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In English-speaking countries, they have integrative motivation, the desire to learn the language to fit into an English-language culture. They are more likely to want to integrate because they 1. Generally have more friends and family with English language skills. 2. Have immediate financial and economic incentives to learn English. 3.
Nation (2005) suggests that learning from extensive reading should meet the following conditions: focusing on the meaning of the English text, understanding the type of learning that can occur through such reading, having interesting and engaging books, getting learners to do large quantities of reading at an appropriate level, and making sure ...
The learners of the English language are of two main groups. The first group includes the learners learning English as their second language i.e. the second language of their country and the second group includes those who learn English as a totally foreign language i.e. a language that is not spoken in any part of their country.
In summary, learning a foreign language is not only useful for practical purposes, but also beneficial for cognitive, social and personal development. It can improve one's brain power, memory, concentration, creativity, communication skills and cultural awareness. It can also open up new opportunities for education, work and travel.
When reading a passage, it is good to vocalize what one is reading and also their mental processes that are occurring while reading. This can take many different forms, with a few being asking oneself questions about reading or the text, making connections with prior knowledge or prior read texts, noticing when one struggles, and rereading what ...
The first is due to the world becoming smaller, communication between other cultures and languages is necessary to anyone. The usage of the English language is also being changed. While it seems that English is the common, global language, there are different dialects and subcultures that all speak different Englishes. The way English is spoken ...
Using sight words as a method of teaching reading in English is seen as being at odds with the alphabetic principle and treating English as though it was a logographic language (e.g. Chinese or Japanese). [29] Some notable researchers have clearly stated their disapproval of whole language and whole-word teaching.
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.