Second Language Essay

Gardner and Lambert (1972, in Dornyei, 2005) believed that second languages played a role as ‘mediating factors between different ethno-linguistic communities and thus regarded the motivation to learn the language of the other community as a primary force responsible for enhancing or hindering intercultural communication and affiliation’.

There are two teaching methods commonly applied in TEFL/TESOL which are “PPP” (present, practice and production) or “ESA” (engage, study and activate).

Language acquisition for better communication is an integral part of EFL classroom. Therefore, teaching strategies to motivate the students is crucial in L2 learning. The learners’ ability is also a reflection of the teacher’s ability to teach. This may reflect

EFL teachers in Saudi consider the strategies demonstrating proper teacher behavior, familiarize learners with L2 culture and L2 related values, promote learners’ self-confidence, increase learners’ satisfaction, increase learners’ expectancy of success, and promote learners’ autonomy.

Harmer (2007) redefines the categories for the English learners where ethnicity is less important and proficiency matters more. Proficiency circle here is defined as learners who have sufficient knowledge of the English language and culture while low proficiency circle are those who have less or have no knowledge of the English language and culture. Harmer also adds that “nobody owns the English language anymore and native speakers and non-native speakers of English are alike”.

In learning any language, successful communication in real-life situations is expected. (Lightbown & Spada, 1999). Therefore, in EFL and ESL, teachers are expected to devise lessons and apply different methodologies to test which are best suited to their students. Not all EFL classrooms are the same. Students display different levels of understanding in the four core aspects of language

Mclnnes, et al as mentioned in the study of Pawapatcharaudom (2007) say that in international competitions, new developments in teaching and learning and larger student numbers contribute to a significant change in the landscape of tertiary education. Universities across Thailand are investing on teaching and learning the English language. However, the Thai's level of proficiency is still low in comparison to Malaysia, Singapore and the Philippines. Moreover, the English curriculum in Thai universities cannot meet the demand for English use in the workplace (Wiriyachitra, 2002; Dueraman, 2012).

Learning is a never ending process but could be boring especially in schools where both the teachers and the students do not understand each other much. In the study of Frederiksen (2014a) the result shows that respondents wanted to establish interest in learning English to their pupils by drilling them with vocabulary, game exercises, reading text and speaking interaction. These learners were just beginners so repetition is important in learning the target language. Harmer (2007) states that imitating the words help the learners transfer knowledge. When the learner relates the function and