The Importance Of Learning English As A Foreign Language

The student’s main strength is that she is not afraid of speaking and making mistakes. Being an elementary level student, she makes regular mistakes corresponding both to the level and to being a Russian language speaker (Learner English, Swan, M and Smith, M CUP).

In this activity, each learner would receive the written task and an Article Machine (see Appendix 1) created from a model presented in Explaining English Grammar by George Yule. After a period of individual activity the students would be told to check in pairs by reading the text aloud to one another. Finally the exercise would be corrected as a class with the teacher nominating students to present their answers.

Procedure: Divide the class into groups of four. Ask students to think of their problems in learning English. That could be problems with language skills such as listening or speaking, or problems with language areas such as vocabulary or grammar. Then, have students share their issues and offer their peers some advice in their own groups within 5 minutes. When students are talking about their learning difficulties, walk around the classroom to facilitate the discussion. Next, have students share their own obstacles in learning English and ask those who are not in the same group with the sharers to give advice. In this way, students can receive more suggestions from their classmates. In case, the teacher’s first language is not English, he is well-advised to share his personal experience in

Take every opportunity to develop the student’s language numeracy, reading and related skills as directed by the class teacher.

The ENLCS program includes an English learning lecture, a scenario simulation workshop and an exchanging program. The English Learning lecture is two hour lecture class per day, from Monday to Wednesday every week. Students who complete this English lecture learn the vocabularies and grammars. The English scenario simulation workshop is two hour class hold on every Thursday. Students who complete the workshop can communicate with other students and the instructor in English. Therefore, the instructor needs to prepare the different communicable topics for the students every class. The exchange program, which starts on the third month of the program, is a six hour program hold on every Friday. This program is

In many East Asian countries, English, being a universal language, is a mandatory subject, for it is essential for professional communication and development. However, learning English is often tedious and difficult, especially in a non-English environment. Moreover, students would only learn the basics, such as grammar, but not the Western culture. As a result, this is a waste of the students’ time and educational resources . As virtual reality (VR) and augmented reality (AR) gain their popularity in the technology world, people are looking to use it for educational purposes. This new way of learning and teaching is currently being studied and experimented in Western schools and making its way to East Asian schools. This paper argues VR and AR can help students to gain interest in learning English as a Foreign Language in East Asian schools.

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

Secondly, the teacher must be knowledgeable of the topic he or she is teaching. If the teacher does not know the mechanism of English grammar, it is hard to explain the concept thoroughly. A good teacher explains the concept well enough for the student to understand it easily with definitions and examples.

Yet, direct method and communicative approach do not teach grammar systematically. In contrast, both methods want the learners to use the language rather than analyze the language. It is stressed that the learners should learn the language, not about the language. Still, in direct method grammar is still being taught inductively but in communicative approach, the element of grammar is overlooked. It is believed that students can have limited linguistic knowledge and still be successful

Larsen-Freeman (2001) as cited in Mart (2013), describes grammar as a system of meaningful structures and patterns that are governed by particular pragmatic constraints. This clearly indicates that grammar plays a crucial role in learning the target language. Grammar instruction is one of the most difficult issues that people have encountered in language learning and teaching. Therefore, the best way to overcome this issue is by

This course is for urban as well as rural people. This course is for students, housewives, retired or working people who lack communication skills. For personal development, they need to improve their language ability. This course will cater those people who want to learn this language for social needs, migration purpose. For example, when a person goes to restaurants like Subway, CCD or KFC, he or she faces the problem at the counter as the person on the counter is speaking good English. The customer is unable to explain his requirements about the food, he wants. They hesitate and take the order according to service to save themselves from embarrassment. In this course, our target is to meet the needs of those people who do not have background of English, who do not have environment to speak in English. The people who want to learn for general requirements, social needs and status symbol. Conversational English is survival communication. For example, parents who are not good in English face problems during admission process in schools, during parent-teacher meetings and while interacting with their own children who are good at

However, the textbook lacks of independent learning strategies. For instance, word guessing strategy, word analyzing strategy, inferring and morphology. Also, grammar structures should be written in both ways-deductive and inductive teaching method instead of using one-way or single teaching

One of the basic reasons for failure of maximum students in these areas is that, they fail to comprehend and utilize these faculties to the fullest extent. In our everyday use of language, we use all the four LSRW skills, ie., Listening, Speaking, Reading and Writing. We are continually integrating the language skills or switching from one skill to another. It is best to reflect this integration when teaching a second or foreign language. For example, good pre- or post- listening activities usually involve speaking, and sometimes reading and writing as well. Similarly, good pre- or post-reading activities usually involve listening and speaking, and sometimes reading. Writing may be handled orally first (for example, a picture composition, or brainstorming ideas), and may also involve reading as well, for example, reading a letter and writing a reply. These four skills of LSRW remain the cornerstones of students’ language learning programs. It is a fact that students with routine access to technology learn basic language skills faster than

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

It seems that learning a foreign language has never been an easy job and it takes a lot of time, sometimes all your life to master it (Brown, 2000). Among the four main skills: speaking, listening, reading and writing, the first one could be considered the most challenging and the most crucial because it includes “all other kinds of knowing” (Ur, 2012). Until now, I can still remember how difficult it was to develop this particular skill when I was in high school. In this essay, I will clearly describe my learning experiences as a grade-ten student trying to improve the speaking skill through English lessons at high school.