English Language

In the essay titled “Mother tongue” by Amy Tan, she wrote about her mom’s imperfect English, how she used to get embarrassed about it and how much she hated speaking on her mom’s behalf to other people because people can’t understand her mom most of the time. Amy also noticed that she speaks like her mother at times and how it hinders her performance when she is taking a test.

But as Amy grew older, she came to realized that the way her mom speaks is actually unique and not “fractured” or “broken” like she thought and how “language ability tests can never reveal: her intent, her passion, her imagery, the rhythms of her speech and the nature of her thoughts”.

She began writing in a way that can be read easily for anyone regardless of nationality. Even though Amy’s mom does not speak perfect English, she is a very smart person. According to Amy, her mother was a brilliant woman who “reads the Forbes reports, listens to Wall Street Week, converses daily with her stockbroker, reads all of Shirley MacLaine’s books with ease. Amy’s mother knew what she was doing, what limits her is the prejudice she received from people who cannot understand or simply assume that she is stupid because she did not speak in perfect grammar. I can relate to this as myself and my parents came from a non-English speaking country. We have encountered similar situations.

For example, about two years ago I experienced a very bad headache that result in me being hospitalized for a couple days. While I was waiting in the ER, one of the nurses had my mom to fill out some paperworks to process me in. My mom then tried to ask her how long it would take for them to take a look at me because we have been waiting in the ER for more than an hour. The nurse then snapped at my mom telling her to wait and wouldn’t explain anything to her. She only apologize when my brother steps in and threaten to file a complaint. In my opinion, I believe that just because someone cannot speak perfect English, does not make them any less intelligent of any sort than someone who can understand and speak English fluently.

“Who are you? Is this me? Why can’t I recognize myself?” those questions have always been around me in the pass few years that I have hided myself in a little dark corner. I have asked the same questions to myself over and over again, but when can I get an answer? I’ve only got more and more questions come out through my mind. I don’t know where they came from, I don’t what to say, and I don’t know what to do, but cry, in a little dark corner.

I started to ask those questions when I came to America. I don’t know why, but I do know this have never happened to me before. Back in Taiwan, I was known as a cute little girl that likes to play a lot, many adult loves me by make them happy. I know I have come from a beautiful little island, which we all called Taiwan. I never thought about going anywhere outside of this country, until my father has already decided to start a new adventure at America. He thinks this is a good opportunity for us to see outside of the world, and learn something new form the out side world. But are you sure this is a right thing to do? Nobody knows, not even myself.

I have no idea what’s like to be apart from my country, I just know I’m following my dad’s order, and go on to the airplane just as he tell me to. I only know few words in English, like “hello” and “good bye”, or the most important one “bathroom”. I still remember when we came down from the airplane, we were lost in the airport, since my older sister have the best English out of all of us, my father tried to convince her to ask direction for us, but still she is also have never talk to any American before, therefore we are all dislike to talk to anyone.

But we still need direction for our way out, and then we have the idea to use paper-rock-scissor to decide who will be the one asking direction for us. This “paper-rock-scissor” thing has happen through out the whole first year that we came to America. Even we have already been practiced talking to native speakers, I don’t know why I still didn’t see any improvement of my English skill, and I’m the only one still on the same spot as I came to America.

I have never liked to talk to any American; I know if I don’t talk my English skill will never get better, but what can I do? I can’t, just can’t, I’m afraid to make any mistakes or see other people make joke out of me, I don’t want to make fun of myself and let people laugh at my face. I don’t know what to do, what can I do?

At the school, because of my “afraid”, I didn’t talk to any other students; therefore I didn’t have any friend. Everyone think I’m weird, no one likes to talk to me, and there are even have some classmate thought I’m one of the “special kid”; they don’t like me, and I don’t like them, I’m all alone. But is this what I really want? No, I do not want my life continue like this. I want to make some friends, be part of them, have some laugh with, and be happy. Don’t walk away from me, don’t turn your face away, look at me and talk to me, be friend with me, but how? I keep asking myself to speak, to talk, just open my mouth, but why can’t I do it? Why? I ask myself in a dark corner.

