In order to be good in a language, one must have a proper mind set. Students tend to look at a particular language and label it tough and difficult. Hence, without the proper mind set, it is evidently much harder to gain knowledge of a particular language. Language does not come easy to those who have a bad attitude towards it. Hence, resulting in poor communication skills.
It is a neurological condition caused by impairment to the portions of the brain in charge for language, and it does not distress intelligence. Because language has a critical role in our daily lives, aphasia can be very challenging. So, individuals with aphasia may find it problematic to speak, comprehend speech, read and write. The type and severity of aphasia depends on the location and degree of the damaged brain tissue. Aphasia can range from mild—where a task like retrieving the names of objects is tough—to severe—where any type of communication is almost impossible .
3.2. Contrastive analysis hypothesis The habit formation theory as we saw in section 3.1 had a big influence on a pedagogic area. It was thought that L2 learner would have a trouble in acquiring linguistic items that have different features from their L1 and could acquire relatively easily linguistic items that have similar features to their L1 to the contrary. Then, on the basis of those thought, a new theory on a L2 acquisition and teaching theory appeared. The theory is called “contrastive analysis hypothesis (CAH)”.
A paper that fails to get proofread and edited is a paper that is destined for failure. Proofreading and editing is a very difficult task to accomplish. Trust is placed upon the task, as well as the person executing it. Nonetheless, it must be done, ideally from a non-biased individual. Proofreading is used to check for grammatical and spelling errors, while editing is the process of fine tuning the content and improving sentence fluency ("Editing and Proofreading").
Nevertheless, their short attention span and still growing brain makes reading a challenge. We read to understand. We read because of our working memory. When our working memory is restricted, our understanding of information becomes arduous. A strong working memory results in faster identification of terms and faster processing of the information.
A word recognition ability such as the explicit instruction of sight words maybe used by students who are facing problems in reading to increase their reading capacity (Alexander & Heathington (1988). Frantantoni (1999) mentioned that as good readers have a large sight word, they are different from poor readers. A largely familiar problem faced by learners through the ESL/EFL world is that of slow reading (Hamp-Lyons 1983; Cooper 1984). Logically, students all differ in their capacity to process and quickly name words. Though, this speed can depend on the amount and quality of exposures to the words (Rasinski, Blachowicz et al.
Dillon and McKenzie (1998) study and found that the most important factors that should be (passive voice provide more detail)analyzed for better listening are receiver apprehension, willingness to communicate, and readiness to listen, in addition to improving culture competence. To achieve intercultural skills is to avoid generalizations about other cultures, unless they are completely familiar. When listening is perceived to be required, the quality and intensity of a person is mediated by their attitude toward the concepts of listening competence and performance (Imhof & Janusik, 2006). Culture forms an individual’s worldview, and is especially pronounced when intercultural communication is attempted. To take into account the effects of listening, it is important to consider the speaker and the listener.