A statistical survey carried out recently has showed that Arabs are quite prone to making grammatical, spelling and vocabulary mistakes while writing the English language. The survey was carried out from a diverse range of 60 different in class and out-of class assignments by Saudi ESL/EFL learners. Results revealed depicted the learners, proficiency level as L2. Below we shall discuss the findings of both groups individually so as to reach a reliable conclusion with regards to the survey. But before that, first allow me to briefly introduce both the concepts:
EFL:EFL refers to English as a foreign language. This indicates the teaching of English in a non–English-speaking region or in countries where English is not a language of majority. Current hot spots for EFL include South Korea, Japan, Taiwan, China and Thailand. EFL students have considerable grammar and vocabulary practice, but require help with their listening, speaking and writing skills( Esparza, Harris et al, 2012, p. 550).
ESL: ESL refers toEnglish as a Secondary language. This indicates teaching English in a country where English is already the main or official language. The major locations to teach ESL are The United States of America, Canada, the U.K. and Australia. ESL students may require intensive language teaching in order to attain English language levels that are at par with their age and grade level(Johansson, Li et al, 2000, p.2).
EFL vs ESL: Countries differ in their choice of ESL and EFL. For instance in Australia, people learnEnglish as a Second Language (ESL). This is because people of many different backgrounds and languages live together over here( Esparza, Harris et al, 2012, p. 558). For these people, English is the dominant language around them, and learning English is a matter of daily survival or success. On the other hand, in Colombia, students learn English as a Foreign Language (EFL). The reason for this is because English is not the dominant language around them and they do not need to learn it for their survival or success. They can manage just fine without it.
Now let us proceed with the survey results of the EFL learners survey first
EFL learners Survey: The results of this survey were quite interesting and provided a valuable insight into EFL learners’ language proficiency.
1. They opted for easy and colloquial words.
2. They avoided big words
3. They didn’t have a large vocabulary
4. Sentence structure was simple and straightforward.
There are many factors responsible for this low language proficiency.
1. The learner wishes to focus on his own native language.
2. He is hesitant to learn another language.
3. He adopts the simplest technique to learn the new language,that is to translate the words into his language and understand it.
All the above problems lead to incorrect sentence structure and sentence formation.
Why EFL: EFL comes in handy at many times.Since English has become the most important language around the world, many people around the globe seek to learn and master it. For example, if you wish to get visa or apply for immigration for a particular country, English being an international language is imposed as formal requirement( Esparza, Harris et al, 2012, p. 553). The reason for this is that one may be able to communicate with others and is not handicapped linguistically in the other country. But most people consider this requirement as a mere obligation, thus learning the core basics of the language but not familiarizing oneself with its proper grammatical structure as well as sentence formation. This leads to a vast difference in written and spoken language. The spoken language is more informal here as compared to the written language.( Esparza, Harris et al, 2012, p. 548)
Another common characteristic of EFL learners’ is that they cannot differentiate between formal and informal writing. EFL learners’ have the tendency to memorize vocabulary. This in turn leads to excessive usage of those words, sometimes in places where it is not needed. They fail to understand that vocabulary can only be enhanced through extensive reading and not by rote learning(Johansson, Li et al, 2000, p.2).
L1 interference is another problem which EFL students are faced with. Arab students mainly make vocabulary substitution errors,(especially in the use of prepositions)which are due to the formal Arabic language rather than informal Arabic language.EFL students are influenced greatly by their native language which is why they cannot think in the target language(Bigelow, Schwarz, 2010, p.8). They think in their native language and then translate it in the target language.This leads to poor sentence structure. Poor sentence structure is also attributed to other factors. Sometimes, the language is only understood when it is translated to the other language or L1(Bigelow, Schwarz, 2010, p.8). Every language has a different sentence formation style which is unique to that particular language. It is imperative to understand sentence structure so that proficiency can be attained in L2 as well as L1. ESL students should therefore stop translating and start thinking in English. They can do this by believing that they are English learners, not translators.
The most important thing one should keep in mind is what the purpose of learning the language is. The objective should not be merely to clear a test but also gain knowledge about the language. When communicating, many new learners will use words from their native language either when they run out of words or just subconsciously. Inter language communication is the key to language proficiency if the correct word is communicated at the right time.
With regards to writing, Arabs focus mostly on the final product of their writing rather than the whole thought process of writing itself. Hence, vocabulary becomes assimilated and ideas are not clearly expressed on paper(Bigelow, Schwarz, 2010, p.8). The text should therefore be emphasized on rather than just focusing on correct sentence structure. Further, the sentences should be well connected together so that all points are covered and message is conveyed.
