Introductory Essay

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.