The Problems that Libyan Students Face in Spoken English - Literature review Example

Running Head: The problems that Libyan students face in spoken English Problems Insert Name Institution Problems Introduction Libya is a country that is predominately inhabited by Arab speaking Aborigines. The Islamic religion, geopolitical position and Arabic language have a significant influence on Libyan culture which has a bearing on Arabic being the spoken and written native language thus affecting Libyan English language learners. Second language learners experience unusual features of English syntax which makes it difficult for them to produce native-like speech when talking. A research study was carried out to assess if second language learners’ reading problems may have a negative influence on the poor reading skills, including those responsible for visual word identification among native Arabs. The research constituted of three categories that is 10 Language 1 Arabic speakers (Arabic), 10 non-Arabic English Secondary Learners (non-Arabic ESL), and 10 native speakers of English (English). Learners were selected on the basis of having their native language use of at least one phonographic system of writing, but none share the exceptional Semitic characteristic of omitting short vowels from written texts. In the second one the subjects were given two texts and were told to read and circle t and o respectively (Harb Rachel Hayes, 2006) and (McKay S., 2008). The questions selected were standard since they were done with the help of an experienced instructor. It involved choosing 6- to 10-letter English nouns with a frequency above 100 per million. The second category was words have at least two internal vowels (not at a word boundary) and two internal consonants, to prevent target stimuli with deleted letters at word boundaries (Harb Rachel Hayes, 2006). Data was collected by listening to participants spell the words and key in the computer whether they were identical words. The second was collected still by listening to pronunciations that the learners made after reading words from a computer. All this was done after careful instructions on how to go about the exercise. Data was collected by circling the target letters. It was found out that Native Arabic learners have a problem in word processing as reflected by the data analysed which can be dealt with through giving them a bank of words to practice on vowels, consonants. Thus it was concluded that Word processing aid of a bank of words can be of core help since learners will become familiar with pronunciation of words that is different from their local dictionary (Harb Rachel Hayes, 2006) and (McKay S., 2008). According to Rakas Mohammed S. (2008), Native Arabs peaking English learners have incompatible and unreliable relationship between the English sounds and letters, i.e. between English phonetics and orthography. The study also portrays clearly that the main phonetic obstacles facing Libyan Students of English. It is claimed, here, that the phonetic difficulties experienced by these learners in all education levels are associated with (i) problems pertaining to the English orthography taught at early stages of English language learning, and (ii) problems related to the interference of the phonemic system of the Libyan Arabic variety (Rakas Mohammed S., 2008). There is no correlation between English sounds and letters for example (k) as in kit, (c) as in cup, (q) as in queen, and (ck) as in back. Secondly, there are also the difficulties that arise due to influence of Arabic language from the Libyan Arab Learners of English from their native phonemic system and limitation of its vocalic system. This brings about altered articulation, pronunciation, writing and even spelling because a majority of English different vocalic qualities are pronounced by limited LAV vocalic qualities. The study found out that practical consciousness and familiarity with the English consonantal and vocalic phonemic systems can be attained through rote ear-tongue training. There was need for these students to make use of International Phonetic Alphabet (IPA), whereby each and every speech sound is represented by one, and only one, phonetic symbol, and each phonetic symbol represents one, and only one, speech sound to assist these learners (Rakas Mohammed S., 2008). Another problem encountered by Libyan Arab Learners of English is their diverse multi cultural set up as influenced by multicultural background. There is the influence of Asian as well as African culture which strictly fosters mastery of Arabic language. As found out out it is alegal requirement since the language is a national as well as an official language for carrying out any transaction as per the country`s ethics. Due to this condition, the language has a direct impact on the assimilation of English by the Libyan Arab Learners as the two languages have outstanding a wide range of difference ( Bubeka, Shareia et al, 2010). A survey conducted in Hungary and USA with the intention of recognizing the challenges placed on English second foreign language learners by English as a foreign language as well as understanding of the levels of development and their progressiveness phase as the learners advance in the foreign language. It was found out that increased pragmatic awareness should be an objective of classroom teaching. This is because it was observed that English Second Language learners showed improvement as a result of instruction in practical ways like use of a bank of words and International Phonetic Alphabet (IPA). Still the learners may be unconscious of the differences between their language pragmatics and the pragmatics of the Language 2, which was evidenced by the imbalance of grammatical and pragmatic competencies often found in even advanced Language 2 learners. It was found out that in Hungary English