ESL Learners Survey: The results of this survey depicted that ESL learners have a vast knowledge of English vocabulary and sentence formation as opposed to their EFL counterparts. They not only possess greater knowledge of formal wordsbut are also acquainted with technical words. Hence ESL learners have the ability to use complex words easily. They can also create impressive sentences to convey their message effectively to the reader or listener.
Taking the discussion profoundly and taking in notice the teaching staff, the teachers who provide ESL learning have a system that makes the ESL learners stand out from the rest of the lot. The teachers are trained in such a way that their focus is kept on a different set of instructions which are known as “Preliteracy Instruction” (Huang, 2000, p.403). This is basically a fusion of activities that lays stress over the sound system like rhyming etc. of that particular language, one good example shall be to understand how would the work “Teacher’ sound without the involvement of the letter “T”.
To understand the significance of this particular activity, the fact that suggests young children who have a firm command over phonological awareness are able to polish their skills in acquiring second language way better (Huang, 2000, p.403). Hence in a nut shell, all the children irrespective of their mother tongue are able to get benefit from such early training that is nourished to them.
It is a famous quote that “Bilingualism shouldn’t be seen as a liability, with correct instructions this could come as an advantage in future” (Herrera, Socorro et al, 2007, p.90).
The other distinction that ESL student have from the rest of students include that they are not provided early literacy intervention programs, instead of these programs ESL students are placed in an ambiance that focuses on getting a good grip over the new language. Hence even though this may be their second language but the immense focus and hard work that is put in by such students as compared to the ones for whom English is their native language makes them get a way better grasp than the formers, when bringing in notice the EFL learners, there is a tremendous loss when it comes to vocabulary and content area knowledge as the focus which is required in reading, writing and listening is not present in them, the worst consequence of this is that they are not able to make up for it later in life (Herrera, Socorro et al, 2007, p.90).
To get a better idea of this particular perspective there was a survey that was carried out in Canada which consisted of around 1000 native students and 1000 ESL students(Li, 2013, p.219), these students were from kindergarten to grade two and their reading skills were tested at stage of their learning, the thing which they found out was very astonishing as it showed that not only ESL students were able to attain not just same reading skills compared to the native but even in many cases they were better than them (Li, 2013, p.219).
The other attribute which comes interwoven with ESL classrooms is the usage of “Drama”. This is not a new concept as this particular characteristic is seen to provide a magnificent platform for the students to explore the practical as well as theoretical aspects of the English Language, something which is hardly seen in EFL classrooms (Rowsell, Sztainbok et al, 2007, p.147). The aspect of improvisation that is seen in drama allows the ESL learners to polish up their English Language skills in authentic along with dynamic situations. To wrap it up, the involvement of such activities in their curriculum they are make the student enjoy the learning experience as it is not just interactive but also very visual that makes the learning process memorable (Rowsell, Sztainbok et al, 2007, p.147).
Why to undertake the ESL course: There are many reasons why people undertake the ESL course namely:
1. For Visa purposes
2. For admission into academic institutions
3. For career progression.
ESL courses enable non English speakers to learn the English language in an English speaking country. Mastering this language will not only give them better prospects in educational institutions and work, but also improve their social standing in the society. Moreover, they are more likely to get jobs at embassies, tourism offices, call centers and airports.Nowadays, since the world is becoming a global village, learning and acquiring proficiency in languages is becoming the need of the day.
ESL Teachers: Not every native English speaker can teach English. There are special courses tailoredspecifically for ESL teachers. The class consists of a diverse group of people belonging tovarious cultures, backgrounds and languages. Therefore the ESL course is prepared in such a way that these diverse features, languages and culturesare catered to. English is promoted by effective usage by the learners in their speech and writing. The conducive class room environment and the structure of the ESL course both result in efficient and motivated learners’. As opposed to EFL students, ESL students are more focused and interested in the English language since they are mastering this new language with the sole aim of securing a seat in a reputable university or college.
Results of survey revealed: The results of the study clearly confirm that ESL learners performed better than EFL learners. ESL learners demonstrated exceptional language proficiency in their careful selection of words as well as sentence formation.
TAKE ADVANTAGE OF OUR PROMOTIONAL DISCOUNT DISPLAYED ON THE WEBSITE AND GET A DISCOUNT FOR YOUR PAPER NOW!
