However, many kids learn to speak another language, beside English, at home from their parents. Sometimes, it is the primary language. The primary language could be learned before English. Foreign languages should be required at elementary schools because it helps the students become more culturally diverse, students get more opportunities and foreign language can helps students relate to other students better. The United
Grammar, as a set of rules for choosing words and putting words together to make sense, plays a significant role in language teaching. Without grammar, language does not exist. Also, it is difficult for students to speak English well without learning English grammar. So, in the formal education, it is inevitable for teachers who teach foreign languages to teach grammar. However, with the development of the history of language teaching, the position of English grammar in language teaching has always been disputed.
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
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.
"Sometimes the learners take in things which are incidental to the main focus of the language input they receive. However, the direct method which believed essentially in a one-to-one correspondence between input and output, really got going when it married to the theory of behaviourism" (Harmer, 2007, p.
The relatively low level of English Language among Preparatory Year students at Dammam University has brought about many questions. As such, it becomes all the more important to investigate the effectiveness of the communicative language teaching used and the need incorporating English grammar as a separate language skill. Before we go into the details of our
In a wider context, most EFL learners descending from language background whose vowel inventory includes a small number of vowels; are expected to have difficulty learning English vowels. This is probably because the learners are not familiar with a big number of vowels such as that of English language (Cruttenden 2001). Linguists and those who are interested in the
Even though English language is a compulsory subject throughout different educational stages (i.e., elementary, intermediate, secondary, and university), the speaking skills of Saudi students are weak and do not meet the expected level of oral mastery (Alhmadi, 2014; Al-ma’shy, 2011). There are several factors that lead to the general weak speaking skills of Saudi students. First, Saudi students suffer from lack of authentic situations outside the classroom. Accordingly, there are few opportunities for students to practice speaking. This heightens the need for communicative and authentic practices inside the classroom to create sufficient opportunities for speaking (Alharbi, 2015).
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
Are the Saudi EFL learners of English at University of Tabuk, Faculty of Education and Arts incompetent in English stress and intonation because they are not aware of their significance and functions? 2). Are the Saudi EFL learners of English at University of Tabuk, Faculty of Education and Arts incompetent in English stress and intonation because these features are chiefly neglected at schools as well as at departments of