McBride-Chang (2004) recognised that this bottom-up approach resulted in students who are more likely to lose interest in reading due to the limited vocabulary and repetitiveness of texts they read (p.120). Whereas, whole-language learners are exposed to various unrestricted texts requiring them to use their funds of knowledge to make meaning of texts, ask questions and make hypotheses. This top-down approach, however, left students lacking any ability to decode new words or build upon their vocabularies
Lack of Reading strategies Lack of reading strategies is one of the students' main weaknesses. They rarely use clues seem on the text like pictures, titles , subtitles ... etc. Whenever they asked to read they start reading the text from the first word up to the last word neglecting any clues that might appear in the text. This could be due to the lack of training and practice on using reading comprehension
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
Otherwise, the other one really don’t use code switching because of the culture of his school is not applicable by code switching. On question two, they use code switching when they noticed their students lack the attention and eagerness to participate because they can 't express their ideas using the expected language they should use and when students find it difficult now to grasp learning. Lastly in question three, they suggests code switching is very useful in discussion during utterances but as a teacher they should still guide the students in using and expressing their ideas. It should only be used when necessary. Code switching makes communication easier but it doesn 't help that much in terms of students learning the other
Thus the important thing in speaking skill for students is in order to make them speak forthrightly and confidently with their classmates through rehearsing their English conversation frequently. thus that they are not clumsy to practiced gradually. When students tend assume want to successfulness of mastering foreign language is by communicating the language, in other words by speaking it out. Litlewood (2009) speaking ability is the first implementation of foreign language learning students of language learning supposed that to be able of communicating the language. Those students of foreign language learning should be able to implement the knowledge of language into its real performance.
Teaching English grammar is an essential part of the teaching and learning process in the Bhutanese classroom. The grammar plays vital role in order to acquire writing and speaking skills. The Bhutanese students lack behind in writing and speaking skills. The Bhutanese students’ English marks are low compare to other subjects in the school. The students in the school speak lesser in English than Dzongkha.
It is impossible to speak naturally and fluently without the use of idiomatic expressions.4nf6rt4net3y Teach5ng Idioms because problems to second language learners since most of them do not have simple equivalents in another language which makes their teaching also problematic. Instead of only knowing the language structure, language learners should understand how the language is really use. Without idioms our language would become dull and
In order to ensure that students successfully master the writing skills, teachers need to employ methods and approaches which produce positive outcomes in the students learning. Teachers are sometimes out of idea on how to teach writing to the students interestingly. They do not implement the latest approaches or methods that are used nowadays to attract the students’ attention in writing. Many students find it difficult to do the intense and active thinking that is needed for a proper writing convention. It is frightening for them to sit down before a blank sheet of paper or computer screen and know that an hour later, nothing is written on it.
Generally students have several reasons why English langugfe is still difficult for them. Such as they have lack of vocabulary to explain their experience or knowledge, they have lack motivation to speak, and they have lack curriusity,and the atmosfer of the class does not encourage student speak English. First, students have lack of vocabulary to their experience or knowledge. Many students in Indonesia doesn’t like to remember or find new vocabullary to gain their knowlege because when they find it is difficult for them to pronounce or speak up the word. Although They still did’t find the enjoy strategy to remember the new vocabulary.
They were very easy to get confused how to pronounce word correctly. Students sometimes did not know how to pronounce words in English correctly, that made they were afraid to pronounce that word and produce that words orally. In addition, the students’ pronunciation was incorrect also caused by their accents in mother tongue. Therefore, they felt embarrassed to deliver words in English due to they were afraid making