Disadvantages Of Maritime English

English language teaching is an art that requires artistic sensibility and well trained perfectibility. Each stage of English language acquisition will present unique challenges and require unique strategies. It cannot be mastered within a particular period of time. Learning English language will take some years to be mastered. Teaching the international language inside the classroom is very difficult indeed, especially for non native speakers of the language. Various strategies have to be applied for teaching English inside the classroom and to make students use the language outside the classroom. Teaching vocabulary requires more attention. Effective ways of teaching words will enhance learning capability. Mere learning of vocabulary will not make the learning process complete. For an effective mode of communication learners should be taught to use vocabulary in authentic situation. English language teachers need to concentrate on the ways which can help and teach

A fundamental goal of learning a foreign language is to communicate. Today, the need of interacting in English effectively, is increasing. This is needed to be able to interact with both native and non-native speakers. A reason can be the diversity in populations which is growing because of migration and many adult learners study English because they need it in workplace settings, where they communicate with English-speaking colleagues or just for English environment. These learners would benefit from a wide repertoire of the learning language to communicate meaningfully.

This approach was very advanced for the time. It revolutionised the strategies of language learning and also changed the role of the language teachers as well as the language learners. In contrast with some of the methodologies previously adopted, its main goal is to teach the scholars the ability to communicate. Thereby, Communicative Language Teaching bases itself upon the concept of language competence, which is considered the actual basis of proficiency in a language. Hence, teaching activities involve students in real-life communicative situations in which the communicative task is of more importance than the grammatical accuracy. Other exercises such as games, songs, problem solving and role-plays also are used in classrooms. It must be said that each of these activities are sowed on the learners needs, therefore, if the class

English has undergone some changes in relation to its status in the world. Some years ago, it only became the first or second language for several countries. Nowadays, alongside with the development of information, communication, and technology the status of English becomes a lingua franca in the world. That is, a language that is used as a means of communication between people with different language. This change, of course, brings some impacts in the roles of English as a language. English is not seen as a language for identity anymore. Yet, it functions mainly as a means of communication. Added to this, the change of the English status as a lingua franca will also impact to the educational sector especially in English Language Teaching (ELT). With regard to this issue, this paper tries to present the notion of English as a Lingua Franca (ELF) and its implication to the teaching learning process especially in Indonesian context.

Teaching English, as a foreign language is complex and involves not only the involvement of the teacher, but much of the students. Through years of research and experience, it has been brought to the attention of many academic instructors that four crucial factors play into getting a foreigner to learn a new language. These four strategies include: Listening, reading, speaking, and writing. The class I will be teaching will be at an A1 level and will be learning about different lifestyles. All four strategies of teaching will be used in the lesson. This essay will discuss how strategies that facilitate the development of each language skill in the EFL classroom will be used to teach a new topic.

Different approaches have taken different methods and techniques to teach and improve teaching speaking, such as drilling in Audiolingual method, memorizing lists of lexical items in Grammar Translation method, or methods proposed by instructors based on their experience like role-play, picture and word cues, paper conversation, using exercises to boost learners’ self-confidence, doing theatres, reading a story and retelling it to others and so on.

According to Dudley-Evans and Johns (1991), although ESP/EVOP has an international scope, its purpose should be specific to the needs and interests of the targeted learners. Thus, Dudley-Evans and Johns stress the international nature and scope of the ESP/EVOP approaches to English teaching. These authors attribute the emergence and international spread of ESP/EVOP to globalization and the rise of English as an international and business language. Consequently, English has found increased usage in matters of technology, scientific research, and trade. Evidently, increased demand of English for Specific Purpose can thus be attributed to globalization and the increased use of English in the international arena.

This paper will describe on why a certain lesson should be adapted before it is delivered to different audience at the same level. This lesson was taught to university students in the USA where the majority of the students were English native speakers. At some points in this lesson, the depth of discussion is not really appropriate to be taught to foreign/second language learners because the nature of English proficiency between English native speakers and foreign/second language learners is absolutely different. The finding in this paper will be based on observation of the writer and elaborated with the reference from library research.

In the terms of globalization, it is obligatory nowadays to learn foreign languages, especially when they are scheduled on school’s curriculum. Generally when we speak about globalization, English shows up as the first language used by almost half of the population in the world, English is programmed in nearly all educational institutions and it is taught at basic schools. Frequently most of the Algerian EFL students face difficulties among all levels, for beginners these difficulties are numerous due to the integration of the mother tongue i.e. the Arabic language and the second language that is the French language, difficulties such as pronunciation, spelling, vocabularies, grammar and translation of thoughts and sometimes mixing the two foreign languages for instance French and English encounter the learners’ schooling throughout their academic years. Hence, all the difficulties faced during learning English

Nihat (2008) states in his text an old problem who English teachers faced everyday: how to teach English as a second language effectively, taking into consideration all the disadvantages that exist nowadays, such as lack of motivation, interest and others. The solution for this struggle is project- based tasks. This author explains in his article how teachers can led students use mobile phone technology to aim English purposes.

The high calibre of the preparation manual, the utilization of a progressing guide boat system amid the course. The high level of intelligent learning utilized amid the programme. The broad utilization of self and companion gathering evaluating skills. The broad utilization of issue based learning techniques all through the programme. The discriminating backing of exceptionally energetic preparing staff. The inspiration of persistent evaluation all through the course. The teacher info conveyed in a working, subject-situated connection

One of the most important factors of the textbook is teaching method. English 6 does not specify the teaching method in detail while the global textbooks are very clear about the methodology. In terms of teaching four language skills, the textbook applied PPP method which restricts students’ initiative and creativity. Therefore, a combination of different teaching methodologies will improve the textbook’s value. With regard to the encouragement of learner interaction and promotion of learners’ communicative abilities, the textbook should add many types of information gap activities which focus on fluency and open-ended questions, not focusing on repetition, substitution, listen and repeat activity very much. It means information-gap activities help to encourage learners to interact each other. They should have many opportunities to exchange information through pictures or given information in reading texts to fulfill the tasks. In addition to information-gap activities, creative activities and tasks should be added to encourage learners’ creative use and communicative abilities of the target language. In the parts called “Play with words”, learners repeat the sentences after listening to the cassette player or the teacher. Therefore, pronunciation and stress activities which help learners distinguish the difference between Vietnamese and

Globalization has also contributed to an increasing interest in English-language education worldwide. In response to the emergence of English as a world-linking, global language, an increasing number of schools have stepped up English–language requirements, even at undergraduate levels. The argument is that a universal teaching language is necessary as a natural consequence of globalization.

In this report I will be comparing my views on teaching with those of an experienced teacher ,a learner and three experts, using: Concept maps, interviews and pre-assigned articles. I’ll explore a little of second language vocabulary acquisition, theories and

Once there was a time in teaching English, when teachers had mainly followed the traditional approach of teaching in various universities, where the learner used to be dependent only on the lecture delivered by the teacher. The learners were not exposed sufficient practice on their own and the interaction among the learners in the classroom was almost absent. That time the main focus was on grammatical rules, memorization of vocabulary, translation of texts and doing writing exercises. Classes were also conducted in native language ‘Bangla’ with little or no use of English language.