The goal of English language teachers, and the learners as well, is to connect the two languages (the learners ' L1 and L2). The teachers have the crucial role in activating their students ' language awareness. English language teachers need to guide the students to fully realize the various ways in which they could make use of their existing knowledge on language learning that they were
Boonkit, K. (2010) agreed that vocabulary is singled out as important factors to be emphasized in building fluency for English as a Foreign Language (EFL). Especially, vocabulary is central to English language learning because without sufficient vocabulary students cannot understand others or express their opinion. Consequently, knowing a lot of vocabulary will help everyone to understand and learn English better, because vocabulary is very important factor in learning
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.
2.1 Teaching English as a Foreign Language in Senior High Schools English is an important role nowadays. It becomes an international language. Therefore, in this modern era it is necessary for us to learn it. Teaching a language, especially a foreign language is not an easy task. Since English as a foreign language for Indonesian student, it will surely cause some problems for them.
Ahmad Rizky Farizy 1510302103 Cognitive Strategy in Learning English for English as A Foreign Language Learners; College Students I. Introduction English is the international language that used by every country around the world. Eventhough the precentages are differen t in each country, it is still very important to learn English. A foreign language means language studied in an environment where it is not the primary vehicle in everyday interaction and where the user of it in that country is still a few. To teach English for EFL learners, teachers need to have different learning strategies than teachers who teach English for native or second language.
In answering these two questions, it will help the learners realize the importance of English language which relate to their opportunity in the future. Moreover, the instructors will realize exactly what is the problems might affect a learner’s ability to communicate in English; moreover, they will find out an appropriateness of the design solution of the problems. In other word, this research will gain new insights that help to define the effective teaching method for EFL learners in English communication skills. This involves the purposes of this research: to identify how using English as a medium of instruction improve English communication skills in effective way and to investigate this method is the effective way to improve English communication skills in EFL
The Aural-Oral approach is very effective to be implemented in English Language Teaching in case to build communicative competence of student. It enhances listening and speaking also it increases new vocabulary for student. The aim of this essay is to give real imagine about how the Aural-Oral approach can be taught in or during English learning and give good improvement in both listening and speaking in order to reach student’s communicative competence. The first focus of Aural-Oral Approach is to teach English for student
The teaching and learning English language involves four main skills i.e. listening, speaking, reading, and writing. The goal of learning or teaching English language is to empower the students to utilize English for communication. In the previous decade, there was a shift in the focus of language teaching from linguistic competence to communicative competence; since then it was agreed by second language acquisition researchers and English language teachers that learning a foreign language is not just about learning the syntax i.e. grammar and the vocabulary and a set of idioms and expressions but speaking skill is also important.
Teachers must be able to make clear to their students the declarative and procedural knowledge the students are meant to learn. To this end, teachers must communicate instructional goals that are challenging, and that motivate learners to align their efforts with the demands of the goal and prompt them to invest mental effort in the learning task. Students need to know why they are studying speaking. Providing them with a rationale for the causes may help them see how speaking ability relates to their daily conversation and very important to be mastered when learning foreign language. 2.4.
Learner autonomy is believed to be a very important factor contributing to the leaners’ successes in acquiring a language. In language learning, autonomous learners become more highly motivated and that autonomy leads to better, more effective work (Dickinson, 1995). In Tran and Baldauf’s (2007) opinion, an awareness of the importance of English alone is not enough to help students to overcome demotivation, but they can completely overcome the demotivation if that awareness triggered their self-determination to learn English, making them more autonomous and independent. In Luu’s (2012) study on students’ motivation, quite a lot of students did not know how to study English by themselves and they wanted their teachers to instruct them ways of English self-study. Dörnyei and Ushioda (2011) provides some key issues to foster students’ autonomy such as sharing learning responsibilities, involving them in making decisions regarding classroom materials, and giving them positions of authority through peer teaching and project