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Second language acquisition rate and culture
Culture affects second language acquisition
The role of culture in language learning
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After some time spending reading about problem of English language learner in Indonesia, it is clear that it is possible to identify a number of challenges specific to Indonesian language learners. While this brief essay is clearly generalizing about a huge, diverse nation, there do seem to be common difficulties, mostly resulting from interference from their first language and from the education system which they have been through. This essay will highlight some of these problems.
Indonesia is a very cultural country with many unique differences between each culture. That is include languages, which is why sometimes Indonesian can’t understand one another, but Indonesia has Indonesian language (Bahasa Indonesia) as our main language or mother
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Some teachers are focusing only on the grammar during teaching in the class. It does not supposed to be like that because for mastering English, we need 4 basic skills, which are writing, reading, listening, and speaking. By only learning grammar, most students can only master on reading and writing. Furthermore, the English teachers rarely speak english in the class. Even thought the grammar has been taught, yet, there is something that is forgotten by the teachers is the students have been rarely taught how to use the grammars in a conversation. As a result, the students don’t get used to use grammars in the conversation. For example, many new graduated students from high school can’t speak English very well. It clearly shown when they sign for work, they can complete the written test very easily and can get perfect score for it, but fail on the interview because most of them can’t understand English speaker nor speaking good English. This is also the reason Indonesian barely can competed in international …show more content…
Moreover, the teachers technique in learning are also the problem because its focusing only on grammar and less listening and speaking practice. Last things are, the way Indonesian students are learning is not really helping and mostly they learn from movies and songs. Based on the problems that I’ve mentioned, there are some ways to simplified the problems they are facing by increase the techinique teaching and also provide more educative movies because students are easier to learn from entertainment for instance movies and
Children were taught to speak in a proper manner and because they were taught to speak correctly they wrote in a proper way as well. As technology evolved and texting came more profound grammar was becoming a lost art. In Dana Goldstein’s article ,‘Why Kids Can’t Write’, she talks about what teachers are doing about grammar. The teachers are not doing much about the grammar issue in schools.
In the article by Kyle Wein “I Won’t Hire People Who Use Poor Grammar. Here’s Why.” explains reasons as to why the owner of a business only hires educated, employees. If someone cannot tell the difference between simple words such as there, their, and they’re, the manager will not hire that applicant. That’s not the only thing Wein looks for in an employee. He is looking for smart, educated, employees who use good grammar. “Yes, language is constantly changing, but that doesn’t make grammar unimportant. Good grammar is credibility, especially on the internet.” Grammar is important no matter what the job is. According to the author, without good use of grammar you will not have a job. Without a job you will have no money, no satisfaction, and/or
Not until I had the chance to visit Indonesia did I realize how different two cultures could be. My father is a typical Chinese while my mother is a Chinese Indonesian. Travelling to Indonesia for the first time, I experienced culture shock which is “a feeling that a person may feel when s/he moves from one cultural environment to another” (p15). Difference in cultures often leads to culture shock, and thus, creates intercultural conflicts and misunderstandings.
I believe students feel daunted by all the rules that the teachers are trying to teach them with grammar. However, writing classes are encouraging the students to release their barriers with writings and encourage their inner thoughts to be released as well. In the study from Patrick Hartwell’s article, he mentioned that, “So Grammar 1 is eminently usable knowledge—the way we make our life through language—but it is not accessible knowledge; in a profound sense, we do not know that we have it (Hartwell).” This article encourages our grammar knowledge, which we have stored unknowingly, be brought out and one way that this could be is if we let the students hand in their writing unedited to the teacher to look over their mistakes but not to make any corrections. Then the students use a red pen to correct their mistakes and edit their paper themselves so that the teacher has an understanding of what grammar errors students can correct on their own. This way students’ strengths and weakness in grammar are considered more than teaching the rules of grammar. In order to learn and gain an understanding of grammar, it must be a part of students’ education since it helps students correct their overlooked mistakes and for professionalism’s sake. Grammar is needed as Christensen’s article summarizes when she says, “We must teach our students how to match subjects and verbs, how to pronounce lawyer, because they are the ones without power and, for the moment, they have to use the language of the powerful to be heard (Christensen).” Grammar is important for our writing, nevertheless; grammar shouldn’t be the focus of how we write instead our thoughts should
The students sometimes make errors on the use of grammar when they produce an English writing, also in writing essay texts. It is because Indonesian and English have their own grammatical system. This problem may occur due to their lack of knowledge of English grammatical rules. Learning English is a necessity for some people. Learning English cannot be separated from learning grammar. Students sometimes make errors on the use of grammar when they produce an English writing. The students cannot avoid the grammatical errors in their writing. Sometimes, they do not pay attention to the errors they make and they do not know how to correct the errors. In this essay, our tried to focus on analyzing the grammatical errors in essay texts.
