A RESEARCH PROPOSAL TO FIND OUT FACTORS THAT INHIBIT ENGLISH LEARNERS FROM BEING FLUENT IN THE LANGUAGE, SUGGEST SOLUTIONS TO THE PROBLEM AND TEST ON A SAMPLE OF LEARNERS.
Table of Contents
Problem Statement………………………….3Questions of Study…………………………...3Objectives ………………………………………..3Significance of study ………………………….3XXXXXXXXXX review ………………………………..3XXXXXXXX XXXXXX ………………………………….4XXXXXXXXXX ………………………………………….X
Problem Statement:
English is widely accepted XX XXX language of XXXXX XXXXXXXXXXXXX business, XX such XXXX non-English speakers XXX XXXXXXXXXXXX XXXXXXXX XXX XXXXXXXX to XXXXXXX XXXXX XXXXXXXXXX professionally. XXXXX XXX several XXXXXXX XXXX XXXX down the XXXXXXXX of XXXXX learners and XXX become reasons XXX their XXXXXXXX level in English. XXXX XXXXX aims to investigate the XXXXXXX XXXX XXXXXXX XXXXXXXX XXXX XXXXXXXX English fluently XXXX XXXXX XXXXXXXXXX XXXXXXX and XXXXX of XXX language.
XXXXXXXXX XX XXX study:
This XXXXX XXXXXXXXX the following XXXXXXXX:
What XXXXXXX are responsible XXX the inability of English XXXXXXXX to XXXXX XXX XXXXXXXX?XXXX counter techniques XX XXXXXXX XXXXXXXX teachers XXX XX XXXXXXX XXX problem XX stagnant XXXXXXXX in XXXXXXX learners?XXXX techniques XXXXX the learners XXXXXX XX overcome their XXXXXXXXX XX XXXXX XXXXXX that XXXX XXXXX in the classroom?
Objectives:
XX describe XXXXXXX XXXX XXXXXX English speaking capacity of leaners.To describe techniques that XXXXXXX teachers use in XXXXXXXXX XXXXXXXX skills XX learners.XX XXXXX out XXXXXXX XXXX English XXXXXXXX XXXXX employ XX help XXXXX frustration of XXX XXXXX able XX speak XXXXX XXXXXXXXXX classroom lessons.
XXXXXXXXXXXX XX XXX study:
The findings XX this study will XXXXXXXXXX greatly to English language XXXXXXXX XXX teachers. XXXX have a XXXXXX XXXXXXXXX XXXXX the student speaking XXXXXXX. However, certain XXXXXXX XXXX XXXX or prevent the XXXXXXX of XXX learner and the XXXXXXX. XXXXXXXXXXX that English is the XXXXXXXX XX XXXXXX XXXXXXXX, XXXXXXX learners XXXX be empowered XXXX XXXX finally speak the language XXXXXXXX.
Literature review:
Low XXXXXXXXXX to XXXXX XX XXX of the XXXXXXXXX factors XXXX do XXX allow learners XX practice XXXXXXX. Speaking in a language XXXX you XXX not XXXXXX in, is a difficult XXXX XXX learners who XXXX XXX XXXXXXX XX XXXX this hurdle will choose to escape XXXXXX. They XXXX XXXXXXXXXX XXXXXXXX XXXXXXXXXXXXX or XXXXXXXX XXXX XXXXX answers. XXX XXXX you practice a skill, the better you XXX. Such psychological factors are important to overcome XX the XXXXXXX XX to XX XXXXXXXXXXX in speaking fluently. Juhana (XXXX: 101) XXXXXXXX in her XXXXXXXX XXXXX XXXXXXXX XXXX XX linked to XXX XXXXX of correction and negative evaluation.XXX XXXXXXX XXXX XXXXmotivation XX an inner energy. When it comes XX language, it XX only XX XXXXXX mistakes that we can correct XXXX. XXXX XX XXX XX put XXX XXXXXX XX students, as mentioned previously XXX XXXXXXX and the XXXXXXX XXXX a XXXXXX XXXX. It is XX to both XX work together to XXXXX the XXXXXXXXXX boundary in English speaking.
XXXXXXX XXXXXX that inhibits learners’ XXXXXXX is the low XXXXXXXXXX and XXXXXXX knowledge XX XXXXXXXX. Students XXXXX form a XXXXXXXX in XXXXX XXXXXX XXXXXX XXX XXXXXXXXX to XXXXXXX before speaking out. XXXX XX a XXXXXXX XXXXXXX which XXXXXXXX XXX fluency XX XXX speaker. It XX XXXX when XXX XXXXXXX is able to XXXXX and speak in English will they XX considered XXXXXX. XXXXXXXX often do XXX know enough words XX allow them hold XXXXXXXXXXXXX XXXX native XXXXXXXX. The English sentence structure is also a XXXXXXX XXXX makes it harder XXX XXXXXXXX to XXXXXXXXX a XXXXXXXX from their XXXXXX XXXXXX to the English XXXXXXXX. According to XXXXXXX XXXXXX (2015) in her the XXXXXX paper, even in classroom XXXXXXXX XXXXXXXXXXXXXX usually use XXXXXX tongue in XXXXXXXX XXXXXXXXXX, because it is easier, and also XXXX feel less XXXXXXX XX XXXX are XXXXXXXX XXXXX XXXXXX tongue.
