Furthermore their interest in reading is minimized as they cannot get the essence of what the text is saying. As the consequences, the students’ participation in English literary activities is the minimum. Teacher has to force the students to participate. One of the reasons for this limitation is, there are not many teachers who are well trained in the teaching of English phonetics in specific. This drawback has huge impact on reading and speaking ability of the students.
Additionally, the opposition concluded that since most learners of English, especially from the outer circle, will not practice English on a daily basis and will use it for the most part with other NNSs, it is not confirmed which pragmatic system is to work for as a model. The other issue on the other side’s ground is most teachers of EFL are NNSs and for this reason do not retain the NSs instinct to bring into play the correspondent approaches and materials. More than that, they are not so sure whether instruction in language use will be in effect in establishing learners’ pragmatic competence (Rose, 1994, p.
In such class rooms, only a very few students are able to speak and respond in English. The students are even not participatory in the oral exercises in English. Hence, when students are required to speak, they are unable to exhibit or express even personal information about themselves in English, and they become frustrated and show reluctance to participate in oral communication in English. The main reasons for their frustration and reluctance to take part in speaking activities include lack of motivation, lack of teachers’ understanding of the learner’s level of speaking before the speaking skill training programme, and lack of opportunity for the teachers to use diagnostic tools to find out the entry level problems of the students in speaking skills. Moreover, students rarely speak even in their own vernacular
Most students are afraid to try to speak in a foreign language they learn because they are avoiding negative evaluations and do not want to be laugh at by their peers in case if they make mistakes. Relating to the condition in IIUM, it is no doubt that students insecurities with their peers stop them from conversing in English. The thought that making mistakes is somewhat embarrassing is the one factor that totally affect student’s
Cases of writing problems: Chou (2011) has listed a number of reasons why international students studying in an English-speaking country encounter a lot of stress and obstacles when writing their assignments. Firstly, students might come from different cultural backgrounds where they are fully dependent on teachers. They also have not been trained to be critical thinkers and they might have lower expectations than those of their teachers as they consider themselves second language learners. Al-Khsawneh (2010) indicated that the students identified that the teaching method and the environment are the main causes of their weaknesses in English. Their Weak qualification in English is either related to the lack of student motivation, or the teacher’s interest.
There are some reasons, which caused learners avoid using language. One of the reason is lack of self-confidence, the majority of the people have this lack and it does not matter they have good knowledge or not, the other reason is insufficient vocabulary undoubtedly in school and college we learn lots of English speaking words but because English is not our first language those words are not sufficient. After school learners stop learning new words, so often, learners face lots of problem in speaking. Moreover, the last one is motivation; it is a key term in language learning. As Broussard and Garrison (2004) defined, motivation is the attribute that moves us to do or not to do
This factor did not allow them to share their thoughts by speaking and even unable them to understand native and expert speakers. This proved the reference of Smith (2011) in which he ranked vocabulary first. He further said vocabulary is the basic element for speaking which provides opportunity to speak and understand any language. Various reasons were mentioned by students in regard lack of vocabulary. Roll no: 2, 6 and 8 “Because we don’t gain a lot from study, some time we tired while searching to find out special words in dictionary” Roll no: 14 said: “Because I don’t give much time to study” Roll no: 20 “I am not interested to be referred dictionary again and agian” Roll no: 24 “I spend less time in searching new words in dictionary and fed up wile doing such activity ” The above arguments of students claim that to be failed of students regarding vocabulary is due to confined/limited sources of information is one of the reason.
The English language teachers face many difficulties in maintaining the status-quo. Some time the English medium students get bored when the teacher tries to explain the basics of grammar for the betterment of Non- English medium students, the teacher fails while assuming that all the students knows the basics. Since the students do not prefer English to converse with others they lack the vocabulary and speaking
The traditional method includes the use of grammar worksheets and memorization of grammar rules. Students learn the grammar rules, but do not understand how to use them in their writing. Grammar worksheets tend to make students frustrated. They form a hate for learning grammar. From my experience as a student I was not good at grammar worksheets.