From all of the students participate in this study, almost all of them increase their time to study. They also did it by their own, without any command from their parents. They did because they realize and conscious that they need to study to prepare themselves in facing National Examination. In short, the students were not afraid of National Examination anymore. It is proven with the data that shows all of the students want National Examination to be held again in the next year. They did it because they agree National Examination used as benchmark for Indonesian education level and they also sure that National Examination was able to not only helped them boost their English skills’ improvement but also measured their English skills as
The main drawbacks of our students are negative attitude towards the English language and discouragement from the peer groups, and lack of coordinated government efforts to promote English language learning.
It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students enhance their overall language proficiency by integrating grammar into other aspects of learning, like listening, speaking, reading and writing.
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
In conclusion, language learning has extensive area and to host a lot of methodologies and approaches. These kinds of approaches prove a huge of support to effective teaching and learning. Every approach has deficiency. Especially pre-methods approach like Grammar-translation and silent way methods. The importance issue is teacher aware of difference in these methods. In the past time or modern time are not the same but the teacher should set up to relative between to each other. All of the methods or approaches should be known but the most proper method/approaches should be chosen for cultivating effective language learners.
Sekelj and Rigo (2011) stated that there are three phases of learning the English language. The first phase is the pupils of Year 1 to Year 4, where in this phase, pupils are preferably do a lot of mechanical drilling and practicing some patterns of grammatical features which occur in the context of dialogue that are related to their real-life without any metalinguistic explanation in order to allow them to participate orally and physically as much as possible in dialogues, role playing and dramatizing. It is because, in this stage, it is important to make them conscious of their progress and increasing their motivation to use the language. Teacher should use a variety of activities to teach grammar such as by using songs, riddles, games and stories because it could be very helpful and an efficient ways in teaching grammar as what had suggested by Long (2000) where this FonF approach is effective because it is learner-centered and tune to the learners’ internal syllabus. According to Sekelj and Rigo (2011), Vilke (1977) said that, at the early age, the unconscious acquisition process is superior to the learning one due to the child’s cognitive development. Next, the second phase is Year 5 to Year 6 where in this stage, grammar start to be taught explicitly but with simple and clear explanation and awareness of accuracy of grammar structure should be
It goes without saying that grammar teaching plays an essential role in teaching English as a Foreign Language (EFL). This opinion is based on the assumption that without a detailed knowledge of grammar, the language use will stall. Despite its importance, grammar teaching has gone through some debates for the decades. Before the 1970s, it was a common belief that grammar was a crucial part of the language teaching since no one would be able to reach the point where he/she communicates well without comprehending the grammatical rules of any language. This belief was then questioned by the conception that "knowledge of the grammatical system of the language was one of the main components which underlie the notion of communicative competence."
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
The grammar helps the students to understand the spoken speech. As and when the students understand the spoken language they will listen more to it. If the students of Bhutan are to enhance their listening skills they need to be competent in grammar knowledge. With an ability and knowledge of the grammar, he or she can easily understand the literal and technical meanings of the speaker. On other hand, the speaker too need good grammar knowledge to make the listener fully understand. Leggett & Mead (1978 p.18) have stated that, “If a grammarian’s description is good, these generalizations help guide us in using our language more efficiently”. The grammar is the key to open the language whereby the encoder and decoder shall have successful communication. With correct use of grammar rules the communicators enjoy the charm of language and its intentions. When there is enough content on grammar skills, one shall be in a position to acquire the meanings and flaws to which he or she can analyze and grape the charm of the public speech. Usually the people with sound grammar knowledge watches more movies and listen to the news. Even, they cherish listening to BBC news and update world news as they find easy to understand the meanings from it. Teaching of grammar is parts and parcels to love English language. Thus, the teaching and learning grammar is the silver bullet to enhance the listening
Graduates also need higher English proficiency for job-related tasks and also to express themselves clearly and fluently. It is because English is the world lingua franca. Furthermore, the authors are studying on the factors that cause the decline in English proficiency among Malaysian graduates which are included the little attention is given on the language, the use of English does not happen at surroundings, English is not spoken all over Malaysia with equal frequency, English language is not compulsory to be passed in examinations and the English teachers are not able to encourage learners to use second language for oral communication outside the classroom. The factors mentioned are logic and relevant, however the authors have not listed out the research or data that could support their ideas. Despite that, the ways suggested to improve the English proficiency among Malaysian graduates are critic and practicable.