This makes it important for the learner to learn a language gradually allowing them to master each word without making major mistakes while using them. This is especially important when considering much language syntax differs from English which making many sentences be forced in the opposite structure. This makes it important 2nd language learners to first take time to learn how to place the words which would then translate to the right meaning. Failing to understand the word and grammar arrangement can lead to major complications and result in the learner having bad experiencing dealing with native speakers which can result in serious complications (Halliday 1970). According to Hallidays approach combining both practical speaking and communication as well as attend theory classes very important towards improving the learners understanding of the language syntax thus allowing them to begin practicing to rearrange working to fit the native way of speaking a 2nd language.
Research support Although Nagy (1997) asserts that intentional teaching of vocabulary is a vain attempt to develop learners vocabulary learning, Nation (2001) disagrees. His argument is that intentional learning of words can add to learners incidental learning as they increase their conscious awareness of individual words. In doing so, learners develop a conscious awareness of 'noticing' selected words in the text. Not to mention strengthening learners´ strategic competence in reading. The Noticing Hypothesis claims that input needs to be 'noticed' or consciously registered for new forms or grammatical features to be acquired (Schmidt, 1990, 2001).
It helps to expand the vocabulary, since the best way to acquire a large vocabulary is to read. Students learn new words as they read and put them in their mind for later use. . They also unconsciously absorb the information about things like how to structure the sentences, how words are used in different contexts, and it gives a better understanding of the word usage and definitions than the cold facts of a dictionary. It improves a person’s vocabulary and knowledge without the person even knowing it.
The authors argue that there should be other methods to assess reading fluency through prosody, which can influence the rhythm of spoken language. Automatic word recognition helps a learner to read with speed, limited effort, with autonomy and without having to be conscious. All these attributes make the reading fluency of a learner to improve. Dewitz, Jones and Leahy (2009) state that comprehension reading instructions in classrooms does not always meet the standards that have been set by educational experts (p. 107). The comprehension programs adopted do not provide learners the time to practice what they are learning through the comprehension because learners are given too much material to learn.
This is a good opportunity for learners of English to find good jobs. Therefore, it is necessary for people to study English. However, it is not easy to master English since there are several difficulties in the process of learning. Vocabulary is a typical one. Vocabulary plays an influential part in learning English.
Teaching Vocabulary and Pronunciation As we know the importance of speaking, especially if the issue is creating our target language shape, we as teachers need to make our learners better english speakers and, of course during this teaching process we need to be aware of their background knowledge and their language levels to be more fruitful to them. Generally to be more succesful in spoken english , we need to teach two crucial things to our learners: one of them is vocabulary another is pronunciation. Lets have a look at what they are ! 1-Teaching Pronunciation In terms of what in fact pronunciation is far more than our individual sounds. Word and sentence stress, word linking, and intonation all have an impact on the sound of English we speak, not to mention the way we often slur words and phrases together in casual speech.
Sound knowledge of essential vocabulary supports EFL learners in speaking and writing whereas lack of vocabulary often results in lack of meaningful communication. Accordingly, we should attempt to improve the vocabulary of EFL learners. This is the reason why many scholars and ELT luminaries like Linda Taylor (1990) emphasize on conscious attempt to develop the vocabulary of EFL
No 5) and collections such as Bamford and Day (2004). One of the general principles for language pedagogy proposed by Ellis (2005) endorses the importance of massive amounts of input for second language acquisition. Extensive reading was identified as one of the easiest ways of pedagogically implementing the input-rich learning environment. Furthermore, research has reported beneficial effects of extensive reading on various aspects of L2 ability, for example: reading comprehension and ... ... middle of paper ... ...reading summaries or special writing tasks that are connected with certain reading texts. Yet, there is a danger that writing summaries can discourage students from reading so a teacher should be cautious when using them and students should know the reason for it.
Whole language advocates argue that even a single word is not only meaningful but whole in the context of its utterance, Goodman (1986). The whole language approach empowers students to take responsibility for their learning because they have the ability to independently apply the information from the text to world identification and context clue comprehension. The use of rich literature helps reinforce the use of context clues, underlying textual meaning and invented spelling that leave room for greater comprehension skills, as students focus less on mastering the mechanics of written language and more on deriving meaning to help them understand (Goodman, 1989; Pressley, 1996; Stahl, 1999). Individual learning styles can contribute to the success of whole language instruction and specific learning needs are addressed because of the wide range of instructional opportunities and supplemental rich literature that the teach can provide during student’s independent reading and work (McKenna, et al.,
Separate and explicit instruction in reading comprehension is crucial because the ability to comprehend develops in its own right, independent of word recognition. The ability to read words and sentences is clearly important, but as readers develop, these skills are less and less closely correlated with comprehension abilities. (Aarnoutse & van Leeuwe, 2000) While no one would argue that word blending and sight word reading skills be omitted from early reading instruction, vocabulary and listening comprehension may be at least as important in achieving the even... ... middle of paper ... ...aloud in identification and teaching of reading comprehension strategies―[Electronic version]. Cognition and Instruction, 2 (2), 131-156. McKeown, M. G., Beck, I. L., & Blake, R. K. (2009).