My Essay about our presentation

   Normally the non-native English speakers have to face several problems while pronouncing and learning English words and sentences such as they mistakenly learn the English pronunciation, either by communicating the phonological rules from their native language or by executing different strategies akin to those which are used in the achievement primary language. They also come up with new English pronunciation sounds that cannot be identified in the first language of speakers. For example, Japanese cannot speak “r” in his/her language so; they have to speak a different or alternative word from their language. So, in place of “r” they prefer to use “I”.     

    There are different ways to learn English in a better way such as attending a Native Speaker program can help them in overcoming their speaking issues. Moreover, the schools and other educational institutions are also hiring native English speakers in order to assist their students in improving this weak area. The youngsters particularly those who are students and have non-English backgrounds are above twice as expected to be worried about educational issues. There are almost 4.9% of Anglo-Australian students who belong to non-native English speaking backgrounds. Furthermore, NESB young people are more expected to be concerned for study-related pressure and anxiety than Anglo students. Nearly half (forty-five percent) of calls from NESB youngsters is associated with amount of work, educational burden or assessments, in comparison with twenty-nine percent of Anglo callers.  Other public issues comprise of complications with education, requirement for support in handling the assignments or problems with subject or course selection.  The youngsters particularly those who are students and have non-English backgrounds are above twice as expected to be worried about educational issues. There are almost 4.9% of Anglo-Australian students who belong to non-native English speaking backgrounds. Furthermore, NESB young people are more expected to be concerned for study-related pressure and anxiety than Anglo students. Nearly half (forty-five percent) of calls from NESB youngsters is associated with amount of work, educational burden or assessments, in comparison with twenty-nine percent of Anglo callers.  Other public issues comprise of complications with education, requirement for support in handling the assignments or problems with subject or course selection (Jeyaraj, 2009).

         The relations of international students with different cultures can have an impact on their educational and learning behavior. For example, students who belong to different cultures of Asia, Europe, and Latin America can have been educated that it is an indication of lack of respect to stare directly at instructors when they are teaching, asking them different questions, or share different opinions from theirs. So, it is recommended to the non-native students to become open about their beliefs and try hard to share different illustrations or models that they are discussing about. Their primary focus should be on the meaning of the word or sentence rather than grammar and style. It is also required that they should focus more on fluency as well as correctness. It is also necessary for the teachers to not to encourage their fear or errors but rather try to eliminate this factor (Holt).

References:

Holt, S. (n.d.). teaching with writing responding to non-native speakers of English. Retrieved 09 18, 2012, from http://writing.umn.edu/tww/responding_grading/nonnative/nn_speakers.html

Jeyaraj, S. (2009, 10). ISSUES AND CONCERNS FACING YOUNG PEOPLE OF NON-ENGLISH SPEAKING BACKGROUNDS . Retrieved 09 18, 2012, from http://www.kidshelpline.com.au/upload/1872.pdf