NON-NATIVE ENGLISH STUDENTS LEARNING IN ENGLISH

SUMMARY:
The paper presents that psycholinguistic study involves complex learning that is interrelated array of cognitive process
involving different types and qualities of knowledge. In an ESL/EFL learning context, specific cognitive processes may be
affected by language related factors in different ways.
The conceptual cognitive process influenced the learners proficiency in ESL/EFL. It shows that conceptual understanding
and comprehension is weak if the learner is weak in English or vice versa.
REFERENCE:

Bernardo, Allan B.I. and Gaerlan, Marianne Jennifer M. Non-native English students learning in
English. De La Salle University, Philippines. Retreived September 15, 2015 from

http://www.nus.edu.sg/celc/research/books/3rdsymposium/01-bernardoREV.pdf.
FOREIGN LANGUAGE CLASSROOM ANXIETY AND LEARNERS AND TEACHERS BELIEFS TOWARD FLL: a
CASE STUDY OF IRANIAN UNDERGRADUATE EFL LEARNERS
SUMMARY:
The paper examined foreign language anxiety and its relation to beliefs toward foreign language learning. The paper
showed that there was a positive correlation between students beliefs about FLL and their level of anxiety. The more anxiety
the learners have, the more negative attitudes they have toward language learning.
REFERENCE:
Toghraee, Tina and Shahrokhi, Mohsen (2014). Foreign language classroom anxiety and learners and teachers beliefs

toward FLL: a case study of Iranian undergraduate EFL learners. Retrieved September 15, 2015 from
http://www.journals.aiac.org.au/index.php/IJALEL/article/view/1094/1024.
A STUDY OF FACTORS AFFECTING EFL LEARNERS ENGLISH PRONUCIATION LEARNING AND THE
STRATEGIES FOR INSTRUCTION
SUMMARY:
The paper showed that pronunciation is one of the most difficult parts of a language for EFL learners to master and one of
the least favorite topics for teachers to address in the EFL classroom based from the factors affecting the learning of English
pronunciation that includes attitude, motivation an exposure, instruction and exposure to target language.
REFERENCE:

Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English
Pronunciation Learning and the Strategies for Insruction. Retrieved September 15, 2015 from
http://www.ojs.academypublisher.com/index.php/jltr/article/view/0205977988

FACTORS THAT CONTRIBUTE TO THE LEARNERS SPEAKING PROBLEM

SUMMARY:
There are some factors that contribute to the learners speaking problem/ communication such as the learners negative
attitude towards english, lack of confidence, lack of motivation, insufficient exposure to English, imbalanced in the focus of
language, skills, ineffective syllabus, inadequate teaching material, ineffective teaching methodology and lack of time to study.

The learners may possess a higher level of competence based from their attitudes and the environment which the learners
are exposed to.
Anxiety, self-doubt and boredom functions as filter that reduces the amount of language input that a student is able to
understand and it interfere with the process of acquiring the EFL/ESL.
REFERENCE:
Elangovan, Manjulah. Factors That Contribute To the Learners Speaking Problem. Retrieved September 15, 2015 from
http://eprints.utm.my/26220/1/Factors%20that%20contribute%20to%20the%20learners.pdf.