Teaching English as a Foreign Language with its Difficulties in Learning as a Second Language

English

English is the language brought by the British in our country. Although they left us, the English language is still with us as it has made its place globally. It has become necessary to learn such a language. Our primary aim is to research about the problem facing in teaching English in various regional areas where it teaches as a second language. Teaching and learning English as foreign language is difficult as it compares to the native language. Not everyone who comes to this country learns English rapidly or makes effective progress in English ability, and that lack of progress can have a negative effect on the quality of life of the immigrant and can be a barrier to success for the learner. The resulting social marginalization might be particularly frustrating for a woman learner, and she may feel increasingly marginalized from the culture she seeks to join. That frustration can compound the effects and causes of the perceived failure to progress. In turn, that sense of failure can lead to shame and embarrassment and further inhibit the learner’s practical and natural acquisition of the new language, and thus, negatively affect her immigration and socialization experience. Difficulties in learning English as a second or foreign language In this research project, the author explored the experiences of an adult female immigrant in the United States and her difficulties in learning English as a second language (ESL) and the lack of it. Identification of several complex causes made expected progress. The research was completed through personal observation and interviews, giving the learner an opportunity to tell his or her story in event related studies. Foreign language (FL) learners and learners are struggling with significant difficulties. The findings showed that learners, whose first and second language was non-descript, were never taught the sound / letter rule system of English, and this fundamental deficit played a significant role in their poor classroom attendance, learning English and Provided motivation to practice. And in the end, his progress is lacking. The implications included the need for basic voice / letter training to be implemented in basic ESL programs, especially for non-linguistic first language learners.

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