is a branch of general linguistics that aims to compare from a descriptive point of view two different languages noting their similarities and differences. It can be said that two languages are socio-culturally linked when they are used by a considerable number of bi- or multilingual speakers, and/or a substantial amount of ‘linguistic output’ (text, oral discourse) is translated from one language into the other. In general terms, mention can be made of a theoretical contrastive linguistics and of
Some Problems of Teaching Grammar in Southeast Asia How important is the study and understanding of English Grammar from a Southeast Asian perspective? Opinions are often divided, from chief academic bodies, down to the journeyman foreign English teacher. Students are taught “English Language” for a variety of reasons, many of which, stem from the global quality it seems to possess, and the belief, that a good grounding in the language, will provide better employment opportunities in the future
writes in her books that England has always welcomed the alien and hundreds of words of non-English origin are part of English vocabulary indistinguishable from the native ones. More than sixty percent of English words have Latin origin while it is the case in more than ninety percent of the words with respect to technology and science domain (Green, 1990). While containing 178 Anglo-Saxon roots, the English language consists of 280 more roots out which almost all are Greek and Latin (Skeat, 1917). Henry
thousand five hundred million people worldwide speak English, of whom three hundred seventy five million are native speakers (McKay 2016). Therefore, English language is now considered as an international language, and it is often taught as a foreign language accompanied by teaching both American and British Cultural studies. Teaching English as a Foreign Language (TEFL), in simple words, means the teaching of English language in a non-English-speaking region. Education in American and British cultures
conducted in which the researchers argue that many ESL students face difficulties in learning English language at various levels and with different skills (e.g. McCardle and Hoff, [15] Hoffman, [10]). Other examples are Abdul Haq (1982), Harrison, Prator and Tucker (1975), Abbad (1988) and Wahba (1998). But, we hardly come across with the researches that cite the problems that Arab students face in learning English literature. Al Shumaimeri (2003) opined that “Teachers have pointed out that students leave
students understand new material and concepts to which they are being exposed and consequently learn more quickly. Schmitt (2000) claims that “Lexical knowledge is central to communicative competence and to the acquisition of a second language” (p. 55). Teaching and learning vocabulary have significantly received the attention of EFL teachers and researchers in the last decades (McKeown, Beck, & Sandora, 2012; Schmitt,
1. Introduction Vocabulary assumes an essential part in English language acquisition. Individuals have endeavored to take in second language from at least the time of the Romans, and maybe anytime recently. In this time of more than two thousand years, there have been various distinctive ways to deal with language learning, even with an alternate point of view on vocabulary. At times, vocabulary has been given pride of place in teaching methodologies, and at alternate times ignored. During the
the broad aim of ΔΕΠΠΣ. According to Clark (1987), this notion coincides with one of Reconstructionism’s tenets that students should face the demands of communicative instances, where interlocutors originate from different ethnic groups. The English language has become the lingua franca that serves as a medium between individuals originating from different cultural or linguistic backgrounds (White, 1988; Richards, 2001). Therefore, the ability to communicate in such contexts is of paramount importance
First and Second Language Development Related to the Concept of Bilingualism The concept of bilingualism refers to the state of a linguistic community in which two languages are in contact with the result that two codes can be used in the same interaction and that a number of individuals are bilingual (societal bilingualism).[1] As a first step I would like to describe the concept of bilingualism, first and second language acquisitions. The next thing is to discuss similarities between first and
Every day people communicate their thoughts through the language of gestures, writing, and speaking. Like breathing, people often communicate without the consciousness of language’s complex composition. Yet, as complex as language may be, humans naturally begin to experience and develop language’s graceful acquisition at infancy. Similar to the development of language is the development of the thought process. The neural system that involves perception, problem solving, and creativity is also multifaceted