Student say that acquiring vocabulary in a second language is very difficult, using their native language is an instinct, therefore they lack confidence in using a second language to communicate with others. Sometimes it is not easy for students to find the words when they are asked to speak in class. They avoid participating or take their time to build ideas in their mind, searching for the right words to answer. “Vocabulary learning is an essential part of foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language
The lack of proper pronunciation causes problem for students in real life communication. On the other hand, most students believe that if they are better in pronunciation, they will be more confidence in English. It is also seen that generally pronunciation is neglected in classrooms. Even if pronunciation is taught with considerable amount of time, students should practice individually. Practicing only in classroom is not enough for achieving desirable
This I believe will make the students feel bored as they need to be injected with fun ways of learning literature. Besides, some of the teachers even use the first language to do the explanations. This is definitely not going to help the students. Based on my observation at school, there is no doubt that some of the teachers focus only on the literary texts for its pronunciation and vocabularies when teaching. Learning and teaching literature are actually more to that.
Hence, resulting in poor communication skills. In order to be an excellent communicator, one must be open to learn the methods in enhancing speech. A skillful speaker should learn and sharpen their skills in elevating their speech, communication etiquette and how to overcome fear. Plus, students must master vocabulary of the language (Wilczynski, 2009). Students who have bad attitudes to the language are forced to learn a particular language with a heavy heart.
What they do not know is the work that this bilingual student had to accomplish in order to become knowledgeable in the English language. Bilingual teacher preparation comes to be judged because bilingual students are not reaching the academic progress hoped. According to Walqui & Van Lier (2010), there is no perfect person neither in English or Spanish who could be perfect in both languages. This idea refers to the ability to think, read, write, and speak without issue in both languages. An individual always requires the use of their first language to make a connection and then to process the second language.
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.
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.