used a long spell of time for foreign learners to learn it since there was use of Italian language as a mode of classroom delivery as opposed to USA that purely relied solely on English. Thus learners in USA were more fluent and accurate in both spoken and written English than their counterparts (Harligdo K. B. and Dörnyei Z., 1998). Teachers also have an impact on the acquisition of learning a second language. This clearly portrayed n a study carried out in South Korea. It showed that teachers have different ways of instructing and assessing their second foreign language learners. It was found out that teachers interpret foreign language development among their learners differently. This is true as presented in the qualitative data whereby some misunderstood speaking loudly or fluently as speaking accurately (McKay S. 2008). Thus teachers should be allocated time and opportunities to mingle with other teachers so as to harmonize their teaching. This is because they have widespread perspectives that may deter smooth transition of learners from elementary level to more advanced ones. Teachers should also vary their teaching methods and should be learners` centered from the conventional way of instruction. Another study was carried out in order to know how teachers observe and assess basic or elementary learners of foreign Language in terms of classroom performance in Central Korea found out that teachers interpret foreign language development among their learners differently. It was found necessary for teachers to have rotational activities and seminars to coordinate their teaching- learning affairs. Thus teachers have a lot of input on the learning of a second foreign language. . In addition to this it would bring about mutual sharing, borrowing and integration of the best foreign language instructional practices (Butler Yuko Goto, 2009). Most of the native English teachers have problems like difficulties in pronunciation, inability to communicate their ideas effectively or correctly which cascade further on students. As a matter of fact, Arabic words never begin with a vowel. An initial vowel is always preceded by a glottal stop, the so-called hamzah. Never the less, all these differences can be minimized by having participatory pronunciations, spelling and listening ( Roach, P., 1991). The Libya educational system is also trying to keep this issue at bay by funding, scholarship to USA. Also there is use of qualitative research to find out grassroot issues and come up with solutions to curb them ( Bubeka, Shareia et al, 2010). Another study carried out at a college in Taipei, Taiwan showed that the most effective type of foreign language learning is learners’ focused technique whereby listening reinforcement seen to be effective through provision of knowledge about a topic, followed by repetition of the input. As seen in the report where there was very little impact where on memorization compared to active participation of learners through probes (Chang Anna C. S. and Read J., 2006). A research study carried out in Marquette University, Madrid Spain with the aim of imploring on the role of integrative, instructional motivation and interaction with the second language culture in determining learner drew conclusion that proficiency of language two is highly dependent on the motivation and interaction with the language. This was found true since the data analysed reflected that learners had picked the language very well as the environment enhanced communication in second language through culture and the mode of instruction used. The academic implication noted was that teaching instruction should integrate learning activities that are motivating in the proficiency of the second language (Hernandez Todd A., 2010). A survey carried out in The study was carried out in Taiwanese university to investigate on the impact of group processes on the motivation of an English Foreign leaner found out that conducive environment for learning through positive appraisals, positive reinforcement, and encouragement motivated the learners. Also encourage group cohesiveness through discussions motivated the learners. There should be active participatory of every learner in order to shed off shyness that comes from pronouncing and speaking foreign language(Chang Lilian Ya-Hui , 2010) and McKay S., 2008). One of the most common pronunciation anomalies experienced by learners of English is the influence of their native accent in the construction of pure vowels where a diphthong should be pronounced. However this effect can be countered by use of audio video tapes to assist in pronunciation . Also the Libyian educational system has recently sponsored qualitative research studies to find out grass root issues and come up with solutions to curb them ( Bubeka, Shareia et al, 2010). References Bubeka, Shareia, Parasuraman, Barakrishnan, (2010). A qualitative research study in Africa and Asia: Challenges and Prospects, University of Wollongong, Australia. Butler Yuko Goto (2009). How Do Teachers Observe and Evaluate Elementary School Students’ Foreign.Language Performance? A Case Study from South Korea Philadelphia, Pennsylvania, United States. Chang Anna Ching-Shyang and Read John (2006). The Effects Of Listening Support On The Listening Performance Of Efl Learners Taipei, Taiwan And Auckland, New Zealand. Harligdo Kathleen Bardovi and Dörnyei Zoltán (1998). Language Learners Recognize Pragmatic Violations? Pragmatic Versus Grammatical Awareness In Instructed L2 Learning. Eötvös Lorand University, Budapest, Hungary. McKay S. (2008). Researching Second Language. Classrooms. The Reading Matrix: Lawrence Erlbaum Associate, Eli Hinkel. Rakas Mohammed S. (2008). Some Problematic Issues Facing Libyan Arab Learners of English, Garyounis University Roach, P. (1991). English Phonetics and Phonology. Cambridge University Press. Read More