And the last but not the least point is to establish authority in class so that students try to exercise English all of the time and know that inappropriate conduct would be suppressed in a friendly but firm manner. To sum it up, teaching English as a foreign language has its difficulties and peculiarities but upon the whole the basic principles are quite obvious. Attentive attitude to the student’s feelings, abilities and progress is the key to effective educational process, to the involvement of the student and his
The pronunciation sh [ʃ] and ch [tʃ] sounds has been considered really difficult for second language learners to overcome because of the lack of real life situations performed during class. Since sh [ʃ] and ch [tʃ] sounds are not include in Spanish Language is really difficult to get accustomed to use it in the target language. Nordquist exposes in his article “Cultural Transmission” that "while we may inherit physical features such as brown eyes and dark hair from our parents, we do not inherit their language. We acquire a language in a culture with other speakers and not from parental genes” (p. 2). This is the reason why learn a language is difficult because it depends on external factors that are in the environment which influence in the
The expression usually followed by argumentation, such as; English is difficult, difficult to understand, it took a long time to learn and understand, especially pronunciation and grammar, etc. We often hear those expressions. When we talk about English to others or our friends, they will certainly also reveal a similar thing, even students would say that if we are an English teacher who asked our students. However, what they reveal is not wrong. Considering as a foreign language, English becomes difficult when Indonesian people try to learn it which is not a mother tongue.
Errors are systematic and may give valuable insight into language acquisition because they are goofs in the learner’s underlying competence. When native speakers make mistakes, they can identify and correct them immediately because they have almost full knowledge of the linguistic structure of their mother tongue (Scovel 2001). Non-native speakers, L2 learners not only make mistakes, they also commit errors and as they have only an incomplete knowledge of the target language, they are not always able to correct the errors that they make. Thus the learners’ errors reflect a lack of underlying competence in the language that they are learning. Researchers dealing with second language acquisition (Corder, 1974, Scovel, 2001) agree that one of the major causes of errors is language transfer.
Last, students’ difficulty related to spelling, punctuation and capitalization. Moreover, as stated in the study, even though the quality of the students’ test is satisfactory, but the students still have problem in composing the text such as unable to transfer and develop their idea into a written form well, fail to show well-organized writing, did not write a list of their ideas; they just directly wrote what they thought without planning, the students’ insufficient vocabularies, and the students' habit to put the words which were unsuitable contextually. To improve the students’ achievement
INTRODUCTION Language is a meaning of communication in everyday life. Most people have little regard of the speaking ability as significant as linguists do. They take it for granted and think that speaking and understanding is only as natural as breathing. So, a big number of English learners are shocked whenever they need to deal with difficulties in oral communication. Among many other factors, the most important is phonetics, which could weaken the learner’s confidence both in speaking and listening.
As mentioned above, my personal language teaching methodology may be described as a mixed method. At University of Technology, non-major students cannot learn and practice English well, especially they are not confident in English communication. Therefore, in my class, I always focus on speaking skills (combination of listening, reading, grammar and speaking), ask students to make up sentences using new vocabulary and structure in order to encourage students to "learn by doing" and "personalize" new language. For instance, I use a lot of fluency-based (role play, interviews, information gap, games, pair work, etc.) to help develop students’ confidence in English
This is supported by Wentzel and Looney (2007) who views that having language disorders may stray the real essence of a message. For instance, a teacher may have problems in phonating or pronouncing words appropriately. This is likely to affect the learning process of subjects such as languages since learners have a tendency of capturing more information through imitating. Instead of focusing on the ideal concept being learnt, the learners are strayed by poor phonation and articulation of words by the teacher. In addition to that, the teacher may speak or read too fast for the level of the learner`s understanding.
It has long been recognized that speaking is a crucial passageway that involves effective and interesting ways and resources to master it. According to the linguist Jack C, Richards ' 'The mastery of speaking skills in English is a priority for many second or foreign language learners’’ (1990, p.19).Therefore, as stated by the linguists Bailey and Savage ' 'Speaking in second or foreign language has often been viewed as the most demanding of the four skills (1994, p.7) However, students feel uncomfortable, frustrated and timid at the moment of either speaking in public or when they speak in front of their peers. As well, monotonous speaking activities, old fashioned classrooms, and many other factors do not allow the students to be motivated, interested or encouraged to speak the target language (English) fluently. Furthermore, as asserted by the experienced VSO teachers Joanna Baker and Heather Westrup ' 'it is important for students to learn to speak English well and for teachers to know how to teach speaking well ' ' (2003, p.1). Hence, teachers need to be more aware of their students ' learning needs and interests through giving them as much encouragement as possible, providing them with the best possible chance and relevant materials rather than, creating a relaxing and motivating atmosphere in the classroom.
Difficulties in learning and teaching idioms As it was mentioned earlier in this chapter, in order to learn a foreign language and speak a language fluently, the learners are required to learn and utilize idioms. However, learning idioms is very difficult and it takes long time for language learners to understand and produce idiomatic expressions. Irujo (1986) has mentioned some reasons why idioms are so difficult for second language learners. One of the main reasons in Irujo’s (1986) words is the non-literalness of idioms. The non-literalness of idioms is deceptive since most idioms