Discussion of Findings:
A statistical survey carried out recently has showed that Arabs are quite prone to making grammatical, spelling and vocabulary mistakes while writing the English language. The survey was carried out from a diverse range of 60 different in class and out-of class assignments by Saudi ESL/EFL learners. Results revealed depicted the learners, proficiency level as L2. Below we shall discuss the findings of both groups individually so as to reach a reliable conclusion with regards to the survey. But before that, first allow me to briefly introduce both the concepts:
EFL:EFL refers to English as a foreign language. This indicates the teaching of English in a non–English-speaking region or in countries where English is not a language of majority. Current hot spots for EFL include South Korea, Japan, Taiwan, China and Thailand. EFL students have considerable grammar and vocabulary practice, but require help with their listening, speaking and writing skills( Esparza, Harris et al, 2012, p. 550).
ESL: ESL refers toEnglish as a Secondary language. This indicates teaching English in a country where English is already the main or official language. The major locations to teach ESL are The United States of America, Canada, the U.K. and Australia. ESL students may require intensive language teaching in order to attain English language levels that are at par with their age and grade level(Johansson, Li et al, 2000, p.2).
EFL vs ESL: Countries differ in their choice of ESL and EFL. For instance in Australia, people learnEnglish as a Second Language (ESL). This is because people of many different backgrounds and languages live together over here( Esparza, Harris et al, 2012, p. 558). For these people, English is the dominant language around them, and learning English is a matter of daily survival or success. On the other hand, in Colombia, students learn English as a Foreign Language (EFL). The reason for this is because English is not the dominant language around them and they do not need to learn it for their survival or success. They can manage just fine without it.
Now let us proceed with the survey results of the EFL learners survey first
EFL learners Survey: The results of this survey were quite interesting and provided a valuable insight into EFL learners’ language proficiency.
1. They opted for easy and colloquial words.
2. They avoided big words
3. They didn’t have a large vocabulary
4. Sentence structure was simple and straightforward.
There are many factors responsible for this low language proficiency.
1. The learner wishes to focus on his own native language.
2. He is hesitant to learn another language.
3. He adopts the simplest technique to learn the new language,that is to translate the words into his language and understand it.
All the above problems lead to incorrect sentence structure and sentence formation.
Why EFL: EFL comes in handy at many times.Since English has become the most important language around the world, many people around the globe seek to learn and master it. For example, if you wish to get visa or apply for immigration for a particular country, English being an international language is imposed as formal requirement( Esparza, Harris et al, 2012, p. 553). The reason for this is that one may be able to communicate with others and is not handicapped linguistically in the other country. But most people consider this requirement as a mere obligation, thus learning the core basics of the language but not familiarizing oneself with its proper grammatical structure as well as sentence formation. This leads to a vast difference in written and spoken language. The spoken language is more informal here as compared to the written language.( Esparza, Harris et al, 2012, p. 548)
Another common characteristic of EFL learners’ is that they cannot differentiate between formal and informal writing. EFL learners’ have the tendency to memorize vocabulary. This in turn leads to excessive usage of those words, sometimes in places where it is not needed. They fail to understand that vocabulary can only be enhanced through extensive reading and not by rote learning(Johansson, Li et al, 2000, p.2).
L1 interference is another problem which EFL students are faced with. Arab students mainly make vocabulary substitution errors,(especially in the use of prepositions)which are due to the formal Arabic language rather than informal Arabic language.EFL students are influenced greatly by their native language which is why they cannot think in the target language(Bigelow, Schwarz, 2010, p.8). They think in their native language and then translate it in the target language.This leads to poor sentence structure. Poor sentence structure is also attributed to other factors. Sometimes, the language is only understood when it is translated to the other language or L1(Bigelow, Schwarz, 2010, p.8). Every language has a different sentence formation style which is unique to that particular language. It is imperative to understand sentence structure so that proficiency can be attained in L2 as well as L1. ESL students should therefore stop translating and start thinking in English. They can do this by believing that they are English learners, not translators.
The most important thing one should keep in mind is what the purpose of learning the language is. The objective should not be merely to clear a test but also gain knowledge about the language. When communicating, many new learners will use words from their native language either when they run out of words or just subconsciously. Inter language communication is the key to language proficiency if the correct word is communicated at the right time.
With regards to writing, Arabs focus mostly on the final product of their writing rather than the whole thought process of writing itself. Hence, vocabulary becomes assimilated and ideas are not clearly expressed on paper(Bigelow, Schwarz, 2010, p.8). The text should therefore be emphasized on rather than just focusing on correct sentence structure. Further, the sentences should be well connected together so that all points are covered and message is conveyed.
