With English becoming compulsory subject in most schools, the problem of language anxiety has emerged as a common problem among Japanese EFL learners. Some common factors attributed to such anxiety are fear…
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ational process focuses more on evaluation framework which is unlike Western process of education, and this instills fear of committing errors in Japanese EFL learners. Therefore, EFL teachers should focus on creating informal ambiance within the classroom and establishing positive relationship among students from different cultural backgrounds so that Japanese learners can shed their language anxiety in front of others.
Today, English has become a common language to be taught in schools all over the world. For this purpose, schools are making broad use of technology in combination with second language theories. The idea is to adapt the best available practice that can enhance learning of English as second language. Any process that has been proved by previous research to yield best results is regarded as the best practice. It essentially includes “commitment of a teacher who is willing to use the knowledge and techniques at his or her disposal to ensure student success” (Li, 2013, p.218).
Foreign language anxiety is increasingly becoming a common phenomenon among learners, and it is rapidly gaining attention among researchers for its significant impact on a learner’s ability to learn and retain a new language. This paper focuses on Japanese EFL learners’ fear of speaking English. Recommendations have been provided on how to overcome such fear.
Although English has become a compulsory subject in most secondary and tertiary institutions in Japan, it is still an extremely common phenomenon that Japanese people exhibit poor English communication skills. Every year, millions of dollars are spent for making Japanese people proficient in English with the help of native or non-native English speaking teachers. Many Japanese students even travel to Western countries to learn English. There are many accepted theories that tend to explain poor English speaking skills among the Japanese. One such theory blames the geographical location of the country that isolates
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Each has his own preferences, his "hero", and his ideal model. No one wanted to accept the choice of his friend. For the language course it is an ideal situation. Everyone worked from the same pattern: the text with the presentation, description and justification of choice.
Learning a second language (in our case English) has become a necessity to most of us.
For most of its history, the definition of learning a language has been limited to grammar and vocabulary only, but now it covers almost all the aspect that one acquires in a mother tongue situation.
English Language Learners (ELLs) do not necessarily share a common language since they could be adults or kids who speak different languages, mostly various Asian languages and Spanish.
Ms. Ellis-Christensen relates, "Therefore, the one resource the ESL teacher usually doesn't have in the classroom is the ability to stop and explain things in a language common to all students.
English is a significant factor in national unification of many nations from Sierra Leone to Malaysia. English is the national language of twenty-one nations including Lesotho and Liberia and an official language in fifteen others including Cameroon and Dahomey.
Among them, vocabulary gains great significance as it links all these four skills together. Proficient communication in English requires the acquirement of a vast number of words and phrases without which the communication becomes incomplete. Language teaching, in the modern scenario, is challenging and the teaching fails when the new and effective techniques of vocabulary leaning remain unidentified and underutilized.
Secondly, the tutor must take pains to understand the students' background so that s/he is able to put together a course of study comprising oral, physical and participative activities. It is important to bear the time frame in mind while organizing the study course within which the course must be covered.
Hence, an understanding of second language acquisition can enhance the capability of mainstream teachers to provide objective education in culturally and linguistically diversified framework (Fillmore & Snow, 2000; Hamayan, 1990). Current studies encapsulating the theories of language acquisition have been developed through a thorough research in several interconnected fields such as linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman & Freeman, 2001).
According to the research findings, learning, as an activity, involves the integrated skills of reading and writing the English language, as it is the lingua franca or common global language. Therefore, right from the kindergarten days, the education system in most countries, where English is most the motive language, focuses on the teaching of English as a second language.
Both reading and writing are directly related. It has become mandatory for learning institutions to engage their students to activities such as reading and writing. A good example of a read and write activity is summarization. This paper is going to
the reference of the concept as Second Language Acquisition, this concept does not necessarily mean the process of acquiring a second language only, but also the process of acquiring a third, fourth, fifth or other subsequent languages. The common argument has been that the
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