An article written by Sean Coughlan states that, “Pupils in England already get an average of 150 hours extra teaching per year than their Finnish counterparts.” Students in Finland do not receive homework, but their test scores are ranked sixth in the world. This goes to prove that all the extra homework US students receive is not beneficial. Finland students also spend less time in school than US students do. This goes to conclude that extra homework does not equal better test
The clipped phrases and lengthened vowels characterise the posh social dialect. This archaic type of speaking can lead to embarrassing situations where the speaker is simply not understood. What is it that makes the speech patterns of the upper class distinct from other speakers of RP? Every syllable is sounded but some letters are clipped, ‘I’, ‘e’ and ‘a’ coming in for some particularly rough treatment. Received Pronunciation, also known as RP, is considered to be the standard English in the United Kingdom, but only 3% of the people in Britain actually speak Received Pronunciation.
- Replace preposition: I am a student in HaUI. I am a student at HaUI. 2) Errors in verb tense According to Ngo Van Thuy (2010: 26), tense is the second highest total number of errors that students make in writing in total errors after using prepositions. Due to the difference between the verb system of the first language and English tense, many students find it difficult to use tenses proficiently. For example: I was doing my homework since 6:00 am.
1. Statement of the Research Problem Many hours are spent teaching and studying the skill of writing and even more, correcting and assessing spelling (Kepner, 1991). Writing is arguably the most difficult of the four macoskills and is influenced by age, native language (L1) ability (Sheen, 2007), and the difference in scripts (Elliott, 2012). This research seeks to identify the benefits, if any, in providing prescriptive, five-minute writing exercises, at the start of second language (L2) lessons, not only improves writing fluency, but also aids in spelling accuracy and improvements in the other macroskills. The research is specifically aimed at beginner-level students, aged twelve and thirteen years old, who are commencing studies of English
It is not significant to distinguish the length of the vowel between words. In contrasts with English, which has 12 pure vowel sounds and 8 diphthongs. The length of the vowel sound plays an important role. This demonstrates, therefore, that Spanish learners may have great difficulty in producing or even perceiving the various English vowel sounds. There are words that imply the difficulty of distinguishing sounds in words such as ship/sheep, taught/tot, fool/full or cart/cat/cut.
The topic about third language acquisition has been researched in many ways through-out the years. It has mostly involved bilinguals and monolinguals put into the same situation of learning the language none of them knew and were then analysed on how quickly, effi-ciently, and correctly they can learn components of that language. The big drawback in these methods is that it usually involved groups of less than forty people, so there was never a clear proof that one group of people learn better than the other (Escudero, P., Broersma, M., & Si-mon, E. (2012). Learning words in a third language: Effects of vowel inventory and language proficiency. Language and Cognitive Processes).
The purpose of this research work is to find out if in the 21st century there are schools that have all the requirements for hard hearing kids to be part of a school with normal children. According to the World Federation of the Deaf (WFD), roughly 66 percent of Deaf individuals live in developing nations where powers are once in a while acquainted with their necessities and where not very many Deaf kids have access to education. Just around 10 percent of the world's Deaf population get any education at all, and stand out percent gets this training in communication via sign language despite the fact that the larger part of Deaf individuals’ overall use communication through signing in their day by day lives. Mirroring this instructive barrier, unemployment rates
“ I sleped in the tend yesterday”. Lastly, most of the Grade 3’s showed accurate spelling, besides the weaker children. These weaker children were more or less on the same level as the Grade 2 class. For example, “ I made a pickture in art with chalk and paper.” The evidence that i have gathered from the different grades supports the idea of phonetically accurate and inaccurate spelling. Firstly, it is important that children learn about letter-sound correspondence, where the learning depends greatly on their phonological awareness.
The researchers cited in findings of National Assessment of Educational Progress (NAEP, 1992) . According to those findings, many students at fourth, eighth, and twelfth had serious difficulty in writing effective informative, persuasive, or narrative pieces. Furthermore, when we looking at writing scores and national writing achievement of Tennessee Comprehensive Assessment Program (TCAP) , there is a reason for alarm: “Seventy percent of students in grades four to twelve are low-achieving writers”. Therefore, it can be inferred that the most speakers of English second language, despite have an ability to translate their receptive vocabulary into productive vocabulary during writing, have great difficulty in their writing
For instance, El-Koumy (2000) can be mentioned, in which he explored the differences in reading comprehension scores of English in 150 Egyptian EFL learners of high, middle, and low ambiguity tolerance levels. The results of the study revealed that the middle ambiguity tolerance group outperformed the other two groups in reading comprehension and the participants of this group scored significantly higher than the low and high groups. In another study Erten and Topkaya (2009) explored tolerance of ambiguity of a group of Turkish EFL learners at a state university in Turkey. The participants of the study were 188 students who were administered a second language tolerance of ambiguity scale. The findings indicated that female students have less tolerance of ambiguity than male students.