After one year, when I know we are moving, and I was going to transfer to another school, I was so happy; I thought I can make up my stupid mistake, and make some friends this time. By the time before the first day to my new school, I was teaching myself how to introduce myself to other classmates in front of my bathroom mirror, think that I can actually make some friend on my own. I was very happy; I thought I don’t need my little corner any more.

But I was wrong. I didn’t make up any of my mistakes, I have done it again. When I saw other students came to me, my mouth immediately closed up, and I only stand there and watch them walk pass through me one by one. I hate myself, hate that couldn’t speak, hate why can’t I just do it, and make some friends. I’m back in the little dark corner, I said to myself everyday, to talk, to speak, to make friend, but I never did it, I can’t, not even I wanted to, my mouth just won’t work. What can I do? I keep asking myself the same question again and again.

Two years have passed my sister and my brother has getting better and butter in English, and they have make all kinds of friends, only I haven’t change much, and still no friend for me. High school is getting closer and closer, only few mouth left, I know what I need to do, I know what I should do, but can I do it? I keep practicing my little speech to myself, will I make friends? Will I open my mouth? I don’t know, but I will try. I will try anything to get out of the little dark corner.

Now I’m a high school student, the little dark corner is getting smaller and smaller; I have friends now, and I even have by “BFF”, and I’ll continue to make more friends. I do not need my corner anymore. But still, I will like to become more open like what I use to be, the happy little girl who always have a nice smile on the face, and make everyone laugh all the time. Even I’m not a little girl anymore, to be happy or sad, I’m still me, I may change over time, but I am still here. This is the new me, to get stronger and stronger, to help other get out of the little dark corner.

Varieties of English, such as Singlish, have an important role to play in contemporary society. Discuss. Different varieties of English, such as the interesting variety used in Singapore, known as ‘Singlish’, have an important role to play in our modern society. Singlish in particular serves as a unifying tongue between the diverse cultures and ethnic groups that reside on the island. Although disapproved by the government, it continues to convey a unique Singaporean identity and a taste of the local flavour.

It does this through the distinctive use of phonology, syntax and lexicon, together working to bring a whole new variety of English itself. The phonology used by Singlish speakers characteristically defines the identity of Singapore. It does this by effectively adding a ‘local flavour’ to what may seem like normal English words. Singlish speakers often simplify their consonant clusters, to make speaking easier on the grounds that it may not be said in their own language i. e. In Chinese or Tamil. A good example of this would be the way that the consonant cluster ‘th’ is pronounced.

A normal English speaker would pronounce the lexical term thing as ‘thing’ as opposed to the more Singlish way; ‘ting’, changing the place and manner of articulation from the harder to say dental, to the easier alveolar. They may also omit final consonants in words, for example the lexical term ‘about’ may be expressed as much simpler ‘abou-‘, completely getting rid of the stop. Both these examples help to convey the uniqueness of Singlish as a new variety of English. The syntactical use of language in Singlish makes the links and most importantly, the differences of the new language to English evident. It does this in multiple ways.

A habit of many Singlish speakers is to add conjunctions to the end of sentences. A good example can be taken from a scene from the hit Singlish show named ‘I Not Stupid’. While the parents are disciplining their daughter the janitor interjects with a cheeky ‘Haha, my parents used to say that also’, ‘also’ being tacked onto the end of the phrase rather than its familiar place between the words ‘parents’ and ‘used’. It is also common to see a Singlish speaker using the incorrect negatives terms in certain sentences. Another example from ‘I Not Stupid’, helps to show this when the mother exclaims “Can you don’t mess up my table? using a contraction, ‘don’t’, in place of the adverb ‘not’. In this way, the distinctive use of syntax in the language of Singlish clearly labels its individuality. The use of lexicon in Singlish subconsciously expresses the local flavour of the language and its speakers. Lexical terms are used in a way that is different to many other varieties or English, making it individual and ‘home grown’. One of the most distinctive ways in which Singlish differs to Standard English is the use of discourse particles. The use of ‘lah’ and ‘ne’ in many contexts keeps the language different and interesting.

