It is believed that students are able to increase their listening, speaking, reading, and finally writing by learning new words. Vocabularies are considered to improve comprehension and production in the L2. It is also indicated that an important predictor of vocabulary acquisition patterns in children and adolescents (e.g. , Gathercole & Adams , 1993 , 1994 ; Gathercole , Service , Hitch , Adams , & Martin , 1999) and word learning in children and adults ( e.g. , Gathercole , Hitch , Service , & Martin , 1997) is PM capacity.
However, the cultural aspect of teaching English is the topic of huge debates between scholars who suggest that teaching American or British culture in ELT helps students increase their knowledge of the language , and those who think that teaching English British or American culture is a form of imperialism which leads to the alienation of students from their own culture. Another view , which I adopt, posits that a teacher can help their students discover new cultures and still persevere their own while teaching them English language. Scholars, who agree with the idea that teaching English must include the British/ American culture, support their opinion by claiming that culture and language cannot be separated. In other words, they are the two sides of the same coin. Accordingly, they think that teachers should include the foreign cultures (British / American) when teaching English.
In general, findings in the present study lent further support to the evidence that PM ability played a vital role in adults' successful L2 learning. L2 classroom experience might be enriched and L2 learning might be improved by applying numerous pedagogical practices that are probable to exercise the phonological subcomponent of WM or avoid it by employing more long-term lexical knowledge. Research findings suggested three types of interventions that might help to develop PM: activities to improve phonological loop function, activities to improve attention and to increase processing capacity, and also provide supports for remembering such as visual aids, songs, use of context. Studies on children with learning disabilities have consistently
First the teacher creat the basic motivational condition and enthusiasm atmospher so the student will be enthusiastic (Dörnyei & Ushioda, 2011). Second, generating student motivation, by promoting learner’s expectation of success in learning English as foreign language and explaining to them what success is involved in the task and how to achieve it, also help them face any obstacles (Dornyei, 2011). Third is maintaining and protecting motivation, teachers can make teaching more interesting through varying their teaching styles, presentations, different materials, and learning tasks. Interesting tasks have been viewed as one of the greatest components (Anderman & Anderman, 2010). In the hand, Learners’ self-esteem and confidence play key roles in maintaining motivation.
This belief can be viewed as a pillar of the teachers’ cognitions about pronunciation pedagogy. One of the challenges faced by English teachers today is determining how to provide the appropriate and affective feedback on learner pronunciation, because inappropriate ways certainly will give bad impacts to the student’s improvement and confidence. For example the students become under estimate their self in studying English pronunciation, they study under pressure, nervous and etc. Therefore to prevent those bad impacts, teachers should know the modes of feedback and they should apply the
At the learning process domain, the blended learning used showed the improvement on learning environments which identified by increase opportunity and access flexibility, effective use of resources, improve, low cost. In addition, it enhance learning by provide interaction learning, cooperative, learning motivation and improve social learning. 18.104.22.168 BL benefits on learning outcomes. As a results, the improvement of students skills and learning process showed that the students’ learning outcomes (SLO) will improved by sing blended learning as proved in literatures. SLO identified in studies by students’ knowledge, cognitive skills, critical thinking, attitudes, and practical skills.
By improving on vocabulary, the students can write better and in a more correct way. It is proved that by learning English Literature, the students can improve their writing acquisition, not only because of the additional vocabulary, but also on the grammar system as well as the sentence structure and construction apart from writing creatively. 5.3 Recommendation Based on this research, there are several recommendations that can be suggested especially to the English teacher, the students that take English subject at school as well as for the researchers that are looking for topic and content for future research. Considering the current situation especially in Malaysia, lots of research needs to be conducted to find out the perception of the citizen regarding certain issues especially the matters that are directly linked and connected
In the English learning literature, the development of a positive attitude towards learning could be attributed to Integrativeness, or the genuine desire to learn a new language so that one can communicate with the members of the community who use the language as their medium of communication (Dörnyei, 1998). However, as the world has become more borderless as exemplified by the EU and the ASEAN, other attitudinal factors were conceptually included. The additions were attributed to the changing of concept from ‘English is a second language to learn’ to ‘English as an international language’(Dörnyei & Ushioda, 2009). This resulted to the addition of other attitudinal factors that include Direct contact with English speakers (attitude towards actually meeting English speakers and travelling to their countries) ; Cultural interest (appreciation of cultural products from English speaking countries conveyed by the media); Miliu (the general perception of the importance of English in the learners’ friends and family) (Dörnyei & Ushioda, 2009). From the aforementioned attitudinal factors, the following hypotheses were
Schools should make room for extensive reading in schools. Learners will be able to improve their vocabulary and language use. Extensive reading is a significant way of improving both the vocabulary of a person and ones reading skills (Nuttal 1982). When learners can improve their vocabulary they will enjoy reading and read more 'extensively '. If learners read more they will automatically learn more.
Discussion and conclusion The following coping strategies to overcome problems inherited in second language acquisition can be applied in learning English as second language. This paper tried to unearth the common factors that are considered to have negative influence over English language acquisition. The factors are age, gender, cultural background, religion and language of the region or country. These common factors should be understood before embarking on to teaching the language to the students. The application of technology in language classrooms including the use of film, radio, television, language labs with audio/video tapes, computers, and interactive video will motivate the students and will help remove the fear found in students with respect to English language (Cunningham, 1998).