Although Dzongkha is considered as national language, teaching and learning English grammar has become essential part in the Bhutanese classroom. English is the medium of instruction for most subjects taught in the Bhutanese school: Almost all the Bhutanese schools provide English as a second language ( ESL) programme and most of the learners too are ESL students: for ESL students and teachers, it is challenging to learn and teach English without grammar for grammar is integral part of the language, serves the same purpose which language serves: Not only grammar helps the learners and teachers` to know the rules in a language for changing the form of words and joining them into sentences but also boost the ability to think and comprehend ideational world. Moreover, it helps learners to make a clear paragraphs and sentences that are precise and interesting. Today, teaching and learning grammar in Bhutanese classroom has become indispensable part and concern in
That being said, it is not only Thai learners who experience such problems, language learners from all over the world have difficulties to acquire English pronunciation to a level of ‘comfortable intelligibility’. Mispronunciation is especially prevalent is aspects of syllable structure and stress and it is this mispronunciation which will determine if the leaner can reach a level of comfortable intelligibility (Sumdangdej, S
Though, the national dress of Bhutan is still worn in the country, the western clothing style have greatly affected the Bhutanese dress code. Only a small percentage of elders wear the national dress in their daily life and the youth that is the greater percentage of the population wears only when required. The Bhutanese tradition of respecting one’s parents, elders and the higher authorities have deteriorated. The Bhutanese values are strongly influenced by outsider’s culture. The valued sacred places, faith in religion and the festivals are left without interest by the young citizens and are desecrated leading to the falling apart of its
Teaching and learning English grammar has been a challenging task in Bhutanese classrooms. Grammar provide students with the structure needed to organize and covey the messages and ideas in a proper way. The concerns and comments are expressed in Bhutanese society regarding the need to teach and learn English grammar. Moreover, with globalization and modernization it is essential to teach grammar in schools. It is essential to teach grammar, and much of the effort spent arguing against the teaching of grammar can be better spent on persuading true believers in grammar instruction that grammar has newly defined but useful role to play in language teaching and in showing them what it really is.
For several reasons, English is very difficult for Indonesian learners in general. One of the factors in mastery speaking skill is unless daily conversation about English language. Beside that students lack of practice their language out of class. In Indonesia learning speaking is only in class. It’s make not all students able to use English language in active and tend to passive.
Teaching and learning grammar has always been an important part of learning English language in Bhutanese classrooms. Without grammar, language learning is incomplete. Since the primary objective of language is to communicate effectively, it cannot happen without understating the functions of grammar and the ability to apply them appropriately. It is a well-known fact that teaching and learning grammar is fundamental in building students’ language proficiency. For instance, Debata (2013, p. 482) argues that students with good knowledge of grammar enables them to correct their mistakes and improve a written work.
From this brief data it is logical to suggest that there is more room for Kazakhstani English learners and instructors to work on their fluency in speaking. This paper will try to review hitherto literature on speaking fluency development and show that fluency development, leads to accuracy improvement as well. Since the researcher is a university Foundation program teacher at Suleyman Demirel University, Kazakhstan, it was noticed that most of students of B1 level face the problem of speaking fluently even though their linguistic competence is really high. Students usually give really high grades at accuracy focused activities, whereas speaking tasks are often evaluated 1 or even two levels lower. Thus the issue the fluency aspect development of oral production was undertaken
This new and revolutionizing method and approach to teaching in Thailand was to replace the monotonous forever lasting grammar translation method, which is fully embedded and traditional in Thai methods (Sumdangdej 2007). If the focus of the teacher is on pronunciation, especially consonants it is imperative that they know how and can implement how to teach properly. For those Thai teachers who do focus on pronunciation and are keen to see development in the students’ pronunciation so it nears intelligenabiliy, it is important that those teachers can analise profiently enough to detect any errors especially when the students are articulating English constanants. If the teacher does identify mispronunciation of sounds it is recommended that a plan is implemented which includes following processes to teach the correct pronunciation; these processes included discrimitation, recongnition and produvtion (Kanokpermpoonm
Introduction Before 1961, Bhutanwith its small population was largely sufficient in their needs and maintained their tradition and culture well. The living standard of an average Bhutanese was relatively low and they had their own life style unique from the rest of the world. The practice of traditional culture and value started detriotriating when Bhutan opened up to the outside world, especially its foreign relation with two immediate neighbours India and Nepal, (Collins, 2012). The general Bhutanese power in thinking, dressing, communicating and behaving is copied from Indian and foreign TV channels (BIMIS, 2013). Bhutanese youth’s adaptations to new styles are very much keen and ultimately lack to preserve the tradition and custom value
First, grammar is the essential part of English that the most of people focus on. In fact, the learning system in Thailand is just studying for the exams that I cultivated to my mind. The most teachers teach more on grammar rather than other parts to prepare their students for the entrance exams in high school. In addition, the tutorial schools, that I studied, focused on the grammar too. According to, Tony Mitchell, native English teacher in Thailand, Thai teachers never wonder if the method was beneficial or effective and was used as a method of ‘teaching ' in every subject.