They can be used in contexts from ‘Why you so silly lah? ’ to ‘Stop it lah! Don’t ask who lah! ’ when used with different intonations, conveying completely different emotions. Also, the use of repetition to reiterate and emphasise is one that is not usually used in Standard English, making the language unique to many other such varieties. In the ‘Macmillan English Language’ Text Book, in conversation, it is mentioned; “Don’t ask who, why you ask ask ask? ” effectively conveying the emphasis that the speaker wanted to put on the phrase, whereas in normal conversation, we wouldn’t repeat the same word three times to gain someone’s attention!

Thus is not hard to see how the special way in which lexical terms are used in Singlish differ to Standard English substantially, and at the same time conveys its uniqueness in society. Singlish, and other varieties of new English, have a very significant role to play in contemporary society. With the simplifying of consonant clusters and omitting final consonants, the distinct phonology of this variety of English gives a sense ‘home grown-ness’ that is expressively different to that of Standard English.

In the syntactical sense, adding conjunctions to end of sentences and the improper use of negative words help to distinguish Singlish from other varieties and to show the local flavour that is present in Singapore. Similarly, the uniqueness of the language is shown through the various discourse particles used by its speakers and the use of repetition for emphasis. Despite differences in the language of Singlish to Standard English, these differences are the ones that make the language interesting, unique and most importantly, noteworthy in our modern society.

New Zealand English (NZE) which is now known as “New Zild” is an exciting and newfangled language they speak in New Zealand. New Zild is forever evolving-forming new, abbreviated ways of speech. Their shared language – Te Reo/English makes up their unique, lucid dialect, which unites them as a country and distinguishes them from the rest of the world, this is a great aspect as their language will be fancied in the future. New Zealand English is the newest most fascinating language in the world today. New Zild is the only language that can be tracked since its birth over two centuries ago.

The dialogue is forever evolving, changing and advancing. New Zealand English is a continuously developing speech. What makes this language so exclusive is that you can use available resources to show the developing and unfurling of it. Although characteristic features of New Zealand English have evolved from British English, there are no longer any dominant influences. New Zild forms and illustrates a Kiwi, who creates their own language, being New Zild. Their strong accent is greatly noticed overseas. Foreigners find New Zild bizarre, as they talk faster than, they do.

Although New Zealand English is closely related Australian English also known as ‘strine’ but they have their individuality, as New Zealanders do. America has major influence in all the languages, including New Zild. American English is the most influential language of the world. The trends it sets are spread by mass communications around the globe, for example, television, movies and music. American English can have a negative impact depending on the kind of influence being portrayed, for example, teenagers listening to rap music, the lyrics or words expressed may have meaning, but would their parents like them talking like the rapper?

American English also has a positive impact on New Zild as it creates new characteristics and majorly influences the development of New Zealand English. The American English greatly affects young New Zealanders as they may speak an even stranger language than their elders. Their speech has been hugely influenced which all contributes to the future. The dialect of the younger population is different, therefore change naturally occurs. New Zealand’s younger generation being teenagers forms many, new colloquialisms, increasing yet decreasing their vocabulary.

According to Jennifer Hay in Denis Welch’s Listener article, “By the time someone is seven or eight, it doesn’t matter where their parents came from, they’re speaking like their friends at school. ” Older New Zealanders are trying to adapt to the teenage dialect, after all they are the voices of the future. Their dialogue will be the future New Zealand’s English, as the new vocabulary, colloquialisms work their way from the bottom of the social heap to the top. The tremendous variety of languages composed in New Zealand is another impact.

New Zild is an exciting language as it includes an assortment of influences from these solitary vocal influences. Maori have changed the way New Zealanders speak because words and sayings from Te Reo have been absorbed into the vocabulary spoken today. There are some Maori who can speak both English and Maori beautifully. Years ago only 1/1000 Maori words spoken were fully understood in New Zealand English, now 6/1000 Te Reo words spoken are understood in New Zealand English. Could this be renaissance?

Including Te Reo, there is also one other contributing factor to New Zealand English, such as Pacific Island dialect. Te Reo and the pacific input combined, greatly influence New Zealanders speech and pronunciation of different words. New Zild is the most innovative, peculiar language. New Zealand English is the only language in the world that can be documented from the beginning which helps predict future dialect. Along with the growing Te Reo pronunciation New Zild is evolving into something that is very interesting and distinctly theirs.

