The fact cannot be denied that English has become the language of science and technology in the global scenario for teaching the same. Taking into consideration the worldwide scenario, a large number of students today are taking admission to professional scientific courses than in the past. Hence, it is quite necessary to find out the difficulties of these students in English usage for ascertaining their excellence in today’s education system. In India also, English is extensively used in the field of science and technology. This is also true for agricultural education. In our country agricultural education is getting more and more importance as agriculture is considered as the backbone of the Country, and hence, the present study is important one. Taking into consideration the importance of use of English the study was conducted with following specific objectives. 1. To study the educational background of the students, 2. To examine the attitude of the students towards present English language course, and 3. To ascertain the constraints faced by the students in learning English. Methodology The study was conducted at the eight agricultural colleges under all the four SAUs. From each university two colleges, one constituent and one private affiliated, were chosen. From each college fifty students were selected randomly. The questionnaire was the major instrument used in collecting data of this study. It is employed to collect information from the perspectives of the students regarding issues undertaken. The analytical process of the questionnaire device was reckoned under four main headings. • Background of the students, • Students’ English education prior to undergraduate level, • Difficulties faced by the students... ... middle of paper ... ...n as a Dynamic Multidimensional Process: An Investigation of Individual and Intraindividual differences.” American Educational Research Journal, 41, 337-363. Pour, A A (2010). The Vocabulary Needed by the Students Taking ESP Courses. Unpublished Ph. D. Thesis, University of Pune. Sarap N S, Mahadik R P and Mehta P G. (2013). “Assessment of English Language Course of B.Sc. (Agriculture) Degree Programme at SAUs in Maharashtra State.” The Criterion. Vol. 4, Issue IV. Saraswathi, V. (2003). “Pragmatic Competence: A Neglected Area in Indian ESL,” in Asian Quarterly: An International Journal of Contemporary Issues, Vol. 1.1 May 2003, pp 80-7. Talgery, P (2004). “Globalization and Proliferation of English: Cultural Recontextualization of English in India,” in Asian Quarterly, An International journal of Contemporary Issues, Vol. 2, (5-6), pp. 111-8.
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
This research was prepared by Rashid Ahli for the English Language subject, taught by Mr.Abass Abdulsamad.
Therefore, having limited English skills in speech or writing can have a short or long term effect on an individual’s self-esteem and opportunities. Judgment should not be placed nor should one’s worth or potential be judged based off of test scores or stereotypical sayings. Society plays a major role in what its citizens of today think of each other. Therefore, it is up to society to educate individuals who place judgment on those who have limited English skills. Individual’s with limited and temporary ability to speak or write, should not measure that individuals potential in life nor limit his/her opportunities.
Studying in the United States (US) is a dream of many international students in the world. However, every dream has its price. If international students want to study in the US, they have to overcome the first barrier and also the most difficult one. It is the English barrier. It is the most challenging problem that international students always have to face when they study in the US. There are three reasons that make English becomes the barrier. Firstly, English is just the international students’ second language. Secondly, the differences in the culture make it more difficult to overcome. Lastly, the fear of speaking English in front of others is the main factor that creates the language barrier.
Sharma, B., 2008. “World Englishes, English as a Lingua Franca, and English Pedagogy”, Journal of NELTA 13 (2), pp. 121-130. Available from
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
Wolf, M. K., Kao, J., Herman, J., Bachman, L. F., Bailey, A., Bachman, P. L., et al. (2008). Issues in assessing English
For instance, Lowenberg (1991) has reported that some factors might contribute to the problem of the low level of English proficiency encountered by students learning English. The first factor is the problem within the curriculum and syllabus. The second one is the Indonesian classroom situation which is still generally overcrowded and noisy. The third factor is that there are many teachers who are still lacking in proficiency in English or still need more training in language pedagogy. In addition, Alwasilah (2007) also has found some weaknesses in the English courses at the college level that make the students’ communicative competence low: (1). No needs analysis conducted to find that the course does not meet the students’ expectations. (2). The entrance levels of the students in the class are relatively heterogeneous. (3). The course is taught by inexperienced teachers. (4). There is repetition of what has been taught at secondary schools. (5). There is no selection and classification based on competencies and students’ needs. (6). There is no coordination among intra-and inter-institutions. As a final point, we can at least identify three major causal problems of the college students’ low English communicative competence i.e. the first: problems associated with curriculum and syllabus which are designed without needs analysis, the second: problems related to the overcrowded classrooms, and the third: problems associated with unqualified
