Problem Difficulties for Non-Native
Children in Speaking English Learning.
Speaking English learning a second language is difficult in
terms of the requirement of time for processing and reacting with the new
language. With regard to the language skills listening, speaking, reading, and
writing. Speaking skill is classified as a productive skill, as is writing
whereas listening and reading are receptive skills. There are two common
misconceptions of productive and receptive skills. Productive usually, are
considered to be more communicative than the receptive skills. So, people often
misunderstand that speaking is basis of the process of learning itself.
However, to some extent, these misconceptions are understandable, but in fact
children begin to learn their mother language by listening before speaking, and
it is the same for learning a second language of adult, such as immigrant or
foreign resident. Thus, it is difficult for non-native children to develop
their communicative skills by improve their speaking without improving their
listening first.
Many non-native children find it hard to produced language in
English since they lack adequate natural language acquisition provision. It is
argued that they are often taught to memorize grammatically rules and English
vocabulary in order to perform English speaking task. They are not adequately
encouraged to produce natural English conversation. Those children, therefore,
may feel uncomfortable and can feel guilty if they make grammatically mistakes
when they produce a verbal task in English alone. Highlights that a constant
interruption from teachers to correct mistakes every time the students speak
will destroy the conversational flow and the purpose of the speaking
activities. Furthermore, children will tend to be less confident in speaking
English. However his point of view of the correction of mistakes in children is
not particularly to criticize individual students. The teacher should handle
the mistakes they heard by general correction without mentioning who made the
errors. Moreover, a lack of practice in and interaction whit the English language
outside the classroom creates difficulties in performing in English. It can
also obstruct speaking fluently.
There are five stages in which children acquire a second
language. All new learners of English develop through the same stages of
language acquisition. However, the time length each student spends at a
particular stage may be greatly different. Stage one pre-production, this stage
is the silent period. Non-native children at this stage may have a receptive
vocabulary of up to five hundred words but they are not yet producing
languages. They may only repeat everything they have heard, but they may still
not speak. These children will listen attentively and will be able to respond
to the program aids. Such as pictures and others visual. In addition, they can
show comprehension by duplicating gestures and movements. They will work well
with total physical response. Much repetition of English, therefore, is very necessary
for these English language learners at this stage.
Stage two Early production, this stage may remain of up to
six months and the children will progress at about a thousand words of a
receptive and active vocabulary. Children can usually produce one or two word
phrases during this stage. Furthermore, they can use short groups of language
that they have memorized although this language may not always be correctly
used. Stage three Speech Emergence Children at this stage have developed about
three thousands words of receptive vocabulary. They may also be able to
communicative with simple phrases, sentences and questions, which may not
always be grammatically correct. These learners will also start holding short
conversations with classmates. In addition, they can follow well with essay
stories with the support of pictures. Stage four Intermediate Fluency At the
intermediate fluency stage, children will have six thousands active words of
vocabulary. They are beginning to use sentences which are more complex when
speaking and they are more likely to share opinion and express their thoughts.
At this stage, children will use strategies from their mother language as a
tool to communicate and learn content in English. Many children may translate
assignment from their mother language into English. Teachers, therefore, should
pay more attention on studying strategies in order to help them understand more
complex concepts without excessive translation.
Stage five Advanced fluency To achieve cognitive academic
language proficiency in a second or foreign language, takes about four to ten
years for learners. At this stage, children will have the ability to perform in
subject areas close to those of native speakers. Most learners at this stage
will feel confident to operate alone in English. However, the beginning of this
stage they may still need support from their classroom teachers. Role of the
teachers to enhance speaking of the children In the teaching of spoken English,
teachers the most important role in supporting and enhancing the ability of
children to speak in English. These English teachers, therefore, should
understand the fundamental needs of a learner in speaking and listening to the
language an how children is acquire language. As a result, children will be
thought in the most effective way. They are some obvious implications for the
teachers in teaching spoken English. Create and provide a relaxing atmosphere
and well coming environment in the classes so that the children are not afraid
of speaking in front of the rest of the class. In addition, teachers, should
provide as many speaking activities as possible in class both in pairs and in
groups. The children, therefore, can speak English without being to nervous
that the rest of the class will be listening to them.
