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Reflection on english acquisition
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The Confidence Level of SMK Seri Selayang Students in using English language and Ways to Enhance Their Confidence Level.
Farah Hamiza binti Abd Ghani
1521344
International Islamic University Malaysia
English for Academic Writing (ENCO1104)
Lecturer: Saiful Adli Bin Shamsul Tajri
Introduction English language has become the common international language and has become the lingua franca. In addition, English is frequently the language of international interaction (Su, 2006). In relation, instruction of English as a second language is preferred. Furthermore, English has reached the position of being an international language which has led to important consequences for its teaching in an educational system. Possessing confidence is an important part of using language. In the course of using English language, students develop complex systems of mental schemata which influence how they use the language. Hence, plentiful pressures and different confidence level might affect students’ usage of English language. McIntyre (2004) pointed out that self-confidence as the main pillar to the students’ willingness to communicate in a foreign
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Recently, English language has been used swiftly in daily life as its role as a second language in Malaysia. This was emphasised by the Minister of Education, Tan Sri Muhyiddin Yassin (2012) who stressed that English language plays an essential role in ensuring nation building. Furthermore, students with good understanding towards English language will have a better usage of it and the more effective a student involves with language the more skills can be developed from it. However, school students are afraid and refuse to use English in classroom because of their weak foundation of the language itself (Fan, 2001). Kim (2011) concludes that students with low English language have problems in expressing their ideas and also struggle in completing classroom
Giving international students a permit to work-off campus offers them a chance to interact with residents at work place where interaction is very essential. This gives the students a chance to develop their communication skills because they get a chance to talk and improve on their English language. It is observed that most of the students shy away from speaking with the residents due to fear of displaying their accent while communicating which may sound funny at times. Developing communication skills especially in English language which is very diverse Worldwide and is the language used while teaching in class helps the students so much. Research reveals that most of the students are from English-speaking countries, which makes it an added advantage. It helps build confidence in speaking and a good command in writing, these skills are important when applying for jobs and writing curriculum vitas.
With this, English is becoming more commonly used, not just as a foreign language to learn, but for education, medicine, and even diplomacy reasons. In his essay, when he was talking about the United Arab Emirates, hitching also mentioned that Arabic is their language for school, religion, home, and culture, whereas learning English over there is “symbolic of modernity, work, higher education, commerce, economics, and science and technology” (271). This associates English with a more advanced outlook if one would want to get a higher education or find better work. English is getting a name for itself and it is not a bad name. People are not just learning it for a class, they are learning it for business, higher education, and many more reasons around the world. Julie Traves mentioned in her essay that there are about 380 million people worldwide speaking English as their first language, whereas it is estimated that anywhere from 350 million to about 500 million people speak it as a second language. The English language is spreading throughout the world through education, science, technology, and the culture which is another reason why English is the best language to
Lopez and PsyD and Ngoc H. Bui apply a survey, conducted by Gaudet and Clément (2005), to test if the international students’ second language confidence and other outside indicators such as social support, length of stay and so on may affect their self confidence. They use various indicators as variables to measure the Cronbach’s alpha (α) values, a measure of how closely a set of items in a group interact with each other. Through analyzing the data, Iris Y. Lopez and PsyD and Ngoc H. Bui conclude that the length of stay in the U.S.has a positive correlation with the self confidence. The greater length of stay in the U.S., the higher self-confidence a students has. However, while claiming that English confidence has impact on self-esteem, researchers find out, surprisingly, that the less English confidence actually leads more self-confidence, which indicates a negative correlation. Through various statistics, this article states that many external factors can influence international students’ self-confidence, but the language competence is not necessarily an important
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
Sarap N S, Mahadik R P and Mehta P G. (2013). “Assessment of English Language
The problems related to subject-verb agreement have been examined by many educators and researchers. For example, one can mention the study carried out by Siti Stapa and Mohd Izahar (2010). In particular, these scholars focus on the errors made by Malaysian ESL learners. Their research indicates that these errors occur primarily due to linguistic differences. One should mention that in some languages, there are no forms that can distinguish the singular and plural forms of the verb. For example, one can speak about such a language as Bahasa Malaysia. Thus, these people can use the singular form of the verb, instead of the plural form. For instance, they can utter the following phrase, “Now, people is not looking for appropriate job but a stable one” (Stapa & Izahar, 2010). These mistakes can significantly impair their written and oral communication. Thus, it is important to consider the differences between two languages. Additionally, there are many students who speak non-standard dialects of English such as Ebonics (Baxter, 2007). Such learners perceive themselves as native speakers; nevertheless, they can also violate the rules of subject-verb agreement. Therefore, their academic writing style can be significantly impaired. Such people need to do corrective exercises in order to overcome this difficulty. This is one of the points that can be made.
