StudyingEnglish as an ESL
StudyingEnglish as an ESL
Peoplerefer to the utilization or learning of English by speakers of one ormore native languages as a Second Language. Gass (2013) and Leung,Davison, & Mohan (2014) assert that for a long time, English hashad a large influence and reach across different situations andcountries thus, it is essential for people to willing to study inEnglish speaking nations, do business with those countries, or travelto those countries to undertake the learning of English. The study ofESL requires one to follow discrete training qualifications andengage comprehensively over the course of training since studying aSecond Language is often difficult and overwhelming (Gass, 2013). Infact, learners face difficulties such as grammar issues, vocabulary,pronunciation, issues of different English varieties, differencesbetween written and spoken English, and First-language literacy. Inthis regards, it is essential to highlight the primary means ofstudying English for learners as well as demonstrate theeffectiveness of these methods. In addition, each of the methodhighlighted has its own advantages and weaknesses thus, it isessential to help a learner understand the best mode of learningbased on different situations. As such, the discourse proffers themeans through which learners study English as a Second Language aswell as tries to define the different interactions that theselearners might experience.
Peoplehave different learning styles through which they can learn a secondlanguage. Leung et al. (2014) say that some learners enjoy thetraditional classroom interactions with peers and teachers to learnEnglish easily. The traditional class environment provides aconsistent interaction of the learner with the instructor and otherstudents. The contact is instrumental in allowing the learner to seekextra class materials, seek clarification, and be able to practice inspeech. Furthermore, the traditional classroom environment offers thelearner with an opportunity to establish learning groups through theycan seek more learning materials and make further consultations tothe instructor. Furthermore, some students are unlikely to forgetwhat they learn in a classroom-based environment than if the read ontheir own. However, with a dedicated training qualification guide anda special system, learners might manage to understand differentnotions of the English Language hence, learn it efficiently andsuccessively. In fact, the learning situation and the guide usedusually determine the success of the learner in understanding thelanguage.
Althoughthe method is not widely used due to technology improvements, thereare online courses that use audio-visual aids to assist secondlanguage English learners to grasp different concepts. Warschauer(2013) contends that these online lessons fundamentally teachstudents various aspects of the English language such aspronunciation and dialect. However, this method should not actuallybe used as a primary learning tool, but should supplement othermethods that the learner chooses. They are also suitable for auditorylearners (Warschauer, 2013). Second language English speakers mayfind it difficult to pronounce some words in English. Therefore,audio-visual aids are important in helping students to learn moreabout spelling, pronunciation, and contextual application of wordsand phrases before they can gain a deeper understanding of theEnglish language.
Bookssupplement class work. A second language learner cannot read booksfor the first time. They depend on the guidance of the instructor tobe able to understand the English concepts in the book. Books canalso serve as a valuable learning tool for self-motivated learners.Some learners may want to learn it at their own pace without havingexaminable time schedules and the involvements of technology thatcharacterize online sessions (Gass, 2013). Using books requirecommitment from the learner because certain words require theassistance of the instructor to pronounce and write. While aself-motivated student may choose to read as many books as possibleto understand English, they need close guidance from the instructor.
Withthe improvements in technology, online learning tools have changedEnglish pedagogy. They have also successfully enabled more learnersof English as an ESLto access instructors via online sessions. Warschauer (2013) assertsthat the method is flexible and convenient for the second languagelearners that may not have the opportunity, the commitment, and thetime to have classroom-based learning schedules. Online learning isconvenient for groups and individuals as they can interactindividually or collectively with the instructor. Online learninginstructors assume that the learner has knowledge about the existingtechnology that would help them learn more in English.
UsingDVDS as a learning tool for English second language is very popularamong learners. English learning programs to the DVD can be veryinteresting and successful if the learner follows all of themcorrectly and consistently (Warschauer, 2013 Laufer & Waldman,2011). It is also very suitable for a self-motivated learner becauseit is very flexible and convenient. Students can carry the DVDseverywhere they go so that they keep learning different concepts whenthey find time to do so. However, the method does not have theassurance of effective feedback from the instructor and otherstudents. This can be moderately exasperating particularly for asecond language English learner who is struggling with coursematerials. The same problem affects those who do not wish to continuewith the program. In some cases, instructors use the DVD method as away to reinforce the content in course materials. DVDs can be veryinstrumental in bolstering the proficiency of students who alreadyhave a working knowledge based from course materials. Consideringthat second language English learners need a refresher course, DVDscan serve as the ideal way to understand challenging topics. Thelearner has abundant prospects for viewing shows in English, both atthe theatre or by joining a leasing club or possibly borrowing themfrom a local collection. Video discs appear as the most efficientoptions for the English second language learner because they comewith various options for English and sometimes with captions,highlighting what is being said. The learner can commence by viewingthe movie in his or her first language if the audio song isaccessible. They can then view it in English and set upon thecaptions in first language. Lastly, they can view the video disc inEnglish only without the captions. The learner can pause and rewindas many times as they want until they are contented that they canunderstand everything.
Travellingto English-speaking countries
Thepreeminent mode to acquire English as a second language is to havesome time with first language English speakers and learners.Travelling to English-speaking countries provides an opportunity forfirst-hand interactions that would provide a real experience with thelanguage (Laufer & Waldman, 2011 Gass, 2013). The method isactually supplementary for second language English learners who needto stay in these countries for a short while. However, an immigrantto an English speaking country is likely to learn more because theywould certainly learn more through speech and writing when they arein the English-speaking country. Travelling to an English-countrysuch as Britain is advantageous because it would reduce the cost oflearning in the long-term. For instance, the United States andBritain have a wide network of libraries so the learner does not haveto spend money, purchasing paper work all the time. Many have PCswith access to the web thus, they are supportive to learners.
Peopledecide to learn English as a second language for different reasons.Some do so as a means to enhance their business advances, personalcommunication and even as a passion. The reason for wanting to learnEnglish does not matter, but the method one chooses to use is vital(Leung et al., 2014). Thus, the imperative is to gain knowledge aboutdifferent ways through which a person can learn English as an ESL.Understanding the approaches enables the prospective learner to makean informed decision about the method that would suit theirunderstanding. The above-mentioned ways are available for one tolearn English as an ESLand their respective benefits to the learner: While choosing the wayto learn English as an ESL,the learner should consider such as things as prior experience withcourse materials, learning preferences, self-motivation, andconvenience and flexibility of the learning tool (Laufer &Waldman, 2011). Second language English learners should have a closercontact with the instructor so that they can seek timelyclarifications on challenging issues.
Gass,S. M. (2013). Secondlanguage acquisition: An introductory course.Routledge.
Laufer,B., & Waldman, T. (2011). Verb‐NounCollocations in Second Language Writing: A Corpus Analysis ofLearners’ English. LanguageLearning, 61(2),647-672.
Leung,C., Davison, C., & Mohan, B. (2014). Englishas a second language in the mainstream: Teaching, learning andidentity.Routledge.
Warschauer,M. (2013). Comparing face-to-face and electronic discussion in thesecond language classroom. CALICOjournal, 13(2&3),7-26.