The education system of Malaysia has recognized the importance of English language to develop English language education in line with the world trend. According to Nawal Salleh, Malaysian Examinations Syndicate director (The Star Online, 2015) explained with the global chance the importance of English need to be given priority and there was a need to give the language greater emphasis. That was the reason why the format of Ujian Penilaian Sekolah Rendah (UPSR) has been changed in 2016 to emphasize in written and comprehension questions. This format was actually in line with the Standard Curriculum for Primary Schools (KSSR), School Based Assessment (PBS) and the usage of Higher Order Thinking Skills (HOTS) to enhance the pupils are well established in solving problems, reasoning and creative thinking to prepare them in future. The approach that has been introduced by the Ministry of Education by separating the papers into two is to increase and improvise the level of mastery in English. At the same time, it is easier for the teachers to identify the pupils’ weaknesses and they can be more focus in those particular
Therefore, the overall aims of this paper are to find out how far the Indonesian English (Indolish) expressions are understood by the Indonesian and non-Indonesian people. The detailed investigation covers three main areas: 1). The difference between the Indonesian English variety (Indolish) and the standard English and the causes of the difference; 2) The Indonesian and non-Indonesian students’ level of understanding regarding the expressions written in the Indonesian English variety (Indolish); and 3). The easiest and the most difficult expressions for Indonesian students and non-Indonesian students and the possible causes as well as the role of the contexts. The implication of the purpose is to find out the way to help the society in increasing
People live in the world of communication. According to the Oxford Dictionary of Current English (Moore, 1997), communication is defined as, “The activity or process of expressing ideas and feelings or of giving people information”. The significance of communication can be found within the context of a human existing as a social being. As a human being manages his or her life in the course of the interaction between other members of the entire society, communication is inevitable. Communication occurs through the medium of a language and it is presented in two different forms which are written and spoken (Brown & Yule, 1983: 1-10). The importance of spoken performance of a language is becoming more prominent over the written performance capability. It is because the ability to speak a language reflects a person’s personality, self image, knowledge of the world, ability to reason, skill to express thoughts in real-time (Luoma, 2004: ix). These days, due to the global trend of internationalisation, the ability to communicate in English is needed as an essential skill. Whenever the international exchange happens, the use of spoken English entails. However, it is not always an easy task for people who use English as a second language to be able to speak to the level of a native speaker. They have to perfectly understand the sound system of English, have almost instant access to proper vocabulary and be able to place words together intelligibly without hesitation. Moreover, they also have to perceive what is being said to them and need to be able to respond appropriately to acquire amiable relations or to accomplish their communicative goals (Luoma, 2004: ix). Therefore, non-native English speakers encounter these barriers and they are subject to make mistakes often. In relation to this matter, this essay argues that there are socio-cultural factors as well as linguistic factors that affect non-native speakers’ communication in English. It provides analysis of several different situations when the use of spoken English has generated miscommunication problems in regards to author’s personal experience.
This essay investigates the ways in which the English-medium education can be perceived as a solution or a problem in UK educational setting, in the specific case where English is not the dominant language of the pupils’ homes and community, and outside the UK, with particular reference to India’s educational setting. First of all, in order to proceed with the analysis, it is important here to highlight the meaning of the term English-medium education. The term refers to the use of English as the medium of instruction, the language used to teach all the schooling subjects, such mathematics, philosophy or art. The term is opposed to the ‘English language’ where the language is taught as a subject and where the attention is focused in its grammar, vocabulary, pronunciation and literature. English is the medium of education in countries where the first language is English like UK, USA, New Zeeland and Australia. In addition, English-medium is used in other countries where English is not the mother tongue of the population and where more than one official language is spoken by the people...
One of these problems is that learners in Turkey see learning language as if it is a needless activity. The work of Karahan (2007) shows that English learners do not recognize English language position and advantages in their daily life and they postpone learning English till adulthood by the time they are forced by professional requirements. In addition to this problem, English learners not only cannot encourage each other both also they criticise each other pitilessly -especially while they are speaking- with unsuitable ways which make learning difficult. Turning to Karahan (2007), one finds that it is peculiar that students cannot connive their mistake while speaking Engl...
For decades, learning English as a second language has been very important because English is the communication language over the world. “Language learning has been an important issue in Turkey starting from the second half of the XX. century until today. After the Second World War English became the foregrounded language. English is still a language which is in favor in Turkey as well as it is in the world.” (Küçükoğlu, 2013) Nowadays the term’ English language learning difficulty’ is very important for instructors and language teachers to find out how they can improve students’ performance. It’s a well known the fact that this difficulty was realized years ago but now as the educational demands are increasing, this problem has