The most likely areas of errors made by Polish learners of English. The most complicated and the longest process of language acquisition is the process of learning the first language (L1). Then, on its basis we learn any other language (L2) with more or less difficulties, depending on its similarity to our mother tongue. In the case of Polish beginners learning English, the mistakes they do derive mainly from the different roots of the languages – both of them are classified as Indo-European, but
Italian groups and native English groups that even the really experienced Native Italian speakers of English who have spoken English for a long time are still capable of pronouncing some of the English consonants inaccurately. “The study revealed that some of the NI subgroups produced word-initial tokens
research problem is based on the question: how does the Spanish language interfere in the English written production done by students in the course Written Communication III at the Paraiso Campus of the University of Costa Rica? From the foregoing, it is intended to assess and get results on the possible consequences of using structures of the Spanish language in the English written production and how the interference of the native language affects either positively or negatively on the student writing
sentence dictation. Thus she suggested that more attention should be paid to standard dictation in middle school for the sake of the developmental in students’ listening comprehension and global English ability in use. Another brunch of research is on the effect of standard dictation on global language ability. Yang (2003) investigated the effect of systematic classroom dictation practice on the overall
ENGLISH ORTHOGRAPHIC SYSTEM MODIFICATION English is a West Germanic language related to Scots, Dutch, Frisian and German, is one of the most used actual languages in the world. However, English’s orthographic system has been reformatted three times; these changes are placed in three different periods: Old English, Middle English and Modern English (Ager, 1998) this happened due to the necessity of solve the orthography depth, which indicates the one-to-one letter-phoneme correspondence and some
research work was conducted with foremost mission to highlight lacks withinlegal English learners. The list of learners for study not only has included the students but teachers themselves. It was likely considered that the students fail to comprehend issue of Vagueness found in English legal language. It even contradicted with legal student’s goal of precision. According to (Swales and Bhatia, 1982), they pointed that “English for legal Purposes (ELP) is an important but relatively uncultivated corner
Introduction English as a second or foreign language has gained much attention during the past decades in almost every country. In Iran English is taught as a foreign language in high-schools as well as in universities (Mirdehghan, HoseiniKargar, Navab, & Mahmoodi, 2011). Aside from different language courses presented in different levels of public academic centers, there are also private institutes that teach different levels of foreign language. As a branch of English language teaching, English for specific
Process The English Lab has a unique concept of enhancing the overall personality of the students. It is designed to help the students to improve their proficiency in English, develop their confidence and attitude and discipline them, so that they can cope up with the requirements of the corporate world which is considered to the life line of all the professionals. Though English language is used in our day to day life, still many of us lack adequate reading and communication skills. The English lab has
English is universally recognized as a global language and is the dominant language of business throughout the world, and as globalization takes place, English is expanding. There were periods of time in the past when speaking English as a second language was a marker of the elite, the upper-class, but nowadays it is an essential skill that everyone should have (Dorie, 2012). Frequently perceived by the younger population that do not speak English as their first language (L1), thoughts of speaking
getting more so. The English language is undoubtedly the lingua franca of this globalized world; L2 speakers (743 million) outnumber L1 speakers (378 million) by more than two to one (Crystal, 2003). One of the consequences of this language expansion and predominance that English has gained in the last few decades is the existence of World English. Richard Norquist (2017) describes the term World English (or World Englishes), also known as International English and Global English,