‘English Seen as Co-star among Global Languages’ and ‘ Can English Be Dethroned?’ Decide which article is more persuasive in your opinion and why. Use examples from the articles to support your ideas. Nowadays‚ all people say that English is the most essential and easiest language that people could use to communicate in different countries. As I read thoroughly the two articles‚ which are called “ English seen as a Co-star among Global Language” and “Can English be Dethroned”‚ I’ve found out
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Learning a Second Language Nowadays‚ both students and people in business are required to have ability of using a second language. Learning a second language is not necessary but it is getting important ability. First of all‚ people who want to learn a second language want to seek self-contentment. Besides‚ that people can realize their potential to succeed‚ and they do not need to stay in their own small world either for outward or for personal fulfillment. That people can attain new ideas
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INTRODUCTION It is undeniable that English is not an easy language to learn. Malaysian ESL students oftentimes find English to be rather confusing and difficult to learn. Pronunciation seems to trip most students up. Though the English language syllabus makes room for pronunciation skills to be included in classroom practices‚ many often have problems with the pronunciation of certain words. According to Abbas and Muhammad Reza (2011)‚ many ESL learners have “major difficulties” with English pronunciation
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According to Swain‚ ...producing the target language may be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning. (Swain 1985: 249) In Swain’s view‚ learners need not only input‚ but output: they need to use language in order to learn it. Krashen‚ however‚ as recently as 2009‚ stated that: Research done over the last three decades has shown that we acquire language by understanding what we hear and read
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Investigating Second Language Acquisition Required Texts VanPatten‚ B.‚ & Williams‚ J. (2007). Theories in second language acquisition: an introduction. Mahwah‚ N.J.: Lawrence Erlbaum Associates. Additional Readings Braidi‚ S. (1999). The acquisition of second-language syntax. London New York: Arnold ;Co-published in the United States by Oxford University Press. DeKeyser‚ R. (2007). Skill Acquisition Theory. In B. VanPatten & J. Williams (Eds.)‚ Theories in Second Language Acquisition (pp
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Language Learning 46:4‚ December 1996‚ pp. 713-749 Review Article SLA Theory Building: “Letting All the Flowers Bloom!” James P. Lantolf Cornell University This article presents a postmodernist critical analysis of the SLA theory building-literature as primarily represented in the writings of Beretta‚ Crookes‚ Eubank‚ Gregg‚ Long‚ and t o some extent Schumann. I argue that there is no foundational reason to grant privileged status to the modernist view of SLA theory these scholars espouse
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CHAPTER I INTRODUCTION 1. Background of the Study There are three popular theory perspectives toward second language learning‚ behaviorism‚ nativism and interactionism. The theory of behaviorist has received some research interest due to the relation between behavior and second language learning Traditional behaviorists believed that language learning is the result of imitation‚ practice‚ feedback on success‚ and habit formation.. The methodological and conceptual
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to not require a mandatory foreign language in its schools. I believe it is paramount for Americans to learn a second language to not only better themselves‚ but to strengthen their country as well. Being bilingual has too much upside to dismiss. The United States currently has no foreign language policy in place‚ but large-scale immigration from Latin America and Asia in recent years has convinced many Americans that English should be made the official language of the United States. I disagree
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ago in Costa Rica has been implemented English as a second language in educational institutions. Thence‚ there have been a lot of teachers in order to teach this language to our students during elementary school and high school. However‚ this goal has been limited and in most cases is not met. This is because many of the teachers do not have basis and rationale for teaching‚ in many schools across the country many of them do not speak the language or by 50%‚ do not have good pronunciation‚ grammar
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lack necessary pragmatic competence; that is‚ they are not aware of the social‚ cultural‚ and discourse conventions that have to be followed in various situations (Bardovi-Harlig 1999). Research has also been done on the disparity between grammatical and pragmatic competence. However‚ relatively less attention has been paid to how classroom-based instruction can contribute to the pragmatic development of foreign language learners. This article presents the activities of a four-week program aimed
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