As a result, if a student has some affective problems this is going to block his/her input even if the topic is presented in a very comprehensible way. This is why it is important to give to students interesting and creative activities because that will influence their performance. If students have problems with grammar, pronunciation or speaking the filter must be open in order to improve the language acquisition
To begin, in this essay we are going to explain the function of phraseology and its importance to EFLs, abbreviation of speakers who learn English as a Second Language. Above all, we will also mention the difficulties the educational system faces when it comes to teach phraseology to future English learners. Phraseology is the study of the origins and use of formulaic language. These are combined sets of words that are composed of two or more words and have a fixed meaning that might not be transparent or compositional – that is, its internal elements do not contribute to the meaning of the entire phrase. These combinations are often fixed, but there are some types that are flexible.
English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.
Corrective feedback may be referred to as negative feedback, negotiated help or error correction. Students’ have individual differences from each other personality, attitude, interest, learning styles, language proficiency, cognitive abilities and so on. Hence, studying the English language is quite difficult. It is normal for anyone who learned the Second language to make mistakes or errors, which is different from his or her mother tongue. As stated by Brown (2007), errors are the “idiosyncrasies in the language of the learner that are direct manifestations of a system within which a learner is operating at the time” (p.258).
In Grammar Translation Method, sentenced is the essential unit of showing and dialect hone. The learners are empowered to do definite examination of a sentence through this technique. The learners are empowered to make an interpretation of a sentence into and out of the target dialect. In Grammar Translation
This chapter describes the rationale, purpose of the study, research questions, scope and delimitations, and definition of terms of the study. 1.1 Rationale Reading is one of the most important parts in learning English. It helps students gain new experience and knowledge and engage to other societies if they are able to understand texts they are reading. However, there is a difficulty in learning language that is grammar. It is the most difficult part to comprehend texts and meaning especially a complex sentence.
It is defined as one’s sensitivity to, or explicit awareness of the phonological structure of words in one’s language (Torgesen, 1998). Phonological awareness involves the ability to find out individual words within spoken sentences, identify syllable wise structure of the words and awareness of individual sounds within syllables- starting with onset-rime, structure of syllable and ending with awareness of individual phonemes in words. Phonological awareness is basically an ability to hear the sounds of the language. 1.2.2. Phonics One of the urgent requirements in the field of Education in Learning Disability is introduction of language development and phonics as a mandatory part of pre- and primary school curriculum.
The problem of foreign language classroom anxiety Language anxiety is one of the affective variables that have been traditionally considered as a matter of concern in communicative classrooms. For foreign language learners, it’s very common to experience feeling of apprehension about communicating in language that it’s not their own native language. When student experience foreign language anxiety in the class, they can easily can be afraid to speak the foreign language in the front of other students and in the front of the teacher. This is the problem that can hinder the attainment of two common aims of communicative classrooms: the use of the target language as a regular instrument of communication in the language classroom and, ultimately,
Besides that, we often faced difficulties when listening to an English conversation in the class. There are barriers to mastering English as a second language in our life. One of the barriers to be solved is to master English, we need to learn by understanding and focusing on the meanings and usage words by the receiver. We as learners need to have frequent practice in speak, write, and read in English. We have to learn more
Nowadays, many learners have the possibility of visiting the countries in which English is the mother tongue, and because of this it is important for them to reach a certain level of competence in order to be able to interact in fully. To do this, it is crucial for them to not only study the target language but also the target culture. If this is not done the learner may become what Bennett (1993) calls a “fluent fool”. A fluent fool is someone who possesses an accurate use of the foreign language but lacks the social content that is interrelated to that language and as a consequence does not experience real communication. Another author that develops this idea is Bada (2000: 101), in his/her opinion “the need for cultural literacy in ELT arises mainly from the fact that most language learners, not exposed to cultural elements of the society in question, seem to encounter significant hardship in communicating meaning to native speakers.” In order to avoid these misunderstandings that learners may experience when using the target language, even though they may be proficient in it, many ELT teachers decide to include in their classes the explicit teaching of the target culture and they focus not only on vocabulary in context but also on certain expected behaviours since these may also differ from one culture to