Approaches and Strategies for Teaching English for Learners with Language Problems (original) (raw)
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Communication Difficulties in Learners of English as a Foreign Language : whys and ways out
Http Www Theses Fr, 2011
Another point related to the last suggestion above is training the students to use an English dictionary which has a pronunciation guide (e.g. Longman Dictionary of Contemporary English), both in the classroom and when they work on their own. The teacher should equally encourage learners to build up their own dictionaries or word lists and insist that all stresses should be correctly placed on words. The teacher should keep a record of the type of stress errors the students actually make. Immediate correction of such mistakes, and later remedial correction sessions will help eliminate them. These sessions may include exercises as the following: (i) Stress shift in words having identical forms, but belonging to different parts of speech: 'abstract (noun; adj)-ab'stract (verb) 'present (noun; adj)-pre'sent (verb) 'transfer (noun)-trans'fer (verb) (ii) Stress shift in words of the same root: 'politics-po'litical-poli'tician 'personalper'sonifyperso'nality de'mocracy-'democratdemo'cratic. Teaching learners to make the appropriate reduction of unstressed vowels. In this respect, one suggested technique is practicing repetition of connected speech, such as recorded discourse. For instance, dialogues are an invaluable device. Loud reading of dialogues from a written script or their memorization and repetition by several speakers in a lifelike situation is also very useful;. Teaching songs and rhymes, especially to young learners even before communicative language. These types of material can be used extensively to imprint the stress and rhythm of English on the learners' minds. 1.1.2. Spelling English spelling is claimed to be a major difficulty for non-native learners and native learners, too in view of the fact that there is a considerable irregularity between the writing system and pronunciation.
Facing Some Language Impediments in Oral Expression and Comprehension Settings: A Case Study
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In today's tech-driven globe, the role of communication and speech production has witnessed an upsurge. Teaching the language as a means of communication has become the norm in English as a foreign language (EFL) settings. The major problem underlying this endeavour lies with firstyear students' inability to maintain spontaneous talk either in the classroom or in any context. This research aims at investigating some language obstacles that EFL students face and could be a serious handicap to the improvement of their speaking skills. The data was gathered through two questionnaires administered to both first-year EFL students and the teachers covering oral expression and comprehension courses. The findings revealed that learners experienced various barriers that hinder their performance and interaction such as self-confidence, anxiety, lack of appropriate vocabulary, and obsessive fear of making mistakes and imperfections. Based on the results, some helpful recommendations were suggested to enhance the students' speaking proficiency.
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The paper intends to bring to the notice of teachers, parents and intellectuals who play a key role in India's educational policies about students who have the language learning disability problem. Students with language learning disabilities are mostly ignored in our society as well as educational system. There are separate and unique programs to solve the problems of such students. They are asked to sit with normal students who are good enough in learning. They are not at all groomed and prepared to face their problems and thereby to deal with their own problems. The paper, therefore, attempts to pull the mind of teachers to the unique problems of such students. The paper attempts to provide some strategies of teaching English language and also suggests acquiring certain teaching skills to the students with language learning disabilities. In Indian society teachers play an important role to groom students' minds and teachers are key persons who can mould students' minds in a way they want.