My Progress in Writing As a non-native speaker who immigrated to the U. S. two years ago, English is a big obstacle for me in communication. I have had many difficult times speaking and understanding English when talking to others. Writing an essay was almost impossible for me to think of. Realizing how difficult it was to experience these linguistic difficulties, I then decided to go back to school to improve my English skills. Therefore, English became especially essential for me to succeed in my educational goals. I was determined to earn an Associate’s degree then transfer to a university for a Bachelor’s degree.

I started going to ESL classes and studied English very hard to make progress in my speaking, reading and writing skills. After spending one year in ESL classes, I qualified for English 43. I learned lots of grammar and how to write paragraphs efficiently during these classes. I noticed that writing an essay was more challenging when I got into English 49. However, since then I’ve learned how to write a five-paragraph argumentative essay which was one of my weaknesses in academic writings. I have made a lot of progress in writing skills since I started studying English 49.

I now think that I’m ready to go on to English 101 due to the fact that I have learned useful strategies to follow a writing process and develop coherent paragraphs effectively. A writing process is the most important step that I learned in this class. First of all, before writing a complete essay, I need to come up with the pre-writing which consists of free writing and brainstorming. I found this step essential because free writing helps me find as many supports and examples as possible and brainstorming allows me to organize and strengthen the structure of the essay.

Moreover, writing everything related to the topic during prewriting steps helps me find more supporting details to put into the next step. I then use the step of brainstorming to map main ideas for an essay’s body and help myself avoid skipping and putting my ideas disorderly in each paragraph. The next important step of a writing process is an essay outline which is a most valuable way to form and develop the structure of my essays. This step allows me to list all the required information I plan to include in my essay. In fact, preparing an outline essay is very important to organize all of my thoughts in terms of major and inor details to support the central points of my thesis. I also noticed that a strong outline essay makes a solid essay because it helps me build the structure of my paper and its logical flow. A writing process is completely new to me because I had never learned this skill in my country. Nevertheless, I found this step to be helpful for me all the time before I start writing thorough essays. My scores were also significantly improved after I learned those steps in a writing process. Throughout this class I’ve learned useful strategies such as how to structure a five-paragraph essay and develop coherent paragraphs effectively.

At first, I had no idea what a thesis statement was because the introduction is like a hook and there is no thesis as I learned in my country. Since I got into English 49, I’ve learned how to make a strong and clear thesis statement at the end of introduction paragraphs, that is, to inform the readers of three main points that need to be addressed to write the entire essay. Because English 49 requires me to create specific argumentative essays, the readers must expect to see clear major points of thesis statement from my position.

Consequently, I did a really good job on coming up with a clear thesis as I made in my revised argumentative essay and writer’s choice in the portfolio. In addition to organizing and developing effective paragraphs, I learned that introduction and conclusion paragraphs play a special role in my essay, and they usually demand much of my attention as a writer. A good introduction has to identify the topic and provide essential context, and needs to engage the readers’ interest while a strong conclusion helps me reflect and restate the significance of what I’ve written by using my critical thinking.

The second and third essays I included in my portfolio, for example, can demonstrate the huge progress I’ve made. In these two essays, I came up with interesting statistics and my background information in introductions to illustrate the seriousness of the issue I discussed. Additionally, at the conclusions, I broadened my central ideas and tried to convey my closing thoughts about the larger implications of my whole argument. Another strategy that I learned to develop body paragraphs effectively was to use topic sentences at the beginning of paragraphs.

By using a topic sentence, I can state my central points in each paragraph explicitly as a map for my ideas to guide readers through my reasoning. This was a most useful skill I learned in this class because I noticed that topic sentences serve as a mini-thesis for paragraphs and help readers follow along my logical ideas easily. Back to the time when I first came to the U. S. , I had so many problems with essay writing. I now feel much better since I have made a huge improvement of organizing and developing essays in a structured way.

