The term Britishness is now merely regared as “a limited utlitarian allegiance simply to those political and legal institutions which still hold this multi-national state together” (The Independent, 22 May 1993). In other words, it is only valid in passportss, visa application and other official purposes and people rarely use it in relation to themselves in their social, cultural and personal life. To English people, Brishness is seemingly banal while Englishness exerts spine-tingling effects and sounds glowingly sonorous. Despite this, while Scotishness and Walesness are now distinguisable, there has been still heated debate on what the Englishness truly is. this is largely due to the fact that a thousand years of dominance and the mutilculturalism, a result of colonies, leave it in a massive
I have experienced most of them, but the major factor is language. Barna claimed that language is the first stumble block because most of the nonnative speakers will find it hard to understand high vocabulary or idioms as she says “It hardly needs mentioning – language. Vocabulary, syntax, idioms, slangs, dialects and so on.” Another reason that makes the communication harder as Barna mentioned, is sticking to the definition of the word, and not understanding that the other person meant something else. Also, English is expressed in many variations of
Its standards are not high enough and accept half-hearted work from students who do not know how to ask for more from their teachers. Tragically degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them. Thus a weak educational culture creates all the wrong opportunities. In the absence of high academic and behavioral expectations, less demanding peer norms become dominant culture in campuses. The time students spent on class
In such class rooms, only a very few students are able to speak and respond in English. The students are even not participatory in the oral exercises in English. Hence, when students are required to speak, they are unable to exhibit or express even personal information about themselves in English, and they become frustrated and show reluctance to participate in oral communication in English. The main reasons for their frustration and reluctance to take part in speaking activities include lack of motivation, lack of teachers’ understanding of the learner’s level of speaking before the speaking skill training programme, and lack of opportunity for the teachers to use diagnostic tools to find out the entry level problems of the students in speaking skills. Moreover, students rarely speak even in their own vernacular
Due to limited knowledge about English for the students, they are afraid to use English in real life because they are scared that they would make mistakes. Also, some english teachers emphasize correct grammar more than applications in real life, this is like a two-edged sword because the students would have a well know knowledge in grammar but since the lesson is very focused on grammar, students are afraid speak English because they are scared that they would used the grammar wrong. The third list on Amatyakul 's article is social studies teachers. Social studies are supposed to be very useful in real life and applicable but since they are errors in the way of teaching, only few students are able to apply what they 've learnt in real life. This is because during lesson time there is very less idea exchanging between the teacher and students since the teachers are very dependent on the textbooks and are afraid to bring students outside the box.
Some of the kids today don't even know how to speak our very own language because at a very young age, they were already taught to speak in English. I really have no problem with that because it is essential to learn this language especially with the emerging globalization. But we should not put aside our own culture just because we want to compete globally. Another thing is the different political views of the people. With the upcoming election, we can already see the great diversity among the people.
No student should be considered as qualified for a degree in particular a Masters degree unless he has acquired a reasonable proficiency in English. Though the Educational Board of India has endorsed a lot of systems to improve the communicative skill of English among Indian students the position of English is still pulled down to the third place. The expected improvement is still not possible for Indian students. To them English is very complicated to learn as a second language Vocabulary building through teaching Just like grammar, vocabulary – building is another most important aspect of language learning. In reality without the knowledge of vocabulary, nobody can speak or write that language correctly.
An important point about learning the English language is that there are little information and knowledge on how English is taught in the public schools of Panama specifically in the Normal School. It is unknown how effective or appropriate are the methods and teaching strategies used in class, how much and how well the students learn the English language and the appropriateness and effectiveness of the evaluation processes. This is because there are no people interested in the study and evaluates the
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.
It will make people aware of the attitude of Pakhtoon students because people often think that Pakhtoon are not easily concerned by a non native language and they are always adhered to their own culture and language. As there is no research on Pakhtoon students before about their role in the light of Bangladesh, German and my own perception to assess the attitudes of Pakhtoon students at secondary level toward English language. It is mostly said that Pakhtoon are very strict towards their language ,and they can not adopt second language easily. The observation showed that there is a great reality in the statement of Pakhtoon strictness towards their language and culture but in this age of science and technology they are not far away from English language learning . A vast majority of pakhtoon students have showed their interest towards English language and said that it is the need of time to learn this global language.The observations have showed that pakhtoon students speak English with much better accent.