a global language which is spoken by many people in most countries of the world. It is not only world's most widely used , but also as a leading language in education system when it comes to a second language learning. Speaking about the education system in Norway, the main second language taught in Norwegian schools today is English. This paper takes a closer look at an historical overview of English curricula in Norway, by focusing on some of the basic skills from the curriculum in English
knowing a foreign language fulfill a person’s occupational needs bring new insights early phases Considering the fact about the of primary began to take place in most of the European countries and in the USA in into learning open-minded and tolerant education and his/her world view and make the person. the early 1960s benefits of learning a foreign language the implementation language education in European countries and USA has affected the education policy of young children of foreign language classes
Throughout the history of language teaching, researchers have theorized different theories and frameworks to justify the process of language learning and teaching process. Writing is an essential component of English foreign language. In the recent years scholars indicated, writing can be regarded as one of the main issues in the world of EFL. According to Olive (as cited in: Sarıca H.Ç. & Usluel Y.K .2015, p. 11) Writing is one of the most complex cognitive activities and involves a great number
however, most of them are visual and auditory learners. As long as they are studying in England, the lesson will be about two aspects: food and weather. The chosen materials: This lesson is chosen from a magazine "Talk!, the free English as a foreign language magazine, issue 6, summer 2013. Its title is " what do you think of the English food and weather?. This particular lesson is chosen due to the fact that these learners
The language that is used in the classroom affects the students and the learning that occurs in that class. Whether it is language that is for a specific content or the instruction of a second language that is different than the native tongue, it all affects the students and the success that they may have in the classroom. Many people believe that the language should be universal throughout the classes as to not confuse the students, and that the students should wait to learn a second language until
field of Foreign Language Teaching (FLT), my study will benefit from previous research results. Much of these results has influenced my study. The teaching of English academic listening in foreign language classrooms has been reported in some research to have obstacles which are the results of inaccurate teaching procedures and/or inappropriate use of strategies by the students. In some research in different instructional settings, researchers have reported that listening is the language domain which
English as a foreign language (EFL) occur, it tends to be difficult to help students to use the language and interact in scenarios other than the classroom. Atkinson, D. (2002), in his book The Modern Language Journal, analyses an approach to second language. Meanwhile, Culhane, S. F. and Umeda, Ch. (2004), examines Authentic Second Language Interaction in an Instructional Setting: Assessing an Inter-class Exchange Programme. RELC and Larsen-Freeman, D. (2007) recontextualizes language acquisition
vocabulary size in language learning. For instance, Tschirner (2004) argues that vocabulary size is regarded as one of the most important indicators of second language reading proficiency in particular and of academic language skills in general. In many other studies (Laufer and Nation, 1995; Laufer, 1998; Zimmerman, 2005), the vocabulary size has also been found to be closely associated with second language writing ability. Furthermore, in another study Read (2004) states that second language learners are
learners to concentrate on language forms believing that an awareness of forms is indirectly related to language acquisition. They help learners to achieve explicit knowledge about these linguistic features through problem solving activities. Shak and Gardener (2008) studied young learners' attitudes toward different form-focused activities including C-R tasks. They investigated C-R with 78 children from three intact classes in Brunei who were learning English as a foreign language. Results of an attitude
Katherine; and Paulus Trena (2009). Language and Academic Identity: A Study of the Experiences of Non-Native English Speaking International Students. International Education, Vol. 38 Issue (2). The central idea of the article “Language and academic identity: A study of the experiences of non-native English speaking international students (by, Olivia Halic et, al, 2009)” is to explore how non-native English-speaking international students face problems in language, culture and identity in regards to