Not only by exposing them to the language they will speak, read and write the English language correctly, students must learn and understand the meaning of words. Vocabulary words help any English language learner communicate effectively with any other person. According to Wilkins (1972), “Vocabulary is central to English language teaching because, without sufficient vocabulary, students cannot understand others or express their own ideas.” On the other hand, many teachers recognize the importance of teaching vocabulary and they must emphasize it daily in their lessons. Among many skills, vocabulary in context is one of the most commonly used. To aid vocabulary in context, the use of a Card-file among other strategies may enrich the student’s experience and understanding of what they speak, read, and
The beneficiaries of this study are; Ministry of Education, teachers teaching English Second Language and learners. The Ministry will conduct in-service training workshops to help the teachers to acquire knowledge and skills. When the English teachers are well equipped on pronouncing English words, they will be in a position to help learners to improve on pronouncing English words. Learners will acquire the knowledge from teachers in English lessons and utilize the methods that will help them to improve their
co-founder of the Dyslexia Training Institute, claims: “It cannot be overstated that students with dyslexia are capable of learning to read and write when given the appropriate intervention. This intervention should be structured and multisensory. It should be an explicit instruction of the underlying structure of English, and it should be informed by linguistics. For many of these students, accommodations in the classroom can be the difference between academic success and academic failure and frustration”. According to the pioneer neuro- psychiatrist Samuel Orton, instruction should also be multisensory involving movement, listening, speaking, touching and so on, but taking into account how the learners respond according to their learning preferences.
It is important to have an understanding of what language is, what learning is as well as what teaching is. Knowledge of how a student learned their native language can provide guidance on how the students’ will acquire their second language. Krashen and Terrell state that there is a “difference between learning and acquisition of language”. Learning is knowing about the language and is a formal knowledge process. The learner is conscious that the language is being taught.
Second, many students are good in reading and writing, but they have poor speaking and listening abilities. Finally, many students memorize words from dictionaries, but they could not use them to speak in English or to communicate in formal situations. Therefore, teaching speaking is very important part in English language teaching and
Thus, the ability in speaking skill is a crucial and important part of second language learning and teaching process. The mastery of speaking skill in the English language is a priority for many second language or foreign language students. Even though periods of focusing on language form and enhance vocabulary are important in English language learning, but developing the students’ ability to really communicate with English in the classroom are the main goal of an English language teaching. At the end of the study, the students should be able to communicate effectively in English for study, work, and leisure outside the classroom. Therefore, it is essential that English teachers pay great attention in teaching speaking to the students.