As stated by Celce-Murcia, as many native speakers of English never master this skill (Celce-Murcia, M, p187). Mastery of English Fundamentals That good writing skills take time to develop is understandable since good written expression draws on many other aspects of one’s English abilities – including a good grasp of English grammar, accurate spelling, extensive vocabulary, unders... ... middle of paper ... ... ability to read widely improves a learner`s writing skills. In designing classroom activities, a teacher could apply pedagogical practices that exercise a range of these skills. Joy Reid suggests the use of cooperative and group work that offer writers authentic audiences, the integration of language skills in class activities, and the use of relevant, authentic materials and tasks (Carter, R and Nunna D, (Eds), p32). Conclusion As Prabhu states, there is no best method to teaching English writing (Prabhu, N.S, p175) and a successful teacher is likely to use a combination of all these methodologies.
In spite it was not our mother tongue. And simply need to reply that it is really important. Whether we are walking where English vocabulary is around us everywhere. And there are some people who required or forced to use English. Let us consider what those people will provide the reason with the need to learn English to speak.
The reading skills of a student determine other skills in English. A student’s ability to read will help them through their academic lives and help them become a good writer as they have an understanding of words, phrases and sentences (Johnston, McGeown & Watson, 2011). The sounds of letters are arbitrary, thus difficult to discover without explicit teaching. Teaching phonics explicitly involves the teacher to clearly and consistently pronounce the sounds they are teaching. It is crucial for teachers to develop and continually refine their ability to pronounce the phonemes in words.
As Shiyab and Abdullateef (2001) stated, translation is extremely important for foreign language teaching because it allows conscious learning and control of the foreign language. Furthermore, it reduces native language interference. Although foreign language teachers should use the target language as much as possible making the effort of adopting an appropriate speech style easily understandable for students, it is a real fact that not everything can be explained and that students will not always comprehend what teachers are explaining. In these situations the use of translation would be a valuable solution. Additionally, some experts consider that “translation should yield useful information as it brings up the similarities and differences between one language and another.
In this modern world, learning a new language is a huge endeavor in a person’s life. In order for someone to learn a new language, it is necessary for them to learn the language structure, its phonemes, facial expressions, word collocations, and other detail aspects related to learning a language. When communicating with someone that can fluently speak the language you are trying to learn, talking to them may be a challenge because it takes awhile for someone who is foreign with the language to find the right words to properly express the message you are trying to convey. When learning the English language, I usually focus on learning words through images and books. I hardly ever translate the words to or from my language because translating it wouldn’t really be exactly the meaning I was looking for.
First of all, teaching and learning English grammar in the classroom plays a fundamental role in improving the spoken English skills of the students. Many students equate being able to speak language as knowing the language, thereby taking learning language as learning how to speak a language. The students should be provided enough opportunities to communicate in English; otherwise, they would be de-motivated and lose interest in learning. To intensify the confidence level of the learners to communicate in English as a second language, teaching and learning English grammar has become an important part among the learners and the educators. Students are usually reluctant to communicate in English when they have inadequate vocabulary or are not confident of grammatical rules.
Developing orthographic accuracy 1. The development of new vocabulary, as indicated for speaking, is an activity which spans all the skills of language and will be an ongoing challenge for all pupils. Brainstorming activities and dictionary-based activities (described above) are both excellent means of leading into a written task. Brainstorming gets the pupils involved in the task from the outset and activates their thoughts and previous learning. Using a dictionary effectively is particularly important for pupils whose literacy in English is at a lower level than the peer group.
It based on instruction of the rules of language. While language learning, students tend to be aware of the new language and can talk about that knowledge. They are able to fill out the answers on a grammar page. According to research knowing grammar rules does not necessarily lead to good speaking or writing. A student who has memorized the rules of the language may be able to succeed on a standardized test of English language but may not be able to speak or write correctly (Haynes, 2005).
Fluency remains the skill many of EFL students struggle to master. In other words, speaking English correctly, automatically, and confidently are significant elements to succeed in learning the language. In spite of the significance of speaking English fluently, we noticed that many EFL students who have good command over the language have a great deal of vocabulary, and have great scores in paper and pencil tests. Unfortunately, when they practice to speak the language, they can't speak well due to lots of inhibitions. They worry about speaking the language.
By exposing learners extensively and implicitly to orthographical, phonological and morphological aspects, influences learners´ ability to learn new words and gain reading fluency. For example, learners without automatic word recognition of a vast vocabulary will not become fluent in reading comprehension if the visual input of orthographic, phonological, semantic, and syntactic aspects is not represented in their lexicon (Grabe, 2009, p. 23). Studies have demonstrated that phonological processing is an essential component of word recognition and contributes considerably to learners´ literacy. However, phonological processing is not only an important contributor, but also a helpful anticipator on whether a learner may encounter difficulties in becoming a fluent reader or not. For example, if learners´ phonological awareness is low, it limits their acquisition of new words (Hu, 2008; Nation, 2001, p. 68), therefore, making it difficult for them to retain words in their phonological short-term memory.