language and second language. There might be rare questions about the sequence of the language skills. There are different sub-skills in each language skill. Loud reading is one of them in teaching reading skills. This paper claims that loud reading can initiate language learning, especially for teaching English as a second language. This paper aimed to find out the effectiveness of using loud reading as the first skill for learning a language. This paper used the ethnographic method. The researcher experimented with loud reading skills for the improvement of language learning for secondary-level students in Nepal. Two classes of the schools -classes nine and ten were the participants of the study. The result is interpreted based on board exam results. The research found out that loud reading can be the beginning skill for language learning because it integrates listening, speaking, and reading at a time. It is a skill that includes linguistic, suprasegmental, and paralinguistic features.

Keywords : Language Skills, Loud Reading, Language Learning, Integrated Skills.

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