If you speak English, you won't need to rely on translations and subtitles anymore to enjoy your favourite books, songs, films and TV shows. English is also the language of the Internet. Many websites are written in English — you will be able to understand them and to take part in forums and discussions. English is based on a simple alphabet and it is fairly quick and easy to learn compared to other languages.
English is not only useful — it gives you a lot of satisfaction.
Learning English as a Second Language
Making progress feels great. You will enjoy learning English, if you remember that every hour you spend gets you closer to perfection.
Since English is spoken in so many different countries there are thousands of schools around the world that offer programmes in English. If you speak English, there're lots of opportunities for you to find an appropriate school and course to suit your academic needs. Because it's fun! By learning English, you will also learn about other cultures.
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The age of English-language acquisition is also lowering at the same time. Personally, I believe it is essential for a person from a non-English speaking community to learn English, but I think it is not necessary to do so until a child is around seven or eight. Supporters of teaching English at kindergarten — that is, when a child is aged between two to five — believe that early exposure will produce more competent speakers.
Parents who are keen to give their child a head start in an ever more competitive world are persuaded by this idea. They think that if English is combined with play, it will be easily absorbed, and not seem like study at all. Different syntactic rules will cause errors while learners acquire their L2. It is because the rules of grammar between two languages are different. Learners will get interference and cause errors appear while learning L2. According to Zhu , English and Chinese languages are dissimilar in word formation, morphology and in lexical usage.
In English language, learners used an orthographic spelling to form a sentence while Chinese language is used ideographic character.
How I learned English / ESL Article
It is because they think the word in their L1 and translate it to L2. The meaning of words has change. Besides, vocabulary levels between these two languages are different. Chinese will direct translate the word into English when they are written. However, it might become other meaning due to the word choice. It is because they direct translate the word read from Chinese.
Thus, learners direct translate the word to English and this caused the errors. Chinese essay is different from English essay in the text format. No matter is in the essay pattern, organization and concept, both of them have a great access. L2 learners will make errors in discourse structures because they do not familiar with the characteristics of English discourse. According to Bennui , characteristic of English discourse can be divided into three parts model which is introduction, body and conclusion.
Then, each parts of model will be divided into few paragraph. Besides, as we know that English essays provide a proper paragraph.
It can be either in the beginning of paragraph or at the end, depends of the writer how to organize it. However, Chinese is totally different. Based on Malaysia education system, learners acquire English as their L2 since they first day enter the school. However they still make error in written essay. To investigate the problems, few researchers had done researches before. The study is related to L1 inteference. Bhela found out that the major problems for most of the L1 learners faced are, they will use their L1 syntactic structure. After that, they will change it to their L2 and cause errors occur.
Besides, another reseacher Chan also provides evidence in his article. He found out that Chinese learner will transfer their syntactic to English when they are writing. He examined and collected data through Hong Kong Chinese L2 learners. The result shows that L2 learners will think in their L1 before they write and this cause errors appeare in their writing. The result shows that the errors that learners make can be categorized into 18 types which is subject-verb-agreement, preposition, pronoun, article and etc.
This first part of this chapter discussed the approaches which are used in this study, that are known as CA, EA and IL.
The second part of this chapter discussed types of L1inteference in learners L2. Also, most of the previous researchers had summed up with one conclusion that L1 will influence learners in learning L2 and cause errors in their writing. This chapter will introduce the methods used to carry out the research. This chapter has includes research design, participants, instrumentation, procedure and time frame, data analysis, and summary.
The aim of this study is to find out the problems that Chinese students faced in learning English as second language. Two research questions will be focus based on the problems. This study is to identify the problems faced by Chinese students in learning English. To investigate the problems, researcher will carry out the study by using qualitative method. Using this method can help the researcher to accomplish the objectives of this research. The target participants are selected through purposive sampling.
They are selected due to their qualification because they have been exposed to seven years of English language in school and passed acceptable grades for English in UPSR. Besides, all of them are from non-English speaking background. They seldom used English to communicate outside of the school. Thus, it can help the result be more accurate. Two research questions were created to identify the problems faced by Chinese learners in learning English.
Researcher will ask learners to write a words English essay. After collecting the essay, researcher will use Markin software to identify the errors. This software was chosen because it can help in categorization and statistical analysis of errors. The Markin software provides annotation buttons to classify the error. This study will take around one month. The time frame to collect data is from October to November The data collection will take 45 minutes to complete. In order to let junior one learner fully understand the importance of the study, researcher will explain the purpose of study by using simple English.
Besides, researcher will explain the question and give simple instructions in the very beginning. This chapter presents the overall findings of the research by using pie charts and tables. The objective of this part is to answer the two research questions which are "does L1 interference have a significant effect on Chinese Learners English essay writing" and "what types of errors do Chinese ESL learners commonly make with English grammatical functions in the English essay writing".
Thus, the finding in this chapter will be related with the research question.
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