She also states that the classroom does not allow for enough positive input and practice in the target language (Ayliff, 2012: 53), as this is how the Department expects language improvement to take place (DBE, 2011:11). However, even though this approach does not seem to work, the CAPS does include direct grammar teaching of the basics while warning the teacher that “the role of grammar teaching is to support correct language use, and that it has little value if taught as decontextualized rules” (DBE, 2011:12). Grammar can therefore not be taught in isolation, but calls for an adaptation of the communicative
Igbo is a society that also appears to be sceptical about change. They refuse to send their children to school where they stand a chance to be able to read and write in the English language. Despite Mr Brown’s efforts to show the villagers that they need to learn English because they are now being ruled by the District Commissioner and other white missionaries who only communicate in English, the villagers still remain reluctant in
Some teachers may not be able to weigh different points of view presented for each principle, which may mislead and confuse rather than guide them. Third, Ellis fails to present a clear definition of what instruction is. The exposition of general principles for effective language instruction without any framework for this kind of instruction limits the descriptive validity of his article. Fourth, it is explicitly noted that the overall study draws on psycholinguistic perspectives, which mainly derive from a computational model of SLA (Lantolf, 1996). In connection with this, these principles neglect social dimensions as they fail to acknowledge the important role of social contexts in the process of language learning.
Unlike the novels studied in the current school curriculum, this book has been read by many students on their own, it uses basic language, and has no historical value. Because of these important factors, the novel should not be studied. Furthermore, because of the points given, students may not pay attention or learn anything new if this novel was to be studied. Some students could lose their interest in reading in general if the curriculum changed to a more popular genre. The novel “The Hunger Games” by Suzanne Collins is not a book worthy of being studied in
No student should be considered as qualified for a degree in particular a Masters degree unless he has acquired a reasonable proficiency in English. Though the Educational Board of India has endorsed a lot of systems to improve the communicative skill of English among Indian students the position of English is still pulled down to the third place. The expected improvement is still not possible for Indian students. To them English is very complicated to learn as a second language Vocabulary building through teaching Just like grammar, vocabulary – building is another most important aspect of language learning. In reality without the knowledge of vocabulary, nobody can speak or write that language correctly.
This approach may help them in understanding the concept but it will never give them the practice to speak the language. In order to speak like a native speaker, they have to learn like a native speaker. Even when they translate the entire sentence in your native language to the English, there is a significant chance of getting it terribly wrong as there is a vast disparity in the rules of both the languages.
In teaching English language, some of the English teachers have given a great effort to prove that all our past efforts of teaching foreign languages like English have been failure to the large extent only because of the inadequate understanding or rather misunderstanding the notion as well as the function of the language themselves. They also hold the same arguments in the perspective that much emphasis on the structure and lexical items have not given desirable results and throughout these existing teaching methods or approaches, we can find out the fact that the learners of English hardly learn English in any real sense, because they often stay in deficient in case of normal communication, whether in spoken or written form. The methods adopted have made the English learners structurally ‘competent’ and enabled them to produce grammatically correct sentences; but the real fact is that they are unable to perform a simple interactive or communicative task. It means that they already know the grammar, but lack in the ability to be appropriate as well as fluent in communicative aspect. In such a case, the appearance of the recent concept of the communicative approach in language known as Communicative Language Teaching (CLT) has brought a new revolution of thoughts and ideas.
However, most of the experts do not support this idea as they think that PE is not only unintelligible to native English speakers but also a retorted shape of English (Shahzada, et al. 2012; Hussain, 2004, as cited in Hashmi, 2012). Thus, PE speakers may not be able to understand native English speakers and vice versa (Bughio, 2014).
It is the result of direct instruction in the rules of language. And it certainly is not an age-appropriate activity for your young learners. In language learning, students have conscious knowledge of the new language and can talk about that knowledge. They can fill in the blanks on a grammar page. Research has shown, however, that knowing grammar rules does not necessarily result in good speaking or writing.
2. Literature Review 2.1 Why does ESL and EFL speakers find it difficult to speak English with proper pronunciation? “This difficulties has nothing to do with intelligence or level of education, or even with knowledge of English grammar and vocabulary (Abbas Pourhossein Gilakjani, Vol 4, No3, 2011).” Most of the psycholinguists and phonologists who are expert in this area, believe that the difficult of learning to pronounce a foreign language is cognitive rather than physical and Language transfer is one of the factors. Language Transfer (also known as L1 interference) is the reasons why ESL and EFL speakers find it difficult to speak English with a proper pronunciation. ESL (English second language) speakers and EFL (English as foreign