Language is a tool for people communicating; with its development and increasing diversity, people gradually become unsatisfied by using language, as a communication method, barely to understand, instead, they are eager to interpret. They would like to know a person’s personality through his or her language speaking; they are more intended to judge others through the superficial language skill. An invisible standard continuously forms that people who have a higher language skill deserve more respect and may lead more self-confidence. However, this fact is highly controversial due to various sources which depict the correlation between language, especially English competence, and a person’s self-competence.
In researcher’s perspective interaction in order to learn English language is vital. No one can properly learn English language if he is not interacting with his classmates, teachers, family members and friends
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.
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.
Experiencing those days where people would laugh at other for the broken English; the grammar and pronunciation are the toughest parts of the language. People with English as a second language always stumble upon difficulties; however, the determination of learning a new language do not decrease easily as the motivation is still surrounding one’s mind. Today, English has become an international communication; even the teaching and learning of the language has already spread throughout the world. English is known as one of the most common use language and has been offering classes everywhere for years especially around Asia; additionally, the world common language has now become the number one language uses in every fields of career that is being offer everywhere. Non-American students should be required to take English class as a second language in school
There are many various reasons and factors why students struggle in speaking English. Aquino et. al. (2016) give one reason in there study “Demotivating Factors in Learning the English Language” they said that lack of motivation affects learning of the students. They said that there are countless demotivating factors in students learning. Confidence, fear of committing mistakes, demotivated teachers, and lack resources are some demotivating factors in students learning. To lessen these factors, the roles of the teachers are to lessen the anxiety and pressure to students. The students will be able to feel it through the teachers’ customized teaching strategies. Teachers can engage their students by giving activities that they will
Over the years English inarguably has reached a status of a global language and commonly is characterized as a lingua franca. It has become the language that is spoken by millions of people all over the world; as the mother tongue, as the language used for international communication and as the language learned in the millions of schools.
One of these problems is that learners in Turkey see learning language as if it is a needless activity. The work of Karahan (2007) shows that English learners do not recognize English language position and advantages in their daily life and they postpone learning English till adulthood by the time they are forced by professional requirements. In addition to this problem, English learners not only cannot encourage each other both also they criticise each other pitilessly -especially while they are speaking- with unsuitable ways which make learning difficult. Turning to Karahan (2007), one finds that it is peculiar that students cannot connive their mistake while speaking Engl...
Learning is a life time process. Meaningful learning is a complete phenomenon. With the advancement is science and technology and the phenomenon of globalization, the craze for English has swept in India and the English language sweeps away even into the rural lands. Irrespective of religion, color, caste, creed, etc. there is great expectation by the people from their children to speak good English at the primary level there is a need and pressure in the present scenario to make the best out of the lot in the competing environment to learn English both as a second language and a foreign language. Whatever the age, or level, learning English has become a necessity due to the competition in the society. Has learning English as second language become a methodology or a technological sophistication? Whatever it is there is a great significant difference in learning English both as a first language and second language. The present paper emphasizes the attitudinal challenge and the need for learning English as a second language in the changing scenario.