Abstract :
English language learning become the most important issue recently, and it is one of requirements in the contemporary world which needed for communication with people from different countries and cultures, dealing with a machine, presenting job, marketing, and tourism and so on. So, communication is a real purpose behind English learning and an essential goal of the language curriculum.
As we all know language is the most important communicative tool of mankind, and English is an important tool for today’s international communication. College English Curriculum Requirement which was issued by the Ministry of Education, reflects the objective of college English, that is, to develop students’ ability to use English in an all-round
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Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences.
Understanding
Understanding is always greater than speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English.
Frustration
After the initial novelty of English sessions, some young children become frustrated by their inability to express their thoughts in English. Others want to speak quickly in English as they can in their home language. Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made
Typically children begin speaking by twenty-four months and first enter the school system at the age of six. In a society where English is expected as a first language and children are expected to have a firm grasp of comprehension and conversation by kindergarten, children with non-English home languages are at a distinct disadvantage. The focus of traditional classrooms is on English as medium of instruction as opposed to an introductory subject, this means that children without English as a first language are burdened with the task of learning both English in an environment not geared towards teaching it and traditional coursework. The added strain of working to learn a new language and the possibility of having parents unable to help master new English skills can lead to a performance divide in
For some reason, proper English has become very important. From elementary to graduate schools, English is stressed above mathematics, history, and the sciences. Whereas these disciplines are universal, English is limited. These subjects can be found all over the world, and beyond, while English remains contained to those who know it.
In the article titled Nine Ideas About Language by Harvey Daniels, one of the fundamental ideas that he presents is Children learn their native language swiftly, efficiently, and largely without instruction. This dispels the myth that parents “teach” their children to talk.
Child development language is a process by which children come to communicate and understand language during early childhood. This usually occurs from birth up to the age of five. The rate of development is usually fast during this period. However, the pace and age of language development vary greatly among children. Thus, the language development of a child is usually compared with norms rather than with other individual children. It is scientifically proven that development of girls language is usually at a faster rate than that of boys. (Berk, 2010) In other terms language development is also a crucial factor that reflects the growth and maturation of the brain. However, this development usually retards after the age of five making it very difficult for most children to continue learning language. There are two major types of language development in children. These include referential and expressive language development styles. In referential language development, children often first speak single words and then join the words together, first into –word sentences and then into th...
According to Chomsky the children have a sort of natural and innate predisposition for acquiring the language and they own this ability from when they are born. This peculiarity distinguishes us and them from the other animals. Children do not copy the language they hear, but they learn a repertoire of infinite sentences.
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.
Beyond the age of three, the child continues to broaden their range of lexicons and begins to use increasingly complex structures and lexemes in their sentence which enables them to engage in discourse more fluently.
Now the present scenario of Communicative Language Teaching is bringing developments among students of English; they lack of both competency and communication or use of language. In an analysis of the KBSM syllabus, for example, Ambigapathya (2002) reports that students are required to learn too many grammatical skills, which are then tested via examinations. The focus on mastering and rote learning of skills and applying them in examinations eventually eroded communicative competence - hence emerged a new class of students who could pass examinations and continue to the tertiary level without actually being able to use the English language productively in a communicative event (ibid). Furthermore, classroom teaching is highly characterized by teacher-centered approaches and chalk-and-talk drill method (Ministry of Education, 2003). The most popular teaching method, sadly, is drilling using past-year examination questions, work sheets and exercise books (Ambigapathy, 2002). To describe classroom activities regarding present language classes, Ambigapathy said, literacy is learnt as a set of skills and not as a social practice connected to
In order for a toddler to learn good language techniques they must be nurtured in positive environment like Preschool. When a child is between the age of three and five, their vocabulary grows tremendously. They also start to make their sentences longer and more compound. The preschool teacher plays a big role in a child language and cogitative skills by asking open-minded questions and announcing new terminology during lessons and activities. Preschool helps develop a child’s cognitive skills by engaging in hands-on activities. The hands-on activities challenge a child to ask questions and solve
Since, the Ministry of Education has been taken initiatives in English language learning and introduced multiple programmes to achieve a high standard proficiency of English. As a global competitor, Malaysia is aware of the necessary need to enhance in English in order to establish in all the aspects such as education, trade and industry (Brutt-Griffler, 2002). In order to enhance the usage of English in schools teachers play the important roles and they are the instructors for the pupils. The teachers need to come up with variety of strategies to create the awareness among the pupils the importance of learning English and they must introduce interesting activities to attract the pupils to take part in the activities to increase their level
On the surface one would look at child first language acquisition and adult second language acquisition and see similarities. In each case the learner first learns how to make basic sounds, then words, phrases and sentences; and as this learning continues the sentences become more and more complex. However, when one looks at the outcomes of these two types of acquisition, the differences are dramatic. The child's ability to communicate in the target language far surpasses that of the adult. In this paper differences in these two processes that most always produce such different outcomes will be explored.
...its of language (degenerated), the fact that at such a young and cognitively limited age children nevertheless were able to acquire language fairly quickly indicates that they were born with this ability (the opposite view of the behaviorists who claimed that the environment was the sole cause of language development). Children produce grammar without having learnt any grammatical rules. For example in W.H questions children don’t produce questions by moving auxiliary instead, they correctly invert the auxiliary of the main clause rather than the first auxiliary.
English as an international method of communication is now more important than ever. English proficiency becomes a global demand and is a requirement for all countries to follow. The English language (L2) can be more intimidating to foreign learners in comparison to their mother tongue (L1). Academia, stakeholders, and governments place emphasis on the education of learners and the exposure to the English language. English should be introduced at all educational institutions at kindergarten and primary level. Although it is a slow development process, it is possible to expose learners at kindergarten level. In additional, understanding learners, cultural backgrounds, social interaction, and level of English (L2) is of vital importance to the success of the educator and the learners. The Educational Department acknowledges a lot has to change to incorporate a second language (L2) to all schools. Educators in kindergarten and primary are more active in the classrooms, with extra-curricular activities to develop the learners’ English proficiency level. Learners are more enthusiastic by learning new vocabulary from a very young age. What are the benefits for learners’ to learn a second
This study has a greater influence on the initiation of various modes of activities in the language teaching at primary and secondary stages. As the need for English education is increasing day by day and the need for the eligible students who can communicate in effective and correct English is increasing day by day, this study is throwing light on the formational years and the methods of teaching. As per this study, the teacher has to play a greater and pivotal role in developing English language and communication skills in the early years of schooling. The correct communication styles in classroom teaching, usage of English language in and out of the classroom and the usage of better tools are very much important to minimise the learning difficulties in English language teaching and in enhancing the language development in the students.
Richards, Jack C., and Rodgers, Theodore. (2001) Approaches and Methods in Language Teaching. Second Edition. New York: Cambridge University Press.