But I have always wondered why is that? Can’t adults also learn foreign languages? Here the answer is “Yes, they can.”, but it is harder for them due to a few factors, which they should overcome if they want to easily reach their goal. Nowadays, children are being exposed to and start learning languages from the kindergarten and then continue in the school. There are some factors for these children to start learning
Actually, children who are proficient at face-to-face communication can have problem in academic language usages. Yet, teachers may assume that children’s oral abilities parallels to their overall language competence, and instruct the more complex subject in all-English classroom that in reality, hinders children’s academic reading and writing. Thus, the article’s appeal out of the forth myth is similar to the third one, which is to make home language available to children learning the second language. And I think the argument seems to echo Steven Krashen’s input hypothesis that acquisition occurs when the individual is exposed to language that is comprehensible with i + 1. To achieve the step beyond the current language level, students’ first language is helpful because it enhances the comprehension needed to build the bridge from i to
Schema is defined as the prior knowledge of a learner and it reflects the experiences, conceptual understanding, attitudes values, and skills a reader brings in reading a text. A number of experts have defined reading in many ways through diverse wordings, such as it being a “psycholinguistic guessing game” and an interaction between the text, the reader, and the world. Nevertheless, this study would only focus on one of the most common and prominent concepts that could be derived from the varying perspectives—that is the schema theory of reading. In schema-theory research, reading comprehension is importantly a process of relating the information from the text to already existing knowledge framework in the readers’ minds. The text does not
To solve problems for the primary students in teaching English 1.5 Significance of the study primary students in Oman meet the problem when they learn English language in the school because it is second language and they don’t use this language in every day, they use mother language which is Arabic language to communicate in the school and home. In this research I want solve the problem when the primary students learn this language and I want the primary students like to learn this subject, when they like this subject so they can learn it. As we know English language became now important language in Oman not only in Oman for many countries because many countries use it language in many things, also this language help them to get a good works and they can work in different countries in the future when they know about this language. 1.6 Definition of key
However with the passage of time it was found that using English as official language is required. Thus started attempts for teaching English right form the primary schools. Soon the language spread went to secondary schools and colleges. At present the high proficiency in English helps the students to achieve the degree of their choice in the University level studies (Foo & Richards, 2004). English language is considered as a language of development in Malaysia.
When I tried to ask the reason to the students of why they are still unconfident or shy to speak English, they have their own reasons that is different from others. One of students that I had been asked is Lilla. She is one of the student of English Department in my Reading class. She said that pronunciation is the most difficult thing to deal in speaking. The lack of pronunciation can lead the students into the feeling of being unconfident and shy to speak English.
When we talk about teaching English, there are many elements and essentials that can be ventured and one of them is using literature to teach English Language. In Malaysia, at secondary level, the syllabus has been made compulsory for students to learn literature in English classes from form 1 to form 5. However, since most of the texts used are from British and American background, the students, especially those with limited grasp of the language found it very difficult to cope with literature and eventually form a negative perception towards literature in the first place. Although the blame cannot be put solely on teachers, but there are some teacher who taught literature as a normal comprehension or reading materials where the focus are more on grammar, vocabulary and reading while neglecting the important elements which is to appreciate the literature works.
In English, similarly the child should be exposed to a good deal of correct spoken English. Teaching English language in non-native countries like India, China, Japan, Pakistan etc., is very difficult. English language teachers find difficult in teaching though there are number of methods, approaches and techniques to teach it as a second language. At the same time students also feel difficult to learn English language because it
However, most students are facing problems when they reach tertiary level of education as they do not receive sufficient knowledge on English language in primary and secondary school. Therefore, Malaysian educators should tackle the problems that the ESL students face since primary school. This study focuses on identifying the students’ preferred learning style. It is important for the students to know what their learning styles are, so that they could control their method of study and boost their self-confidence in learning. Thus, the students would be able to obtain and absorb information effectively without much assistance from
What made me influence to write a speech on this topic is the speech by bejoy peter. What inspired me is how schools are preferring more English and how English is been taught in depth than their mother language, which is making a vast difference between previous generations and current generations. This is influencing students to learn English