Preparing learners to communicate successfully in language classes is one of the most important issues. Teachers face a lot of difficulties in teaching English in EFL contexts. One of the major problems is students' unwillingness to take part in reading classes. Reading is one of the four skills which is difficult for students. It’s not a productive skill which makes the students to produce language in words but it’s the skill which gives the students for good input so they can get the information from what they read (Ediger 1999).
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.
Statement of the Problem a. Research Topic The Topic is to establish if students in England were using their mobile devices to help them learn. b. Research Problem This article argues that schools should be actively encouraging pupils to make use of mobile devices. The extent to which students were using their mobile devices to help their learning and which features they found useful for their class work were examined.
Students usually comment about some challenges they have on learning vocabulary, they said that their oral skill is affected by not knowing enough vocabulary words to use, and also forgetting them vocabularies very soon is another problem. However, vocabulary teaching has not always been very responsive to such problems, and teachers have not fully recognized the tremendous communicative advantage in developing vocabulary. The teacher is held accountable for making sure students reach course expectations and are ready for the next level. Contextualized teaching materials are necessary to effectively teach vocabulary and assure students have a strong foundation for next
2.2.3 Vocabulary Teaching One of the major problems that many language learners face in initial stages of language learning is that they can not make appropriate choice regarding what type of vocabulary learning strategy they should adopt in their learning process. It is the teachers' responsibility to help their students learn second language words efficiently. Hence, investigating different strategies and procedures that teachers should make use of in the process of language teaching is an important issue. According to Seal (1991), there are two types of vocabulary activities: planned and unplanned. In unplanned vocabulary teaching activities, learners ask for the meaning of words and teachers try to make the meaning clear by using
Even advanced learners often finish a language course with the conviction that they are not sufficiently prepared for speaking beyond the classroom. This difficulty results, basically, from the character and inadequate frequency of speaking opportunities in the classroom in comparison to the abundance of natural varieties and genres of oral communication. In fact, selecting the most appropriate types of spoken discourse for
Develop a sense of what works best for you straight away. Most experts agree that a key process in learning a language is how we acquire vocabulary. The more words you understand in the target language, the better you’ll read, listen, write and speak. There is a key idea that is very important to keep in mind: “Your brain loves context”. I will talk about it in a moment, but first let’s take a look at a few different strategies for learning new vocabulary.
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).
One of the first steps of learning English is learning vocabulary. A person’s vocabulary size is the set of words they know. Having a large vocabulary size is a useful tool for speaking, listening, reading, and writing. A great challenge second language learners’ face is acquiring extensive vocabulary knowledge. There are many different aspects to knowing a word.
Strategies which learners use are such a repertoire that they can go through to overcome so many different types of demands which they face in L2 learning. Critical sensitivity to language use and self-monitoring are features of self-regulatory strategies .These two terms are conceptual and can be empirically investigate by discovering the effect of independent dictionary use on grammatical errors. Because of input shortage in classroom-centered English teaching ,self-regulation as well as L2 motivation is an important variable in this contexts . This research is designed to investigate the effect of learning one specific self-regulatory strategy on L2 learning and specially its impression