Low Motivation to Learn English Language Elementary Students The cause of low motivation to learn English language elementary students is as follows. 1. The presumption that English is a complicated and difficult language. Most students consider English difficult and complicated, especially for beginners. If the submission of English material is less interesting, students will find it difficult to follow the learning from the teacher. 2. Students lack sympathy for teachers who teach English. In this
1.1 Background and Motivation of the Study English has been a compulsory subject in Korea since 1997. Reading is one of the important skills for learning English, however, there are many students who struggle with it. Some lack interest and others simply have difficulties understanding the text. Reading motivation and comprehension are the factors that should be considered, as various studies (Baker & Wigfied, 1999; Guthrie, Wigfield, Metsala & Cox, 1999; Taboada, Tonks, Wigfield, & Guthrie, 2009;
stated that, at the beginning of twenty-first century English language learning and English language teaching have become the center of attention in comparison to the twentieth century. As Crystal (1997) indicated "English language today has a special status in at least 70 or so countries and is most widely taught foreign language in over 100 other countries" (p.109). According to Selcuk (2009) these days, owing to the fact that English language includes various disciplines ranging from technology
results revealed that the difficulty of English, the fear of making mistakes, losing face with friends when speaking or reading English, the difficulty in memorizing English vocabulary seemed to be the greatest contributors to students’ demotivation in English learning. To begin with, despite the awareness of the necessity of English in this modern life, the majority of the students both in the questionnaires and the interviews perceived English as a difficult language to master because of its complicated
Language has provided human beings with the ability of communicating their thoughts, ideas, emotions to others, and their anticipation towards every episode of their life. Every community has its own language for communicating, but not all the languages have the same position when it comes to speakers’ number (e.g. English language). As far as the objectives of learning English language is concerned, English community has created open fields of success according to individuals’ interest by presenting
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
difference between English as Foreign Language (EFL) and English as Second Language (ESL). Literally, the difference between EFL and ESL are EFL is a UK term and ESL is American term. Despite a distinction between them are, EFL is a process of teaching English to non-native speaker in a non-English speaking country while ESL is a process of teaching English in an English speaking country to non-native speakers. Indonesia is categorized as a non-English speaking country, so English taught as a foreign
developed for the present study. It has also shown that the significant of spending the amount of time online can actually help to improve pupils` English Language proficiency. 2.2 The help of Internet The most used language on the internet is English, which is set on more than half of all the pages on the web. Those pages cover every style of English such as business, conversational, scientific reports, new, sports etc. and this makes the internet an ideal resource for interactive learning. What
Teaching English with video have advantages that other teaching methods do not have bacause videos have sound effects, vivid scenes and dialogues between character backed up by visual aids. Video can provide teachers with more choices in classroom activities and avoid the boredom and monotony of traditional English teaching materials. As a result, students will be able to improve their efficiency of language learning trmendously and teachers will also be able to achieve their goals of English teaching
A Study on the Effectiveness of Reduplication in Language Acquisition for Malaysian Kindergarten Students Introduction Language acquisition plays an integral part for child development. Infants as early as 10 months begin developing canonical babbling, which includes the well-formed syllables essential for meaningful speech (Oller, Eilers, Neil, & Cobo-Lewis, 1998). As such, children’s book around the world have incorporated elements of canonical babbling, particularly the repetition of words known