In teaching process much depends on a teacher of foreign language and what English is taught and spoken by the teacher. Nowadays, interest rises in the sphere of phonology and phonetics, as growing number of English speakers of outside the cycle and expanding cycle globally leads to modification of original English under the influence of globalization. It is necessary to analyze this issue on the Arabic learners of English language. (Abd-Elbasseer, Barakat, 2007) The matters of mother tongue influence and its avoiding while learning English of what and how to teach are one of the most discussed ones, both from the students’ and the teachers’ sides. English learning is a wide field of research, especially because of there are several variants of English, and each is considered to be right by its speakers. English teaching methodology has proved the fact of mother tongue influence on English learning statement. (Kavaliauskiene, G., 2009). Mother tongue influences foreign language as the learner tends to compare what to teach to the mother tongue, and all the information received is analyzed and digested from the point of view of differences between these two languages. When pronouncing the sounds of English, vowels and consonants of the mother tongue make the basis for the sounds studied which is incorrect and needs remediation in the process of studying. (Kavaliauskiene, 2009).
Cite this document
(“Phonological aspect of English teaching and learning Research Proposal”, n.d.)
Retrieved from https://studentshare.net/humanitarian/758393-phonological-aspect-of-english-teaching-and-learning
(Phonological Aspect of English Teaching and Learning Research Proposal)
“Phonological Aspect of English Teaching and Learning Research Proposal”, n.d. https://studentshare.net/humanitarian/758393-phonological-aspect-of-english-teaching-and-learning.
Cited: 0 times
This research will investigate into phonological aspect of English teaching and learning for Arabic speakers who are non-native English speakers. There are discussions on the topic how and which English to teach, consequently, there are different language classifications and approaches to it as a subject taught. …
Canada has been known as a haven for people from various cultures. Multiculturalism has been included as a strong factor in Canadian national policy since 1971. About a quarter of a million immigrants and refugees are welcomed to the country each year, with the vast majority coming from eastern and southern Asia (Levin, 2008).
In midst of such progression, education and learning has remained the most imperative component that enabled societies to ensure their development, and facilitated societies to interact with one another. In specific, during the last few decades, globalization has resulted in extraordinary developments in different parts of the globe, and the world is turning into a global village and for some, it has already become a global village.
With globalization and advancements in the field of information and technology, the world has turned into a small global village, where entire human race has come under one linguistic connection that is of English language (Al-Osaimi, 2010). Unfortunately, “teaching of English as a foreign language is always difficult, as it comes to the regions, where English has an extremely inadequate function it turns out to be further essential as well as conscientious to educate and become skilled at it” (Al-Zaid, 1982).
To be an effective pedagogue, the teacher needs to be able to select appropriate teaching techniques in order to facilitate learning. These choices will be determined by a range of factors such as his or her previous experience and training, as well as the particular contexts in which they work.
THE SKILLS COVERED WILL RANGE FROM LISTENING TO SPEAKING, AND FROM READING TO WRITING IN A NINETY-MINUTE SESSION.
The field of second language (L2) teaching is naturally full of challenges, not only for learners, who would have several language-acquisition difficulties not present in most L1 learners - eradicating accents, formulating English-sounding sentences, poverty of vocabulary - but also for the teacher, who must find ways and means to expose learners to a variety of real-life materials, contexts and challenges which will sufficiently enable learners to operate in those contexts, while transmitting and promoting correct usage and ease with the language (Allwright, 1990).
earning is encouraged in many countries especially in non-native English speaking countries, in order to improve communication skills and to exploit the global employment potentials. Globalization and Liberalization policies implemented by majority of the countries have
The paper will, therefore, explore the better way of enhancing the students’ communicative competence and their ability to speak accurately and fluently in English.
There has not been enough research focusing on the methods of teaching vocabulary in
ns: (1) How is reflective teaching and mentoring helping beginning teachers; (2) What are the factors that facilitate and inhibit the effective use of reflective teaching and mentoring?; (3) How can ICT improve the reflective practice?
According to York-Barr, et al., (2006,
These factors may contribute positively or negatively to the attitudes of Arabic speakers in learning the English language. This topic is essential in the language field because it illustrates the importance of learning