Besides, they must read in English widely to increase their vocabulary and grammar. Whether they enjoy reading the news online or they prefer books, there's a huge variety of English reading material on offer. Reading in English will expand one’s vocabulary as well as informing them about the culture of English-speaking countries. Other than that, Applegate and Applegate’s (2004) study reminds us that we cannot assume all teacher candidates and in-service teachers to be avid readers in English. Reading remained largely intensive to them due to the heavy curriculum, which does not allow them adequate time for leisure reading especially in English.
Listening comprehension is one of the important skills that learners must master for communicating in English. Without good listening comprehension skill, learners will find difficulties when they engage in the daily conversation using English. However, eventhough every learners knows that listening comprehension is an important skill, many of them do not feel determined to hone it. The possible cause might be the tedious learning atmosphere in the class. Being a student who attended the listening comprehension class, I felt the atmosphere of learning was dreary.
Professor Heather from University of West Chester stated that reading books from tablets equals to reading a powerpoint. (USA TODAY College) However, this is just an opinion of groups of people who are not fond of tablets and iPhone used as textbooks. Students cannot focus on their readings because the letters in the paper books are too small and the sentences are too close together. For dyslexic students for instance, they are comfortable to read books or textbooks from Ipads or tablets. Because this will aid them to read fast, focus, and comprehend fast.
When the state exam finally came it was nothing relevant to all that we had studied the entire year. From that point on I felt that English classes were a waste of time, and I was no good at them. When the results from the state test came, I received a score of 43% on the reading portion and the lowest possible score on the writing portion. I no longer felt that I was no good at English, I knew I was not. Luckily, I passed my 9th grade English class and was able to advance to English 2.
They had a more sloppy handwriting, and they would often look like they were written a hurry. The expansion of computers was a partial reason for their bad penmanship. After the World War II, the U.S standardized the print font to be in every document that is printed out. People were taught to read in a print formatting rather in cursive. The U.S propose that cursive is not important because documents were in print and should only focus on print handwriting.
In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16). If teachers take some time to understand the cultural identity of the students and develop a good relationship, this could make students feel accepted, worthy and possible show more interest in learning. Students are willing to learn English but being able to freely express themselves and their creativity is of concern. Ortiz recommended that schools “find meaningful ways to incorporate the richness of students’ cultural background in the curriculum” (17). During my high school year, there was a period where students were really under performing in English.
Many children used the dreaded reading groups in elementary school to define their love or hatred for reading. Depending on the group you were placed in, you were labeled “smart” or “dumb”. However, as a homeschooled elementary school student, I never had the horrific reading group experience, and quickly developed a passion to read early on in life. As I dive into this paper, my goal is to present my love for reading, and why, at one point in my life, I began to despise it. I vividly remember hiding my books when I heard my mom heading to my room, making sure I was doing math instead of reading.
Developmental education has good impact for students study in the beginning of their college life, but it does not have long term for students (Karp et al., 2012) because schools only allow students to take English and math classes in developmental education. Therefore, every student have enough basic knowledge about math and English, so in the beginning of college life, those math and English are very easy for the students, and students could get good grades in those class. However, after they begin to take the major, the major courses are more complex than math and English class, so developmental education loss the effect. Therefore, Students will have very hard time to deal with the major courses. For example, even if I got A for my math class, I think accounting class is very hard for me because it is more complex than math.
Rachael Roberts, an English teacher for British Counsel Teaching English says, "However, there is still the issue of whether students will necessarily ‘notice’ the vocabulary." A physical book forces you to recognize the vocabulary. A person stumbles on an unfamiliar word and then feels prompted to learn what it is. Often times with audiobooks, words go by so quickly that people forget what the word was, and they do not feel the need to expand their vocabulary since the confusing word is then in the past. Physically reading also creates healthy work for your brain because your brain goes through a process called decoding.
In the last decades, the teaching of a second language has been generally focused on the linguistic component of language than on the real use of it. In fact, most of the universities focus their English courses on the development of reading comprehension skills than on speaking skills. This makes students more proficient in grammar aspects, such as vocabulary, syntax, and semantics etc, but less proficient on how to communicate orally. Classes are also teacher centered and students do not have the opportunity to interact among themselves and consequently they scarcely develop some oral skills. Although things are changing, and the majority of teachers try to foster real communication through the implementation of different communicative methods, one as a teacher always finds groups which are more proficient on the linguistic part of language than on communicating effectively in an oral way.