In English faculty, the Listening subject trains us to be a native listener of English language. Based on my experience, most of the materials for listening class are obsolete, for some this will not be a problem, but for others it may be a problem. Buck once stated that when we are listening, it is not the same like reading, we not only pay attention to the sound, but we also have to pay attention to several factors, such as the environment must be quiet enough, the quality of the taped sound, the intonation and sounds of the words spoken must be clear, we as listeners need more comprehend input than reader, reading only need text. “Listeners, unlike readers, need to comprehend spoken language; therefore, they must pay attention to additional factors that can complicate the process of listening comprehension considerably in comparison to reading and render it more cognitively demanding (Buck,
In closing, the teacher is an authority figure, but the participation of the student is predominantly passive despite this. For one thing, the student will learn how to make interrogative and negative sentences, memorize irregular verbs, study modal verbs, learn how to form the perfect tense, etc., but hardly ever understands the use of these structures in conversation. In the case of language learning, one may be able to recite the fact when specifically asked, but is unlikely to use this knowledge in conversation. Importantly, Krashen insists that language acquisition does not require extensive use of conscious grammatical rules and does not require tedious drill. All things weighed, it seems reasonable for Krashen to assume that acquisition is far more
When it is fresh, it is easy to moderate. When it starts to dry, it becomes harder to change its shape. Once carved with the mother tongue, it cannot be easily reshaped and that is why we learn the second language harder than our native one. Thinking of that we can implement that being naturally exposed to a bilingual environment, children learn even better. They don’t recognize the second language as foreign, but they use both as native depending on the situation.
To some students, education is boring, and some it’s their lives. There are also those who find education inspiring. Are any of these motives more honest than the others? Perhaps a student greatly enjoys Literature courses but detests the electives required in Computer Literacy. Is that student only able to apply the various levels of integrity to the work they enjoy while showing less honesty in the work they are required to do?
If it is appropriate and it will not be distracting to the speaker, make a few notes as you listen. This will help you organize and frame the speaker’s thoughts. It will also give you a reference to refer to at a later date if the material is technical or complex. There is no communication skill more important to a leader than listening, yet many persons aspiring to be leaders neglect this skill. It seems to take so little effort to hear a speaker’s words, but this isn’t listening.
In addition to proficiency in spoken skills, sound knowledge of life skills is equally important. One aspect often ignored in the current scenario is that skills of different types for professional development are acquired through literature. It all depends on the teacher to make the class innovative while using literature as a source to develop language skills. Language is a dynamic process with recurrent changes. What is useful and helpful today may become obsolete in the future.
Now just because I say this does not mean I cannot learn a new language. I just personally find it a lot more difficult to learn a new language because I only remember it being easy when learning the 3 languages. Because of these experiences I can listen to people and read peoples facial expressions. Even if I do not understand what they are saying I usually get the right idea. As a child when I could not speak any Dutch or English I had to rely on my 7th sense.
Glossing as a vital tool in learning vocabulary and reading comprehension has different types and it has some implications for the teachers to help their students as an assistant, and also it is a tool to save the time instead of looking up the words in dictionaries. 1. Introduction: Vocabulary or lexicon is one of the most important parts in learning second language. Learning vocabulary, of course is very important, too. According to Knight
The underlying phenomenon is that some language text books focus only on simple preposition (in, at, on, of, to). And even if some complex prepositions are given, teachers do not focus on clearing their context and complexity (as mentioned in above examples). Prepositions regarding place are often practiced in classrooms but spatial prepositions are often neglected. Extensive practice or reinforcement is rare even in some good descriptive grammar books and text books (Delija and Koruti 2013). Prepositions are considered to be tricky and challenging not only for the non –native speakers but also to the language teachers.
[24a] In reality, however, most students are not able to speak fluently and accurately when (they are) doing conversation orally. [75a] The teachers should give more exercises for speaking while they are teaching speaking. [20a] The mastery of speaking becomes the most important aspect in learning a second or foreign language compared with other language skills, and it can be measured if the students are successful to carry out a conversation in the language. [109b] For increasing vocabulary, there are some ways that can be done by the students, namely: the students can look up or consult the dictionary. [201b] Linguistic knowledge needs to be learnt by the students as it helps them understand a