In addition to this, behavior management issues are of critical importance for the teachers of English language learners with special needs. Such teachers must know the needs related to children’s disability, possess cultural and linguistic knowledge. Unfortunately, in the majority of cases, lack of knowledge and little understanding about second language acquisition provide inappropriate educational services. Teachers do not fully understand the influence of native language on intellectual and cognitive development and the impact of cultural differences on students’ performance. Most commonly, ELLs with and without disabilities are often taught by teachers with insufficient experience and qualifications.
There are many people that cannot understand when they listen, it causes the people that have listening’s problem cannot communicate. This problem is the important problem in English as a foreign language (EFL) learners such as Thai people. Many Thai people always concern that when they listening, they want to understand in every words. If they are not understand about the meaning in every words, they cannot communicate. This is a mistake understanding about listening because we are not necessary to understand in every words but we should to understand about the meaning in keywords or the most important words of the sentence.
Hence, resulting in poor communication skills. In order to be an excellent communicator, one must be open to learn the methods in enhancing speech. A skillful speaker should learn and sharpen their skills in elevating their speech, communication etiquette and how to overcome fear. Plus, students must master vocabulary of the language (Wilczynski, 2009). Students who have bad attitudes to the language are forced to learn a particular language with a heavy heart.
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).
As describe above, speaking is one of the skills that should be mastered when we learn English. One of the important aspects in speaking is the interactions between the speaker and listener. Of course this will not goes right if we, as the Indonesian did not make speaking English as our habit. The other important aspect is confidence. We usually give so much thought about the correct grammar, so most of the learners are afraid of making mistakes.
Learning to speak a foreign language English as a non-native is commonly difficult, especially at the initial and intermediate stages of learning, so it often leaves the learners with no option but to resort to thinking-for-speaking patterns, code-switching and other ways of retaining and repairing their speech and avoiding communication breakdowns in the form of deviations from form or meaning or both / accuracy or fluency or both (Robinson & Ellis, 2008). These deviations, referred to as errors (Pienenamm & KeBler, 2011; Ellis, 1994), result in anomalous and effortful instances of foreign/second language production. However, in the course of history, teachers, depending on their belief on what learning of a language is, have treated these deviations accordingly. Many teachers believe that fluency is a goal worth striving towards only with learners who are at the advanced level. Other teachers, strong in the idea that the learning of a foreign or second language is about communication, believe that fluency ought to be the main goal in their teaching and that it needs to be practiced right from the onset.
Vocabulary is an ultimately important part of English language learning as it aids learners to express words. Wilkins (1972) wrote that “… while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp. 111–112). It shows the importance of vocabulary in communication which is the goal of English learning. However, Jafarpour & Kousha (2006) stated that EFL learners have difficulties in using vocabulary effectively because of the lack of contextual knowledge.
The problem many people have when they learn any language is that they don't have the practical terms and slang to sound authentic. Learning English goes beyond learning how to pronounce words. There's a ton of slang and phrases that will automatically make you sound like an authentic English speaker, but only if they're used correctly. About RealLife English When learning English, the student is often in another country where there's really no way to practice their lessons. Chad, Justin, and Ethan have been teaching English to students in a variety of countries, so they understand the challenges students face.
This is an important aspect of language learning, thus also of second language learning. According to Verspoor, Lowie and De Bot (2009), language acquisition cannot happen without input. If one already knows a language then proficiency can decline when it is not used, and even a first language can be forgotten (Verspoor et al., 2009, p. 71). Hence as input of English is essential to start of English learning and developing it, it is also of major importance for maintaining proficiency. According to Vanpatten (2009) SLA is a slow process with sometimes incomplete results, because to make sense of a sentence “does not mean that all formal aspects contained in the utterance are fodder for acquisition” (p. 49).
Thus, It makes learners confused about using passive form properly when translating because sometimes an active sentence in Vietnamese can be a passive sentence in English. As a teacher-to-be of English, a Vietnamese learner, I want to do this paper to help English learner clear about all the similarities and differences of passive voice in English and Vietnamese as well as avoiding making mistakes in translation these two languages the correct way to translate passive sentences from English to Vietnamese and vice versa. This paper has three main parts: description, comparison and implication. In the first part, there are some general concepts about passive voice in each language to give readers some certain basic knowledge . In the second one, a contrastive view in similarities and differences will point out the common mistakes of language learner when translating.