Najeba Rashed MAHAMED
Technical institute Kirkuk
DOI : https://doi.org/10.47191/ijmra/v7-i05-11Google Scholar Download Pdf
ABSTRACT:
Compared to pupils whose sole language is English, ELLs (students whose first language is not English) have a more difficult time reading grade-level information. Because of their poor performance on these tests, students with this profile are at increased risk of being diagnosed with a learning impairment. In order to assist educators create more effective strategies for teaching English language learners (ELLs), this article gives a synopsis of a research that investigated strategies to aid ELLs in word acquisition and presents the results. Several strategies have shown to be quite effective for ESL students, according to the study. Making ensuring that ELLs understand basic terminology, providing them with enough practice and reinforcement, and using cognates from their native language are all tactics that may be used to teach English as a second language. The challenges of creating effective vocabulary courses for ESL students are finally addressed. The short time that is usually available for direct vocabulary training, the huge vocabulary gaps that ELLs have in their second language, and the decision of which terms to teach are all substantial obstacles.
KEYWORDS:investigated strategies, ELLs, ESL student, learning impairment, second language
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Volume 07 Issue 05 May 2024
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