Thus the need analysis for the English Language helps in figuring out the particular needs of education that the student requires to grasp in the limited time frame that is course time so that he can earn good scores and get admission in the preferred course Earlier before Malaysian independence the whole work was done by British in English language. The official language was English. Only the people with the ability to speak and write in English got jobs in the government offices. After independence this requirements was although removed. However with the passage of time it was found that using English as official language is required.
The International English Language Testing System (IELTS) is proved to be a fairness test that measures the language proficiency of people who want to study or work in environments where English is used as a language of communication (IELTS Guide, 2013). IELTS has taken on a position of dominance as the most commonly graduation exit requirement exam for non-native speakers of English who wishes to study in an English-medium setting over the past two decades in tertiary institutions around the world. (IELTS, 2013). A formal examination is one of the methods of evaluating students' ability widely used in most educational systems. Some people are of the opinion that how well a student does in an examination is a clear reflection of his or her
The English language is introduced to the Malaysian child as early as preschool, at the tender age of 5-6 years old. It continues to be taught as a compulsory subject in the national curriculum at the primary (6-12 years old), secondary school (13-17 years old), as well as post-secondary and tertiary levels of education (18 plus onwards). The inclusion of the English language as a subject in the national education curriculum of Malaysia is compulsory and guided by the language in education policy. However, it is not compulsory for the students to pass the subject towards completing their education at the primary or secondary levels. Even so, the role and status of the English language is institutionalized as an important Second language (English as a second language) in the Education Ordinance since 1957 and reaffirmed in the Education Act (GoM 1961 and 1996) and the National Education Policy issued in 1970 (MoE 2012).
In the intermediate and the secondary stages, English is taught in all years with an average of about six hours per week. In the tertiary and vocational education, English is given more prominence as it is an integral subject in the preparatory year of many universities. English is taught by non-native speakers, the majority are Saudi teachers who have graduated from Saudi institutions as well as some foreigner teachers from other Arab countries such as Egypt and Sudan (Alrasheed,
Research questions In this study , the aim is to compare between two strategies in teaching vocabulary. The first strategy is presenting vocabulary in semantic related sets , and The other strategy is presenting vocabulary in semantic unrelated word sets. These two strategies will be applied on two groups of students studying English in secondary school. Thus, the main question of this study is : Are these two strategies in teaching vocabulary (in semantic related sets and unrelated word sets) are equally effective in acquiring and learning new words in the two sample groups of the students ? Research Methodology: This study is going to be made by the participation of two groups of students who are learning English as a second language in a secondary school in Dammam .
When we talk about teaching English, there are many elements and essentials that can be ventured and one of them is using literature to teach English Language. In Malaysia, at secondary level, the syllabus has been made compulsory for students to learn literature in English classes from form 1 to form 5. However, since most of the texts used are from British and American background, the students, especially those with limited grasp of the language found it very difficult to cope with literature and eventually form a negative perception towards literature in the first place. Although the blame cannot be put solely on teachers, but there are some teacher who taught literature as a normal comprehension or reading materials where the focus are more on grammar, vocabulary and reading while neglecting the important elements which is to appreciate the literature works.
Hence, Allen states that English is not considered as a foreign language in India. It has been given the status of a second language, as it is another tool of communication alongside the first language. English becomes a second language when it is used as “lingua franca between speakers of widely diverse languages as in India” (4). It is stated in the prescribed textbooks at all levels in A.P that the main purpose of a course in English is to help the learner develop into a moderately efficient user of English. At the end of the course he/sheshould be able to use English accurately, fluently and appropriately for purposes of communication through the development of languages skills, the mastery of language elements, the development of communication skill, the inculcation of literary skills and the development of study
There is also internet which almost entirely consist of English despite there is a tool to translate it to native language. In order to follow the modernization of the world, Indonesian government decided to declare that English is the first foreign language to be taught in class according to UU 32 Tahun 2013 Tentang Standard Nasional Pendidikan (2.c) Jakarta, Presiden Republik Indonesia. The learning English service is also an alternative to parent for their kid beside the school hours. In the class, student will study about basic aspects of English such as Writing, Reading, Listening and Speaking. All of those English learning aspects above are taught in the primary, elementary, and high school.
CHAPTER ONE INTRODUCTION 1.0 Background Teaching English as a foreign Language to Arab students, specifically, to the Sudanese ones requires from EFL teachers to devote a considerable amount of time and effort in different areas of the learning process. Improving students ' performance and competence in the four basic skills of English (speaking, reading, listening and writing) has for a long time, been the main concern of the teachers in classrooms. In addition to the grammatical rules which represent the main focus of the learning process. Moreover, the concentration on English literature became less than the other areas of the learning process. Furthermore, the use of literature as a technique for teaching both basic language skills (i.e.
English language was made as a compulsory second language by the government with the aim of “English for all” in Sri Lankan schools. The current situation in Sri Lanka is some of the students come from English speaking backgrounds and easily communicate in English while some have few experience of using English other than at school. We learn English for the purpose of ‘better global communication’ (Laureate,2014). Foreigners may find it difficult to understand our English speaking as we are not native English speakers. Second Language learners face many difficulties mainly because of the cultural differences and the usage of the mother tongue.