ESL Learners Survey: The results of this survey depicted that ESL learners have a vast knowledge of English vocabulary and sentence formation as opposed to their EFL counterparts. They not only possess greater knowledge of formal wordsbut are also acquainted with technical words. Hence ESL learners have the ability to use complex words easily. They can also create impressive sentences to convey their message effectively to the reader or listener.
Taking the discussion profoundly and taking in notice the teaching staff, the teachers who provide ESL learning have a system that makes the ESL learners stand out from the rest of the lot. The teachers are trained in such a way that their focus is kept on a different set of instructions which are known as “Preliteracy Instruction” (Huang, 2000, p.403). This is basically a fusion of activities that lays stress over the sound system like rhyming etc. of that particular language, one good example shall be to understand how would the work “Teacher’ sound without the involvement of the letter “T”.
To understand the significance of this particular activity, the fact that suggests young children who have a firm command over phonological awareness are able to polish their skills in acquiring second language way better (Huang, 2000, p.403). Hence in a nut shell, all the children irrespective of their mother tongue are able to get benefit from such early training that is nourished to them.
It is a famous quote that “Bilingualism shouldn’t be seen as a liability, with correct instructions this could come as an advantage in future” (Herrera, Socorro et al, 2007, p.90).
The other distinction that ESL student have from the rest of students include that they are not provided early literacy intervention programs, instead of these programs ESL students are placed in an ambiance that focuses on getting a good grip over the new language. Hence even though this may be their second language but the immense focus and hard work that is put in by such students as compared to the ones for whom English is their native language makes them get a way better grasp than the formers, when bringing in notice the EFL learners, there is a tremendous loss when it comes to vocabulary and content area knowledge as the focus which is required in reading, writing and listening is not present in them, the worst consequence of this is that they are not able to make up for it later in life (Herrera, Socorro et al, 2007, p.90).
To get a better idea of this particular perspective there was a survey that was carried out in Canada which consisted of around 1000 native students and 1000 ESL students(Li, 2013, p.219), these students were from kindergarten to grade two and their reading skills were tested at stage of their learning, the thing which they found out was very astonishing as it showed that not only ESL students were able to attain not just same reading skills compared to the native but even in many cases they were better than them (Li, 2013, p.219).
The other attribute which comes interwoven with ESL classrooms is the usage of “Drama”. This is not a new concept as this particular characteristic is seen to provide a magnificent platform for the students to explore the practical as well as theoretical aspects of the English Language, something which is hardly seen in EFL classrooms (Rowsell, Sztainbok et al, 2007, p.147). The aspect of improvisation that is seen in drama allows the ESL learners to polish up their English Language skills in authentic along with dynamic situations. To wrap it up, the involvement of such activities in their curriculum they are make the student enjoy the learning experience as it is not just interactive but also very visual that makes the learning process memorable (Rowsell, Sztainbok et al, 2007, p.147).
Why to undertake the ESL course: There are many reasons why people undertake the ESL course namely:
1. For Visa purposes
2. For admission into academic institutions
3. For career progression.
ESL courses enable non English speakers to learn the English language in an English speaking country. Mastering this language will not only give them better prospects in educational institutions and work, but also improve their social standing in the society. Moreover, they are more likely to get jobs at embassies, tourism offices, call centers and airports.Nowadays, since the world is becoming a global village, learning and acquiring proficiency in languages is becoming the need of the day.
ESL Teachers: Not every native English speaker can teach English. There are special courses tailoredspecifically for ESL teachers. The class consists of a diverse group of people belonging tovarious cultures, backgrounds and languages. Therefore the ESL course is prepared in such a way that these diverse features, languages and culturesare catered to. English is promoted by effective usage by the learners in their speech and writing. The conducive class room environment and the structure of the ESL course both result in efficient and motivated learners’. As opposed to EFL students, ESL students are more focused and interested in the English language since they are mastering this new language with the sole aim of securing a seat in a reputable university or college.
Results of survey revealed: The results of the study clearly confirm that ESL learners performed better than EFL learners. ESL learners demonstrated exceptional language proficiency in their careful selection of words as well as sentence formation.
TAKE ADVANTAGE OF OUR PROMOTIONAL DISCOUNT DISPLAYED ON THE WEBSITE AND GET A DISCOUNT FOR YOUR PAPER NOW!