English as a foreign language
The main aim of learning English as an international language is to effectively communicate with those from other cultures. English should therefore be taught as a means of cross-cultural communication.
Scarcella & Oxford, (1992) defined foreign language as a “language studied in an environment where it is not the primary vehicle for daily interaction and where input in that language is restricted”.
Foreign language teaching and learning is not always pleasurable and considered to be very difficult and uninteresting. Learning the major language skills of English poses many difficulties for its learners (Pathan, )
There are various factors affecting the language teaching and learning processes of language learners.
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(Ebrahimi, and Azhideh 2015; Hatch and Brown, 1995). Napa (1991) indicated that vocabulary is one of the language components whereas no language exists without words. Vocabulary plays a fundamental role in communication as it is a basic competence that must be reached by students in order to get other language skills (Ebrahimi, and Azhideh, 2015; Nation, 2001). Ratnawati, Bindarti, and Rofiq (2013) investigated that vocabulary plays an important role in supporting the four language skills; listening, speaking, reading and …show more content…
(2002); Mourão, S. (2009; Rokni 3013). Shu et al (1995) claimed that vocabulary learning can be achieved by reading or listening to stories. In addition, Penno et al. (2002) investigated that listening to stories is an effective tool in vocabulary learning for children in the early years of school, and they found that learning outcome could be enhanced by repeated story presentations. According to Sorrel (2001), learning to listen and to hear the main essence of a story are critical skills for all students to acquire. As well, communicate and shared stories together, orally and in writing creates a unique pedagogical interaction between teacher and
Language is the main way to communicate with others, and when a foreigner comes to a new country, the communication is the major thing he has to deal with. According to the text, “the first is so obvious it hardly needs mentioning-language. Vocabulary, syntax, idioms, slang, dialects, and so on, all cause difficulties, but the person struggling with a different language is at least aware when he is in this kind of trouble” (p. 69). Language is an obvious blockade in a cross-culture communication, because of the different grammar, words, slang, and so on. If a person knew the language of that country, at least he could know when he is in the trouble and what kind of the trouble, and I perceive this as the most important thing, to be able to understand. The difficulty of learning a language, is not only know the vocabulary and syntax, but the actual meaning of the sentences. I totally agree with this stumbling block of cross- culture communication, due to my experience of being an international student who studies in another country. When I wanted to come to the
Learning of vocabulary as one of the basic communication tools is often considered by language learners as the
Vocabulary is an important building tool of a child’s reading skills. Students have to understand what the words mean in order to comprehend the story as it is presented to them in the classroom.
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 strategies of learning and teaching vocabulary.
Vocabulary (word knowledge) is one of the most important factors contributing to literacy. Kamil et al.
Lai states that by learning the lexical items, an individual starts to develop knowledge of the target language. Meara (1980) points out that language learners admit to encountering considerable difficulty with vocabulary even when they upgrade from an initial stage of acquiring a second language to a much more advanced level. Language practitioners also have reached a high degree of consensus regarding the importance of vocabulary. A survey by Macaro (2003) indicated that secondary language teachers view vocabulary as a topic they most need to research to shed light on to enhance teaching and learning in their classrooms. Hence, it can be claimed that the role of vocabulary in L2 learning is immediately recognized and there is an urgent need for more substantial research in this
The increasing impact of globalization has, in recent years, caused a significant shift in the goals of foreign language education from communicative competence to a requirement for intercultural communicative competence (Byram, 1997). He defined intercultural competence as the ability to establish and maintain relations with members of other culture but not necessarily linked to foreign language proficiency while intercultural communicative competence implies that the learner can do this in a foreign language (Helm & Guth, 2010). However, in a traditional language classroom, the focus of language teaching is to develop reading, writing, speaking, and listening skills. If the focus on language teaching is to improve this set of
It has often been remarked how strange it is that comparatively little has been researched and written on the teaching and learning of a second or foreign language vocabulary. Furthermore, it is also worth mentioning that several issues such as grammatical competence, reading or writing have traditionally received considerably more attention and interest within language teaching than the teaching and learning of vocabulary, which has never aroused the same degree of interest among teachers and learners. Nevertheless, decades of research, as well as numerous methodologists and linguists, have recently confirmed, emphasized and recommend teaching vocabulary because of its importance in the language use.
Now almost all of social networking sites, music, interesting movies, games are voiced in English. This is another good reason to learn English, even in order to be in touch with world’s development.
The primary concern for the researcher in this study was to investigate whether reading stories have any effect on improving vocabulary knowledge of Iranian upper-intermediate EFL learners. To achieve this goal vocabulary development is receiving attention in this research.
Rivers (1968) states that vocabulary cannot be taught. It can be presented, explained, included in all kinds of activities but ultimately, it is only the individual who learns it. She urges teachers to make learners learn how to learn vocabulary and enable them to find their own ways of expanding and organizing their word store (Rivers 1983).
After reading the material we have been given about second language learning and learner variables, I’ve come to the conclusion that teaching a foreign language is very complex. It’s clear, however, that some factors and learner differences are more influential than others, and that I, as a teacher, can have an influence on most of them.
Therefore, this is able to encourage the ability to communicate and appreciate the depth and diversity of the world. Communication with two different countries, or three, or four, will further bring the world closer together, in hopes of closing the divide between some countries. By learning a second language, it can significantly broaden your native language as it gives you stronger vocabulary skills, improved literacy skills and a better understanding of the grammar and construction of your own native language. Furthermore, this can help you in other educational studies. Though it is possible to travel to another country without acquiring the native language, the experience you will have is greatly diminished as you will not see beyond the surface of their culture. Additionally, knowing the native language makes travelling easier, by being able to order meals in restaurants, ask and understand directions. Additionally, it makes it easier to find accommodation, it’s more enjoyable, informative and more satisfying. You are able to further understand and appreciate international literature, music and films, by being able to understand word plays, innuendoes, cultural references, metaphors and further improve your ability to speak the
Block, D. (2004), “Globalization and Language teaching”, ELT Journal, Volume 58, January 2004, Oxford University Press, eltj.oxfordjournals.org/cgi/reprint/58/1/75.pdf
Vocabulary Development: The knowledge and understanding of words, definitions of the word, and correct context of the word.