The document discusses some of the difficulties that English language learners face, specifically those from a Chinese background. It identifies two main categories of challenges: difficulties with the English verb system, and difficulties with English pronunciation. Regarding the verb system, learners struggle with choosing the correct tense, forming complex verb phrases, and interpreting multi-word verbs. Pronunciation challenges include differences in phonemes, vowels, consonants like L and R, and stress/intonation between Chinese and English. The document concludes that while English poses many hurdles, identifying specific problems can help instructors better assist learners.
Discussion Question Topic Tense errors in English among thLyndonPelletier761
Discussion Question:
Topic
“Tense errors in English among the English second language immigrant learners in America."
Constructing an effective argument involves taking the time to consider other perspectives. With that knowledge in mind, you are able to build a more solid, effective argument. It illustrates that you have considered other voices and opinions taking place in an argument, thus making you a more credible researcher and writer. For this week’s discussion, brainstorm the most compelling counterargument that you have come across during your research and determine how you will address it in your paper (which is a requirement in the Argument Essay).
As you are learning in your Realize it module this week, there are three main parts of an opposition paragraph:
A: The Concession: Graciously concede that there is another side to the argument.
B: The Rebuttal: You, as the writer, decide what is weak about the other side’s argument.
C: Consolidation of your Claim: State your claim again using strong support.
First, Use the template below to flesh out all three sections of the opposition paragraph.
Next, referring to your completed template, develop an opposition paragraph and share it with your peers as your reply.
Use one of the following key words or phrases to help introduce the concession:
Admittedly, Granted, I agree that, I cannot argue with, It is true that, [Name of group/perspective] is right, I accept, No doubt, Of course, I concede that, Perhaps, Certainly it is the case
A. CONCESSION
B. REBUTTAL
C. CONSOLIDATION OF CLAIM
1
Tense Errors in English Second Language
South College
English Composition w/Research
Tense Errors in English Second Language
Introduction
"Tense errors in English among the English second language immigrant learners in America."
English grammar among immigrant learners in America is essential in providing basic oral proficiency for communication, reading, and understanding comprehensions. According to Jacobson and Schwartz (2005), learning a second language among learners follows identical developmental patterns regardless of age and educational background. Learning English as a second language to immigrants in America provides the immigrants with the opportunity to develop communication tools that will enhance their acceptance and coherent co-existence in the American society without experiencing language disparities and communication problems. Formal schooling for American immigrants has been noted to provide the chance for learners of a second language to learn better and improve their English to enhance communication and working relationship with others in America. Budiharto (2019) points out that possessing a second language for immigrant students gives them skills and the ability to create structured, orderly, and error-free pieces of essays, composition write-ups, and the ability to make fluent communication which constitutes a vast extent of hope and wish for ...
Discussion Question Topic Tense errors in English among thLyndonPelletier761
Discussion Question:
Topic
“Tense errors in English among the English second language immigrant learners in America."
Constructing an effective argument involves taking the time to consider other perspectives. With that knowledge in mind, you are able to build a more solid, effective argument. It illustrates that you have considered other voices and opinions taking place in an argument, thus making you a more credible researcher and writer. For this week’s discussion, brainstorm the most compelling counterargument that you have come across during your research and determine how you will address it in your paper (which is a requirement in the Argument Essay).
As you are learning in your Realize it module this week, there are three main parts of an opposition paragraph:
A: The Concession: Graciously concede that there is another side to the argument.
B: The Rebuttal: You, as the writer, decide what is weak about the other side’s argument.
C: Consolidation of your Claim: State your claim again using strong support.
First, Use the template below to flesh out all three sections of the opposition paragraph.
Next, referring to your completed template, develop an opposition paragraph and share it with your peers as your reply.
Use one of the following key words or phrases to help introduce the concession:
Admittedly, Granted, I agree that, I cannot argue with, It is true that, [Name of group/perspective] is right, I accept, No doubt, Of course, I concede that, Perhaps, Certainly it is the case
A. CONCESSION
B. REBUTTAL
C. CONSOLIDATION OF CLAIM
1
Tense Errors in English Second Language
South College
English Composition w/Research
Tense Errors in English Second Language
Introduction
"Tense errors in English among the English second language immigrant learners in America."
English grammar among immigrant learners in America is essential in providing basic oral proficiency for communication, reading, and understanding comprehensions. According to Jacobson and Schwartz (2005), learning a second language among learners follows identical developmental patterns regardless of age and educational background. Learning English as a second language to immigrants in America provides the immigrants with the opportunity to develop communication tools that will enhance their acceptance and coherent co-existence in the American society without experiencing language disparities and communication problems. Formal schooling for American immigrants has been noted to provide the chance for learners of a second language to learn better and improve their English to enhance communication and working relationship with others in America. Budiharto (2019) points out that possessing a second language for immigrant students gives them skills and the ability to create structured, orderly, and error-free pieces of essays, composition write-ups, and the ability to make fluent communication which constitutes a vast extent of hope and wish for ...
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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852874_verbs (1).doc
1. Difficulties in English learning
The word verb is used to describe an action, occurrence or state. The Verbs form the most
important parts of the sentence since it describes something about a subject of a given sentence.