Finally, the wonderful strategy I enjoy studying in English 49 is learning how to use sources to support my ideas and strengthen effective discussion of my points in each paragraph. The main goal of my essays is always to make sure readers clearly follow the topic and my major points throughout essays. Knowing how to use various sources, such as examples, researched evidence, statistics and quotes is the most powerful tool that helps me greatly enhance my academic writing skills. Reading through my third essay, “Are Human Activities Contributing to Climate Change ? , you could see that I’ve shown proof by integrating facts, concrete supports, statistics and factual details into each body paragraph to support my argument. However, being aware of how not to plagiarize is highly important for me when using sources. In this essay, there are a variety of ways I’ve learned how to introduce my sources to avoid plagiarism when I integrate quotations into my essay. I finally learned how to let readers know exactly where I found the sources for the quotations.

As a non-native speaker who has been through ESL classes to English 49, I found that learning English is more interesting. English 49, in my opinion, has not only helped me build up and enhance my academic writing skills, but also gave me more opportunities to broaden my knowledge by researching, reading and writing on a variety of different topics . Despite the fact that English 101 will be much more challenging for me than this course, the obstacles of academic writing skills will inspire me to work harder to achieve success.

World Englishes refers to the different varieties of English and for emerging localized or indigenized varieties of English, especially those territories influenced by the United Kingdom or the United States. The study of World Englishes entails of classifying varieties of English used in varied sociolinguistic contexts globally and analyzing how histories of sociolinguistic, multicultural backgrounds and function contexts influence in different regions of the world the use of English.

Today, we live in a society which is multilingual for wherever you go, you will be able to meet diverse groups of people who speak individually different tongues. At the same time is when we interact with people from different countries, we hear English with a variety of fluency which often differs from the so-called standard English in terms of pronunciation, lexis, expression and grammar (Kubota, 2001).

Kashmiri-American linguist Braj B. Kachru, the research pioneer on these linguistic variations and claimed World Englishes in 1986 initially to refer to the institutionalized varieties of English (Hornberger & McKay, 2010). The term World Englishes is now used to define or describe the nativized and diverse ranges of English spoken in non-native countries, and Kachru (1986) explains that the spreading of English can be categorized into a three concentric circle model that represents the spread and growth of English in the world.

In the field of Applied Linguistics, it has been invaluable for researchers to come to grasps with the implications of the omnipresent, highly composite and scary existence of the language. According to Kachru (2003), the world is divided into different circles: the inner circle, countries like United Kingdom, USA, Canada, New Zealand, Australia where English is the L1 or native language, outer circle, countries like Singapore and Philippines which is a community with large speech, great diversity and distinct characteristics while the expanding circle, Chile and Holland which English is an international language where performance varieties were characterized.

English may vary or performs in different ways according to the situations, settings, or contexts in which English employed by the speakers from the three circles mentioned. The world Englishes are the result of these diverse sociocultural contexts and diverse uses of the language in culturally distinct international contexts.

The agony in world Englishes is the “Torn between the norms”- the conflict about whose norm should be followed or legitimized from the different varieties in the face of a checkerboard of English use in the world today. They are the ones who have not had an opportunity to study or learn the language and may not be in a state of ecstasy. The ecstasy: English is everywhere, but not available for all people. It gives privileges to those who learned the language formally in schools or acquired it in an early age.

The following approaches, in recent years have been used to study world Englishes: (1) the deficit approach; (2) the deviational approach; (3) the contextualization approach; (4) the variational approach; and (5) the interactional approach. The first two approaches have dominated the field out of the five approaches and believed to be the least insightful. The following are just merely a commentary of the issues which are given the utmost importance for our understanding of English in its world context.

The following are thus a critique primarily of the two approaches, and that such approaches reflect in the attitudes. (1) Ontological Issues: Conflict between idealization and reality. The issues of attitudes and identity is the core of the problem which attitudes are only partially determined toward a variety of English by linguistic considerations. With concern in the varieties of English, there are two major positions in the Outer Circle: first, the nativist monomodel position, second the functional polymodel position.

The monomodel position is well-articulated in two studies; one by Clifford Prator (1968) and by Randolph Quirk (1988) which is almost a generation apart when presented. Quirk sees language range mainly with reference to three models: the demographic, the econo-cultural, and imperial. In the demographic model, population spread together with the language and resulted in several varieties of English in the Inner Circle.

