In order to be good in a language, one must have a proper mind set. Students tend to look at a particular language and label it tough and difficult. Hence, without the proper mind set, it is evidently much harder to gain knowledge of a particular language. Language does not come easy to those who have a bad attitude towards it. Hence, resulting in poor communication skills.
The lack of proper pronunciation causes problem for students in real life communication. On the other hand, most students believe that if they are better in pronunciation, they will be more confidence in English. It is also seen that generally pronunciation is neglected in classrooms. Even if pronunciation is taught with considerable amount of time, students should practice individually. Practicing only in classroom is not enough for achieving desirable
The accountability of the scores is meant to encourage teachers to adopt better and more effective methods of teaching, as well as to urge students to work harder. However the effects are more detrimental. Because of testing, students are more likely to be frustrated and discouraged at having to move so fast to cover all the ground needed. If a student is having a bad day or just is not a good test taker, all anyone can say is “tough luck.” The teachers will only focus on the select subjects tested on, and then only the select aspects they believe will be covered in the testing. Depending on how desperate a teacher is for good test scores, inappropriate preparations can be made before testing, sometimes even to the point of cheating.
In doing so, I am unable to find the root of their problems; perhaps they are struggling in an academic class, having emotional difficulties, or do not even know how to study properly. My other leadership weakness, image-consciousness, comes about when I fail to do what is right because I am worried that others will dislike me for it.
Introduction: The English language is generally acknowledged as a global language, in view of its numerous functions and preference over several other languages around the globe. The tradition of English teaching has been drastically changed with the remarkable entry of technology. Technology provides so many options as making teaching interesting and also making teaching more productive in terms of improvements. Technology is one of the most significant drivers of both social and linguistic change. At present the role and status of English is that it is the language of social context, political, socio cultural, business, education, industries, media, library, communication across borders, and key subject in curriculum and language of imparting education.
Eric Gill gives further examples stating that some of the biggest challenges of the job include effectually following the bureaucratic rules and guidelines set by the school and trying to teach in a classroom where the students are at all different educational levels (par.61). The difficulty of a wide range of educational levels stems from the possibility that less academically inclined students may find lessons too hard and become frustrated while more gifted students may feel bored and restricted because they already know the content. These challenges prove difficult for some, but many teachers agree that the pros far outweigh the
Not only are the parents of the bilingual children, but also some educators worried and concerned about when a child starts to speak different languages in a sentence. Are these children really confused and not able to distinguish the languages that are being used? The confusion may come from the fact that many people are confused between code switching and language interference, therefore mixing up languages is thought to be part of linguistic deficits and bilingualism is the reason to blame. Especially to the monolinguals, mixing two or more languages in a conversation is a sign of language deficit and it shows disrespect to the culture, as well as the language. As a matter of fact, language interference is linguistic interference that comes from the native language and affects phonology, grammar, lexis and orthography in second language output, while code switching simply means that when a speaker uses or mixes two or more languages in a sentence or conversation to another bilingual person (Skiba,
This is undoubtedly due to the various stereotypes depicting them to them to be more reckless and unintelligent. This causes teachers to not put as much effort into helping them to succeed as they would other students. Another group of people this test is discriminating against is people with learning disabilities. People with test taking anxiety perform poorly on these tests since they become incredibly stressed and anxious. Students with dyslexia also have issues with taking these tests.
A pensive child may choose an answer that is credible or could be proven conceivable through explanation, but instead, the answer is judged as “wrong.” “ As a teaching tool, the tests are deeply flawed because they quash imagination, creativity, and divergent thinking. These are mental habits we should encourage, not punish.” (Diane Ravitch). Additionally, some pro-standardized testing people claim that higher scores are proof that the examinations are necessary, although these higher test scores might just shows the student’s ability to take a test, instead of actually indicating their intellect. It’s incredibly arduous to create a multiple choice question that enables a student to reveal what they can do with what they have learned (Roger Farr). Students who are truly challenged and are given the opportunity to think of a different way to solve a problem, are the same people that drive innovation and ingenuity in a successful society.
It was also criticized by Newson (1988), Carreres (2006), Marsh (1987), and Owen (2003). They have presented some disadvantages of using translation as an instructional tool in language classrooms. From an opposite perspective, translation, misconceived and overused, could be seen as a victim of the grammar- translation method (GTM), rather than the source of its evils. The problem was not as such, but a teaching methodology that separated language from its communicative function. (Mogahed, 2011).
Primarily, stress can affect a student’s memory, causing them to have a hard time remembering the details about the topic. Secondly, timed tests can create negative messages about the subject. Lastly, students are so focused on the time constraint that they often don’t show their full abilities. While some opposers may tell you that timed tests are great to see who knows the material and