When the students are asked by the teacher, they do not answer. They just do not know how to utter what is on their mind in English. When they speak English they make mistakes in grammar and pronunciation. They also lack vocabulary. It makes them prefer to switch to Bahasa Indonesia because they do not know some words in English.
74.7% of the students mentioned the excessive teaching of grammar as a demotivating factor. Four students (67.7%) from the interviews also reflected that the teachers just glanced over other skills whereas overemphasizing on grammar and vocabulary. This finding was consistent with Kikuchi’s (2009) study, in which the students complained that the class was entirely about grammar and translating and the teachers tried to make students use all the English grammar correctly. It should be noticed that the purpose of most of the students when studying nowadays is for communication, therefore, grammar and vocabulary-based teaching and lack of chances to speak English can easily make students get
The most common mistake that students encounter is that they have a poor grammar that leads them to be unable to communicate with people well especially with the English speakers. A study had reported in the book with the title “Exploring Errors in Grammar”, one of the common mistakes made by students was the singular and plural distinction. For example, ‘Chemistry are too difficult for me’ consists of a grammatical error. In the sentence that has mentioned earlier, the correct sentence should be ‘Chemistry is too difficult for me.’ For example, students in the primary, secondary or even the university can score well in other subjects but cannot score well in English for UPSR, PT3 (used to be PMR in the past) and Malaysian University English Test. According to New Straits Times on the 29th October, the reporter, Sumanti Muniandy wrote that the poor score in MUET was the reason why top students were not able to enroll in the local universities.
Junior high and high school is a place where students try to fit in. Students are trying to know themselves, they don't really know most of the time what is their identity. Sometimes they don't speak out their ideas because they are afraid of the opinions of their classmates or friends. It gets more difficult if they are trying to communicate in a second language. I work with students learning English as a second language.
Most of the second/foreign language learners complain about not being able to listen or hear appropriately. Learners are not aware of the nature of listening, how to improve their listening ability, and how to overcome the listening comprehension difficulties while listening (Sheshgelani, 2013). Osada (2004) emphasized that both teachers and learners has not pay much attention to listening comprehension, they are less aware of its importance. In classrooms, teachers seem to test, not to teach listening and students seem to learn listening, not listening comprehension. This is a challenge for the students enrolled in English programs.
I. Introduction In this age of technology and globalization, English has been an essential key for everyone in order to learn, work, communicate and succeed. It’s not an exception in Viet Nam. However, it seems that the educational system and students in Viet Nam are not fully aware of its importance, especially speaking and listening in general and pronunciation in particular. Due to the fact that vocabulary and grammar focus is so popular in teaching and learning English in Vietnam, many Vietnamese learners of English fail to use English in communicating even after years of studying English in secondary school, high school and even university due to shyness and fear of speaking.
They were very easy to get confused how to pronounce word correctly. Students sometimes did not know how to pronounce words in English correctly, that made they were afraid to pronounce that word and produce that words orally. In addition, the students’ pronunciation was incorrect also caused by their accents in mother tongue. Therefore, they felt embarrassed to deliver words in English due to they were afraid making
1. INTRODUCTION The perception of English vowels represents a learning problem for Saudi EFL learners. The problem seems to arise with most English vowels against which the learners often stop helpless. Arguably, these learners have difficulty identifying English vowels either in isolated words such as pet, pit, let, late, here, air, power, sure, etc., which learners face in their every day interactions. Actually, while listening to students' interactions, the researcher observed that they experience problems in making distinctions between English words that are assumed to occur due to the complexity of English vowels.
Vocabulary teaching and learning is a continuous challenge for teachers as well as students, because traditionally there has been negligible focus on vocabulary instruction in the EFL/ESL classroom. Therefore, an increased stress on vocabulary development is vital for the English language learner in the process of language learning. Since vocabulary development is one of the essential components of language learning every student of a foreign language need to reside on vocabulary learning. Teachers of a foreign language are inevitably involved in teaching vocabulary. Syllabuses and textbooks commonly state their objectives in terms of skills, topics, etc.
4. The students of Faculty of Education and Arts at University of Tabuk are discouraged in using and practicing the stress and intonation when they attempt to communicate in English. 6. The Questions of the Study 1). Are the Saudi EFL learners of English at University of Tabuk, Faculty of Education and Arts incompetent in English stress and intonation because they are not aware of their significance and functions?