So, the main problem of students including issues of learners, and environmental problems in learning. Surely, it is different from the factor for each individual. Issues of learners Lack of self-confidence Obviously, Thai students lack greatly confidence in using the English language. Namely, they always have no confidence of conversation and speaking in the
In addition to this, behavior management issues are of critical importance for the teachers of English language learners with special needs. Such teachers must know the needs related to children’s disability, possess cultural and linguistic knowledge. Unfortunately, in the majority of cases, lack of knowledge and little understanding about second language acquisition provide inappropriate educational services. Teachers do not fully understand the influence of native language on intellectual and cognitive development and the impact of cultural differences on students’ performance. Most commonly, ELLs with and without disabilities are often taught by teachers with insufficient experience and qualifications.
Students usually comment about some challenges they have on learning vocabulary, they said that their oral skill is affected by not knowing enough vocabulary words to use, and also forgetting them vocabularies very soon is another problem. However, vocabulary teaching has not always been very responsive to such problems, and teachers have not fully recognized the tremendous communicative advantage in developing vocabulary. The teacher is held accountable for making sure students reach course expectations and are ready for the next level. Contextualized teaching materials are necessary to effectively teach vocabulary and assure students have a strong foundation for next
THE BENEFITS OF USING ENGLISH SONGS TO IMPROVE LISTENING SKILLS FOR LEARNERS Nowadays, learning English is extremely popular because this is the international language. Most learners also have to face with several difficulties while they are learning a new language. During the process of learning another language, there are many skills they have to learn and practice to apply this language effectively in their class as well as their life. Especially, listening skills is one of skills that is the foundation for the main skills to develop the ability of learning foreign language - English. However, the majority of students does not have to be good at listening skills and normally feel difficult or bored while they are learning this skill in class.
Hence, the proportion of English language learners is correspondingly rising. More and more teachers are confronting with non-English speaking students in class, who are from the highly educated families to the families with limited education. In addition, English language learners are usually lack of prerequisite skills in English. If they start to learn English content literacies with native English-speaking students, undoubtedly, it’s difficult for them to catch up with others. With these backgrounds, language and literacy education for English language learners becomes a heated issue among teachers.
Most of the second/foreign language learners complain about not being able to listen or hear appropriately. Learners are not aware of the nature of listening, how to improve their listening ability, and how to overcome the listening comprehension difficulties while listening (Sheshgelani, 2013). Osada (2004) emphasized that both teachers and learners has not pay much attention to listening comprehension, they are less aware of its importance. In classrooms, teachers seem to test, not to teach listening and students seem to learn listening, not listening comprehension. This is a challenge for the students enrolled in English programs.
I work with students learning English as a second language. For kids, it is difficult to communicate being afraid of mistakes and being the mock of the class. So, to make them interact and motivate them, I change the learning plan into a kind of communication class. Tutorials Then, I have to know most of their interests and take them to teach English (grammar, writing,
Shu- Min (1993: 32) states that “writing is more difficult than teaching other language skills.” He adds that there are three difficulties of writing in English, first, students have limited knowledge of target language; second, they have little experience in reading, and third, there is cultural interference due to the difference in the style of literary and rhetorical patterns of expression in their native language and the target language. Those are the major concern for the students, especially junior high school students. They think that few skills are more important inside and outside of the class room than writing skills because they feel difficult to do that. They sometimes like to write something but they are difficult to start their idea because of their limited knowledge. When they write an English text, they usually write it in Indonesia first then translate it into English.
1. INTRODUCTION The perception of English vowels represents a learning problem for Saudi EFL learners. The problem seems to arise with most English vowels against which the learners often stop helpless. Arguably, these learners have difficulty identifying English vowels either in isolated words such as pet, pit, let, late, here, air, power, sure, etc., which learners face in their every day interactions. Actually, while listening to students' interactions, the researcher observed that they experience problems in making distinctions between English words that are assumed to occur due to the complexity of English vowels.
In Hong Kong, primary-school aged students have very serious pronunciation problems. Teachers only find out and rectify students’ pronunciation errors. They even ask them to repeat the correct sounds. However, when students read new words with previously learnt phonemes, they mispronounce again. Both teachers and students are frustrated in the journey of teaching and learning English pronunciation.