The econo-cultural, it says that language spread even though there is no serious population spread. The imperial model, the spread of the language is the result of political (colonial) domination. The last two models resulted in the endocentric varieties of English in Africa, Asia, and the Philippines over a period of time (see e.g. Kachru 1982 and 1986a).

The endocentric models are what Quirk’s concerns, and their instructions or teaching implications, the English international currency, and generally, the English language good linguistic health. As to the serious practitioners of applied linguistics, it raises a number of questions relevant to them. The second position relates the formal and functional characteristics of English to appropriate sociolinguistic and interactional contexts.

The purpose of the research is to look into the value of online enhanced disciplinary feedback for non-native talkers of English. It is analyzing in three countries which are the quality of their interaction online, their perceptual experiences and the rivals encountered. The research is done as when the research worker found that many foreign pupils in many western universities holding hapless linguistic communication accomplishments and experient civilization daze. Due to this job, they do non cognize what is appropriate and what is non. Hence, this probe on the value of online enhanced disciplinary feedback ( OECF ) is to develop their linguistic communication accomplishments and acquire them to socialise positively with the hosting pupils while prosecuting their academic classs.

The research worker used qualitative and quantitative tools to garner informations in his survey. The Conversation Analysis and end-project study as the two chief instruments used both for NNSs and NSs. Conversation Analysis takes into history of the three facets of interaction in order to keep the quality discourse. There are ( 1 ) inductions of subjects, ( 2 ) petitions for elucidation and ( 3 ) elaborated replies to inquiries. To prolong the linguistic communication consciousness, the analysis included self-correction, blessings as preferable responses and incorporations of the corrected signifier or significance. The information collected was from hebdomad one to hebdomad eight. As for the end-project study, the research worker wants to cognize the penetrations on the value of OECF from both NNSs and NSs positions. By acquiring the topics to interact, the research worker was selected MSN courier for on-line synergistic tools as it is practical to the users. However, participants were reminded non to utilize their private electronic mails for this undertaking. Due to this, participants were given an option to open new histories on hotmail and trip new MSN courier.

The participants were the international pupils from the Language Centre of the University of Dundee. They were 10 pupils from diverse background ; seven Chinese, one Italian, and two Indians. They were in-between stripling with small contact with NSs of English and had no friends as NSs to socialise with. Whereas, for the tutoring group or NS comprised of six pupils from the pupil community of the University of Dundee and four were from the university staff members. Most of the coachs were from Scotland and merely two came from the non English speech production backgrounds, nevertheless harmonizing to their bio-data that they possessed a good bid of English and understanding good of the British civilization.

The processs are used by the research worker is the equal tutoring technique in which coachs are matched with NNSs. Both are interacting utilizing the online MSN courier in turn-taking. They are showing their thoughts and positions like inquiring inquiry, supply information and so on as though they are prosecuting in speaking but in other manner they are pass oning by typing the message online. In a conversation analysis, participants are identified for their linguistic communication consciousness such as middlemans are acquiring feedback for their grammatical and semantic inaccuracies. Furthermore, in this article, OECF is adopted few schemes from negotiated significance when a societal interaction emphasized negotiated significance in a cognitive procedure ( Long, 1996 ) . NNSs have the attempt to self-correct if they are acknowledging any mistakes during the communicating. These feedbacks could help them in their academic accomplishments. NNSs would be able to pattern their English of no fright to be embarrassed when there are errors because they are non talking to the NS straight but by typing the messages. For the end-project study, the research worker developed study in a signifier of questionnaire with a five point Likert graduated table runing from Strongly Disagree to Strongly Agree to mensurate NNSs & A ; acirc ; ˆ™ and NSs positions and attitudes. In the inquiry, they will bespeak their degree of satisfaction by ranking it from 1 to 5 in which 5 is the highest mark.