In this regard, the verbs have to be correctly used in order to bring out the intended meaning
(Juiland 6). The English verb system poses certain difficulties to learners of English.
a) Difficulties posed by English learners as a result of English verb system
One of the difficulties experienced by the learners is the inability to determine the right verb
to express a certain idea. It is extremely difficult for them to decide on the type of tense that is
supposed to be used in relation to the time the action took place. The action could have taken
place in the past, in the present, or in the future. This calls for use of different tenses such as past,
present or future tenses when describing the actions (Miendt 200). The learners are hence unable
to correctly use them due to their inexperience in the use and meaning. The difficulty can be
avoided by extensive reading in order for a learner to get used to tenses, as well as, continuous
practice and use of English in everyday life.
The other difficulty is poor formation of the verb string. There are some sentences that have a
complicated structure. For example, a single string may comprise of auxiliaries and principles, as
well as, a modal verb. The learners are unable to collect the parts of the string and put them in
the correct order. This makes the learners use them incorrectly thereby distorting meaning. Multi
–word verbs also pose great difficulties to the learners. These difficulties present themselves both
in grammatical form and lexical meaning. Due to the fact that the verbs have more than one
meaning, the learners have difficulty in interpreting the meaning where the same phrase is used
in different contexts. These challenges can be overcomed by use of simple sentences that are
2. easy to understand, as well as, making sure the learners understand the various meanings of each
verb (Leech 11).
b) Specific difficulties in English pronunciation
The Chinese learners have difficulty in pronouncing English words correctly, as well as,
reading English texts. This is because the Chinese words are not made up of letters as in the case
of English where there are alphabets. The Chinese also have difficulty in stress and intonation.
Since certain English phonemes do not exist in Chinese, it becomes difficult to pronounce these
words properly, as difference in meaning is often distinguished by the pitch of the phoneme
sound in Chinese language. It is important to note that phoneme sounds in English are used to
give different meaning to the sound (Llurda 102).
The Chinese has fewer vowels than English. This therefore makes it difficult for them to
pronounce words such as sheep, eat or it, fool or deer among others. The learners mostly shorten
the words into one vowel hence unable to bring out the meaning clearly. The Chinese also have
difficulties in differentiating [l]and [r] in their pronunciations. They, therefore misspell words
such as love, rice, road among others (Richard 99).
The learners also have difficulties in pronouncing the final consonants in English. They
add an extra vowel or fail to pronounce the consonant (Davis 106). This is because this feature is
not common in Chinese. A good example is words such as hill or hall that are spelt without
double [ll] and instead spelt with a drawn out [l].
In conclusion, it is clear that the English language learners are faced with several
difficulties. These difficulties have been identified and learners are being assisted on how to
pronounce them correctly. The Chinese have specific difficulties due to huge difference between
3. Chinese and English. However, since the major mistakes have been identified it is possible to
assist the learners.
Works Cited
Barbieri, Maureen. Change my life forever. Giving voice to English- language
learners. portsmouth: Heinemann, 2002. Print.
Davis, Kathryn. Critical qualitative research in second language studies: agency and
advocacy. Charlotte: Information age pub, 2011. Print.
Hearly, Alice. Foreign language learning. Phycholinguistic studies on training and
retention London: Elbaum associates, 1998. Print.
Hua, zhu. The language and intercultural communication reader. London: Routledge, 2011.
Print.
4. Juiland, alphonse & James, Macris. The English verb system. The Hague: Morton, 1962. Print.
Leech, Geoffrey. Meaning and the English verb. London: Longman, 1961. Print
Llurda, Enrich. Non- native language teachers.perceptions, challenges and contribution to the
profession. New York: Springer, 2005. Print.
Miendt, Dieter. An empirical grammar of English verb system. Berlin: Cornelsen, 2000. Print.
Richard, Brian.vocabularies in first and second language acquisition. The interface between
theory and application. New York: Palgrave macmillan, 2009. Print.
![easy to understand, as well as, making sure the learners understand the various meanings of each
verb (Leech 11).
b) Specific difficulties in English pronunciation
The Chinese learners have difficulty in pronouncing English words correctly, as well as,
reading English texts. This is because the Chinese words are not made up of letters as in the case
of English where there are alphabets. The Chinese also have difficulty in stress and intonation.
Since certain English phonemes do not exist in Chinese, it becomes difficult to pronounce these
words properly, as difference in meaning is often distinguished by the pitch of the phoneme
sound in Chinese language. It is important to note that phoneme sounds in English are used to
give different meaning to the sound (Llurda 102).
The Chinese has fewer vowels than English. This therefore makes it difficult for them to
pronounce words such as sheep, eat or it, fool or deer among others. The learners mostly shorten
the words into one vowel hence unable to bring out the meaning clearly. The Chinese also have
difficulties in differentiating [l]and [r] in their pronunciations. They, therefore misspell words
such as love, rice, road among others (Richard 99).
The learners also have difficulties in pronouncing the final consonants in English. They
add an extra vowel or fail to pronounce the consonant (Davis 106). This is because this feature is
not common in Chinese. A good example is words such as hill or hall that are spelt without
double [ll] and instead spelt with a drawn out [l].
In conclusion, it is clear that the English language learners are faced with several
difficulties. These difficulties have been identified and learners are being assisted on how to
pronounce them correctly. The Chinese have specific difficulties due to huge difference between](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)