It will help you remove big mistakes from your content. • Do not repeat:- Repetition or words or sentences can kill the attractiveness of your essay. We suggest you not to repeat same words or sentences again. Instead, you can use synonyms of the words. Improve TOEFL writing Score with LinguaSoft EduTech LinguaSoft EduTech has come up with a range of English learning products to enhance the success rate of the candidates in the English language proficiency tests.
Spelling errors are major errors in writing English. According to Willett (2003) spelling is a key functional component of writing. Brann (1997) and Mosely (1993) believe that spelling has a direct effect on the ability to read and write. It means that spelling is the key to both reading and writing of the language. So effective writing depends
Error treatment is not always easy for the teachers because the errors are infinite. So the errors have analyzed here through Corder’s plausible reconstruction. Under this theory, the thirty samples were collected of the errors in speaking English and found many grammatical errors besides misinformation, omission, inherent difficulty, erroneous input etc. To overcome these mistakes, the teachers, researchers and institutions should take proper steps to make the students active and motivated in learning and speaking English. In this article we have analyzed various problems on speaking English at undergraduate level in university of Bangladesh.
Being able to accurately assess each student can be difficult, as accommodations that are allowed during testing can sometimes be of limited value. Another challenge that many teachers struggle with is that there is such a wide range of academic levels among ELL students, and preparing lessons and integrating activities that are academically appropriate for a wide range of students can be
Grammar books give more opportunities to learn a language. It helps the students to use the Second language correctly. They are more actively involved in the learning as the course is designed by keeping the grammar exercises in mind. Grammar exercises practiced in the classrooms which enables the students to make sentences by using the grammar rules. Nouns, Pronouns, Verbs, Adverbs, Prepositions, Articles, and Conjunctions are the basic grammar which helps the Second language learner to use in their speech.
Some might be more acquainted with the use of the auxiliary verbs and the conditional, but will find the verb system and the passive voice more demanding. Surprisingly, weaknesses do not indicate one's incompetence or inability for teaching however, they demonstrate the necessity to be prepared for each class in the future. The lack of knowledge in a specific area does not highlight the evaluation of a good teacher, but confidence, patience, organization, awareness of needs, flexibility and imagination, open mind, encouragement and preparation. In order to be successful, an open mind towards grammar is the first step that all EFL/ESL teachers have to conquer. Encountering the metalanguage of grammar guides the language instructors to: understand sentence structure, understand learning-resources like quizzes, E-books, tools, tests, understand learners needs and grammar deficiencies, understand own insufficiency.
When it comes to EFL students, the difficulty of reading becomes even more complicated. The readers must be aware of the implicit and explicit data that is being transferred. In fact, being able to read competently is one of the most important skills that we need to have in today's world. 3.1. Genre-based
Language is a social expression of human interactions and written communication provides a record of these public events. Halliday differed from other linguists in their description of how language functions within a social situation, so the review sheds light on the systematic functional linguistics and grammatical Metaphor, especially the first type "ideational grammatical Metaphor. 2.1 Systemic Functional Grammar Systemic
An error, a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner. Learners of English who ask ‘Does John can sing?’ are in likelihood reflecting a competence level in which all verbs require a pre-posed do auxiliary for question formation. As such, it is an error, most likely not a mistake, and an error that reveals a portion of the learner’s competence in the target language. (Brown, 2007, p.258) In terms of competence and performance, error and mistake are dissimilar. Corder (1967) and