The analysis is considered in the eight-week intercession. In the survey of quality engagement, it showed that conversation was non being monopolized by the NS when NNSs were lending every bit much as their coach equals ; whereby they were given clip to believe, explicate and type their messages. NNSs were able to alter the flow of their on-line conversation by originating subjects and asked for elucidation if there was any misinterpretation occurred. However, it besides indicated that NNSs were effortless to take enterprises in altering subjects and inquiring inquiries due to their deficiency of assurance in pass oning in English, hence they anticipated the coachs to make most of altering subjects. Following, in linguistic communication consciousness survey, consequences indicated that NNSs had clip to read, reflect, memorise and spread out their English linguistic communication cognition repertory. NNSs were able to read their NS coachs & A ; acirc ; ˆ™ posters, infusion, generate, exchange and construct significance from the reliable environment. Finally, the consequences from the end-of-semester studies showed that both NSs and NNSs had a positive experience while engaged in this undertaking. NNSs feedback on this undertaking had offered them a socially and linguistically rich environment to pattern the mark linguistic communication. Harmonizing to NNSs, the text-based communicating provided a positive impact in bettering both their authorship and reading accomplishments and besides on their speech production accomplishments. They perceived those as an effectual manner non merely to interchange thoughts and to inquire for and clear up information but besides to show and back up their points of position. Indeed, their errors were noticed and they were able to be self-corrected.

Part C

With respects to the IT demands in this century, the research does involvement me. However, there are pros and cons to be considered to transport out this survey. Talking about the benefits from this survey, it is appropriate method for cut downing anxiousness in pupils larning English. NNSs particularly will non experience shy or embarrass if they make errors in organizing the syntactical sentences when they are non interact face to face with the NSs.

Harmonizing to the findings, it was a positive feedback from NNSs on this research undertaking. They said that it gave a good deduction in their English acquisition and bettering both their authorship and reading accomplishments so as their speech production accomplishments. However, based from my sentiment the research did non good conducted. The first ground is, by looking from the facets of experimental cogency, the findings were non valid. This is reported in this article that during the undertaking has started, there were participants drop out from the undertaking and go forthing merely five braces to go on. The consequences from the findings were merely based from the five braces alternatively of 10 braces. The trying drawing was uneffective to obtain the satisfaction analysis on this survey. Second, the research worker indicated that he is utilizing both qualitative and quantitative methods in his research survey. Hence, the survey should follow with two groups.1 group which is called the experimental group is given a intervention and 1 group which is called the control group does non have any intervention. Then, the consequences of the findings can be acceptable of whether the OECF truly run into it objectives. Third, the research worker should briefs the purposed lineation of the survey in order to acquire the good engagement from the participants. The research worker should aware of the different backgrounds of the NNSs participants to be matched with NSs coachs. I suggested that age is to see for choosing the NSs because harmonizing to the articles, there were four NS in their mid-twentiess and one in his late teens. Possibly, the research worker should see on the adulthood because I believe when younger NSs involves with the NNSs troubles in novice a conversation, therefore NSs will be easy acquire bored and they have the inclination of originating subjects that are more relevant to their age. Hence, the conversation failed to discourse efficaciously when NNSs will take a long clip to believe about the thoughts that they need to convey out. Harmonizing to the activities presented in the research article, I think the activities should be enriched with more reliable subjects, produce more light readings to the NNSs which related to the current issues and reading transitions that could arouse NNSs feedback immediately without hold. In add-on, to obtain more concise consequences, the period of survey analysis shall be extended to hebdomad 12 alternatively of hebdomad 8 hence legion activities could be planned.

In general this research provides an chance for the higher instruction pupils to heighten their communicating accomplishments particularly in composing and talking. Beforehand, the research worker should clearly find his/her aims and what kind of research method that is applicable and appropriate for the survey. Often, we found that even though pupils had learnt English during a school clip but they were still confronting jobs to get the linguistic communication eloquence and truth. Therefore, this research undertaking is seen as the appropriate exercisings for pupils to modify their defects in English linguistic communication when they are able to show their thoughts and giving their ideas from the activities designed. They are affecting in two ways communicating in which their errors are being corrected by the experts or so called the coachs.

On the manus of Malayan contexts, in order to implement this activities, the instructor shall look closely on the scholar involvements whereby the subjects to be discussed must be reliable, short and simple but is able to dispute their positions and able to promote them to do remarks. As a consequence, they learn more, understand the grammatical class in the sentences and larn new vocabulary each clip. Learning English should be merriment.