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Second Language Learners Can Be First Place Interviews

Contrary to the myth thatEnglish only

Further research can be done to examine grammatical errors among international students writing in different native languages ??and examine students’ learning strategies from different perspectives (Tsung and Gong, 2021). While the findings of this study are largely consistent with previous research on English copula acquisition, what we have tried to highlight in this study is the need for a comprehensive understanding of which strategies native English speakers use and to help them find appropriate Strategies are best for learning Chinese. As a second language, especially with regard to connectives (Gong et al., 2021).

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Among them, specific strategies used by learners to learn L2 skills have been highlighted. Models that have proven to be most effective, as outlined in Chapters 2 and 3, include using the students’ native language and respecting students’ cultural differences and backgrounds.

In doing so, teachers can systematically integrate lessons, providing students with ample opportunities to simultaneously develop conceptual knowledge and skills in the discipline, while expanding the complex understanding of both their first language and English, a new language. We hypothesize that if teachers can view L1 students as a resource rather than a problem, they will be able to use their ELLs and the use of their native language as a learning resource in the classroom. Contrary to the myth that “English only” is the only way to successfully learn English, research in language learning shows that it is beneficial for the learner to continue using the first language and that the latter can be used as an effective support in the classroom, helping students learn the subject being studied – as well as for learning English.

English as a Second Language

The reality remains that there are 4.5 million K-12 ELL and ML students in the U.S., most of whom have teachers in the classroom who are likely unable to communicate, let alone provide education, in a language other than English, and they have received very Limited second language development training (Snyder, de Brey & Dillow, 2016). Children may work with an English as a Second Language (ESL) teacher, but English tends to avoid the student’s native language. When difficulty is only observed when teaching is in English only and not in the student’s primary or native language, it is unlikely to be a primary disability.

Determining whether a student’s difficulties are due to learning a second language, a disability, or both, is a challenge for many school districts. Processing difficulties often lead to expression problems, and a student who has speech processing difficulties may also have difficulty expressing themselves orally or in writing. As the Virginia Department of Education notes in the information guide Supporting World Language Learning for Students with Disabilities, it is important to note that “students who perform poorly in the classroom often have difficulty managing information in one of the three stages of the process: comprehension, processing, expression, or any combination of these three factors” (p. 17; I will refer to this manual several times in a row, indicating page numbers for ease of reference, since it consists of 91 pages). feel overwhelmed in world language classes that require all students to leave their comfort zone and embrace something new.

Appropriate learning strategies are important in learning a foreign language

More research and more awareness are creating more solutions for students facing the challenge of learning a foreign or second language and for teachers teaching it. Research has shown that appropriate learning strategies are important in helping learners become more successful in language learning, but much remains to be explored as to what applicable learning strategies can be targeted to specific language challenges. Leaders also need to collect data on the EL they are trying to learn to determine whether the difficulties students experience are due to the typical developmental process associated with learning English while learning academic content, or to the underlying learning disability that occurs in both cases, native language and English. Based on this, it seems reasonable to say that students’ learning of English can be determined by the target language learning situation, such as the method used by the teacher to teach, seating arrangements, learning environment, as well as class size, and its purity and filth.

Is the student interested in learning?

It is reasonable to conclude that if the language being studied is not attractive and interesting to learners, they tend to be reluctant to appreciate the subject and learn it, and even learners may not have a positive attitude towards the target language (English). From here it can be clarified that if students need to learn the language being studied correctly, then it is advisable to take into account the learning situation, otherwise it is difficult for high school students to create a good attitude towards learning English. In general, the cumulative average score for all of the above is 3.5 and based on the answers to the above statements regarding the attitude of students to learning English and the personal factors of students (statements 1.3, 1.7 and 1.8), students in large numbers (72%) positively relate to learning English, are motivated both integratively and instrumentally.

The problem of learning disabilities

In the meantime, however, there are students who can be quite casual and can speak the spoken language, but who have great difficulty with grammar and writing in the new language, or students of the opposite type, who perhaps read and write enough, he cannot speak with a good accent in a foreign language or cannot understand much of what is said to him.

Others, most of these students, Dinklage found after the test, had not previously been diagnosed with learning difficulties; and again there were no problems until foreign language courses were attempted. After interviewing most of these students, found that some of those who failed to master the language were in fact diagnosed with a learning disability and overcame their disability through good tutoring and very hard work; however, the foreign language course caused problems that the students felt were behind them.

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