XXX XXX XXXXXXX XXXX a XXXXXXX can counter XXX low XXXXXXXX XXXXX of their XXXXXXXX, XXX of XXXXX is XXXXX message-XXXXX XXXXX while teaching XXXXXXXX how to speak. XX XX important XX have all the grammar and vocabulary XXXXX but what is XXXX XXXXXXXXX XX delivering XXX message XXXXXX. XXXX XXXXXXXX encourages students to speak and XXXX a XXXX way to XXXX XXXX break XXXXX XXXXXXXXXX XXXXXXXX. XX XX XXX XXXXXXXXX XX correct XXX XXXXXX XXXX a student makes. XXXXXX Noviyenty XXXXX XXXXX XXXX concept in hisXXXXXXXXXX in XXXXXXXX and Techniques in teaching XXXXXXX (2018) XXXXX.
Grammar XXX XXXXXXXXXX XXXXXX XXXXXX XX XXXXXX in XXXXXXXXXX XXXX the XXXXXX language XX the XXXXXXX. XX XXXXXXXXX earlier, XXX XXXXXXX XXXXX to translate XXXX XXXXX mother tongue to English XXXX XXXXXXXX. XX XX a XXXX XXXX XXX them if XXXXX XXXX of XXXXX XXXXXXXXXXX are made XXXXXXXXXX XXXXXXXXXX in XXXXXXX and XXXXXXXXXX. XXX example, verbs naturally come before objects in XXXXXXX XXXXX in XXXXXXX XXXXXXXXX’ objects do come XXXXXX XXXXX in XXXXX basic sentence structure. With XXXXXXXXX of XXXXX, XXX XXXXXXX XXXXX XX XXXX thinking in an attempt XX structure a sentence XXXXXXXX. Brown (XXXX:XXX) XXXXXX in XXX paper XXXX XXXXXXXX XXXXXXX can XX XXXXXXX XX XXXX XX some XXXX work XXXXXXXX, where XXXXXXXX are XXXXX XXXX certain XXXX XX XXXXXXXX, XXXXX XXXX involve XXXXXXXXXXX XXXX XXXXX XXXXXX tongue XX XXXXXXX.
Leffi XXXXXXXXX(2018) also suggested in XXX Strategies in Learning XXX Techniques in XXXXXXXX XXXXXXX Speaking XXXXX thatGood XXXXXXXX XXXX XXXXX own way.XXXXXXXX are encouraged to XXXX their XXXXXXX XX XXXXX fluent in XXXXXXX language as a project. It XX XXXX important XXX learners to XXXXXXXX their XXXXXXXX XXXXXXXX XXXX XXXXX XXXX XXXX XXXXX fluent in XXXXXXX. No XXX XXXXXX XXX XXX same XXX so no two learners will have the XXXX XXXXXX. XXX XXXXXXX can only XXXXXX and generalize XXXXX lesson XXXXX. Once XXX learner identifies what XX slowing down the success XX their project, they XXX XXXXXXX a XXXXXXX to get special XXXXXXX XX XXXXXXXX XXXXX XXXXXXXXXXX.
Research Design:
A group of XXXXXXXX XXX XXXXXXXXXX XXX interviewed XXXXXXXXXX. Questionnaires will XX structured XX suggest the particular XXXXXXX that they face in XXXXX course to become XXXXXX in English. The XXXXXXXXXX will XX counter their XXXXXXXXXX XXXX be employed XX a XXXXXXXXX XXXXXX and students XXXX XX XXXXXXXXX XXX tested XXXXXXXXXXXX. The XXXXXX XXXX considered XXXX XX XX XXXXX XXXXXX XXXXXXX XXXXXXXX XXXXXXX XXX ages XX 18 XXX XX. Learners XXXX be XXXXXX XX XXXXXX XXXX various language XXXXXXX. Periodic XXXXX will XX XXXXXX, XXX conversations will XX recorded and XXXXXX back at XXX next XXXX. The XXXXXXX and XXXXX XXXXXXXX will be XXXXXXX to XXXXXXXX XXXXX own progress.
XXXXXXXXXX:
XXXXXX XX XXXXX, (June XXXX). XXXXXXXX difficulties XXXXXXXXXXX XX XXX Learners, XXXXXXXXXXXX.XXXXXXX RAHAYU, (2018). XX XXXXXXXX XX XXXXXXXX’ PROBLEMS IN SPEAKING XXXXXXX DAILY XXXXXXXX XXXXXXX AT XXXXXX XXXXXXXX ISLAMIC BOARDING SCHOOL.,XXXXX Noviyenty, (XXXX) Strategies in XXXXXXXX and Techniques in XXXXXXXX XXXXXXX XXXXXXXX, XXXXXXXX XXXXX Islam XXXXXX (XXXX) Curup. Emily XXXXXX, (2019), X Essential Strategies XXX XXXXXXXX English XXXXXXXX,https://www.XXXXXXXX.XXX/article/6-XXXXXXXXX-XXXXXXXXXX-teaching-XXXXXXX-language-learners
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