The committee sought out its artist by putting forth a competition and found there winner a 20 year old Yale Alumni named Maya Lin. The design itself is a black stone, V shape with names of fallen soldiers engraved along it in chronological order. When the design was first publisized the Veteran’s community felt it was disrespectful did not like the color black and felt like it was meant to be hidden in shame. The protesters secured some major players such as congressmen and demanded Lin redesign the memorial. Some of the changes they wanted were to make the wall white, add a sculpture of soliders and a flag in the center.
Reading involves garnering knowledge, information and meaning from any literary text. Readers are encouraged to be active in constructing meaning while reading text. Thus, after reading has taken place, readers should have a clear understanding of what has been written and they will then be able to transfer information they need. However, many students still have challenges with comprehension; especially when they have to comprehend words, sentences or an entire text. If people do not understand what they read, it becomes a frustrating, pointless exercise in word calling.
To begin, in this essay we are going to explain the function of phraseology and its importance to EFLs, abbreviation of speakers who learn English as a Second Language. Above all, we will also mention the difficulties the educational system faces when it comes to teach phraseology to future English learners. Phraseology is the study of the origins and use of formulaic language. These are combined sets of words that are composed of two or more words and have a fixed meaning that might not be transparent or compositional – that is, its internal elements do not contribute to the meaning of the entire phrase. These combinations are often fixed, but there are some types that are flexible.
One advantage when teaching reading in a second language is that the learners most likely already know how to read in their first language and they probably have some strategies for it which help when learning to read in a new language (Pinter, 2006, p.68). During the field study day some of the students mentioned that they read English books but it was hard since they did not know all of the words and could have a hard time understanding some bits. As a teacher it could therefore be important to make sure that the students read books on their level, so they do not lose their interest. Also make the students aware of the ability to understand content from the context and not stop at every single word they do not understand.
Moreover, in order to improve English skills and to get the information, students need to comprehend reading texts well. The reading comprehension is one of reading goal. Linse (2005) points out that comprehension is the main purpose of reading. To comprehend a reading text is also one of reading basic competence that should be acquired by the students. The process of reading comprehension is not easy.
As Luoma (2004) states “Speaking skills are an important part of the curriculum in language teaching, and this makes them an important object of assessment as well” (p. 1). Therefore, to develop students’ speaking skills, there must be enough speaking tasks and activities as well as proper speaking assessments. Speaking english is practiced by people, both who are native and who come from non-English speaking countries. Day by day the people get new information about the language bt their contacts to other people that they store in their mind. This is without a by designed place and a specific time to learn.
Each has its own function. In some areas there is one-to-one correspondence between speech and writing but in a number of areas there is no neat correspondence between units of speech and writing. As far as grammar is concerned, these two areas play an important role in English language teaching. Knowing grammar rules particularly the above said tenses, idioms and phrases and vocabulary helps to get mastery over speech and writing English language. Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Nunan (1991) wrote, "success is measured in terms of the ability to carry out a conversation in the (target) language."
Absolutely, before we can recognize and understand the article, we must first understand that the element of the sentence which one of them is vocabulary. But actually, many students know little terminology. Particularly, they are not only able to recite vocabulary without know the meaning of it, or they do not know the parts of speech. As a result, they understand English more difficult. 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).
This strategy including repetition, summarising meaning, organizing new language, guessing meaning from context, and using imagery for memorizing. The term of “cognitive” simply means the use of mind (cognition) to learn. In learning English, field which mostly used cognitive strategy is reading comprehension. Rosenshine (1997), states that the act of creating question for students to answer does not lead to comprehension. Otherwise, the studentd will do self-questioning that will help them to understand what they read.
Self-monitoring It is considered essential to report about how self - monitoring helped students verify their understanding by identifying comprehension problems and finding appropriate solution during the reading task using the self- assessment protocol. Self- monitoring aims to provide learners with a plan at the moment to read, taking the stages of before, while and after the reading, also during reading they should read the strategies in order to have them in mind and solve the reading task using as many reading strategies they considered useful in their individual processes. Indeed, at the beginning learners did not have a clear idea about the process of reading they just read because it was a task. Learners reported their comprehension