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I hear that question very often. What I would like to ask you though is, what are you are prepared to do about it? How far are you willing to go? I mean how badly do you want it? How badly do you need it? The truth is most English learners don't. But first, what is native-like English? Is it just good pronunciation? Is it mastering a certain English accent? Is it fluency? What is it exactly? Well, let us keep it simple and agree that native-like English is the level of


Learning an additional language can be a procedure that takes a great investment of a tremendous amount of time as well as, as students focus on learning the complicated nuances of another tongue.


All around the world , students of all ages are learning to speak English , but their reasons for wanting to study English can differ greatly. Some students only learn English because it is on the curriculum at primary or secondary level, but for others , studying the language reflects some kind of a choice .Many people learn because they have moved into a target- language community. Many people learn English because they think it will be useful in some way for international communication and travel. The purposes students have for learning will have an effect on what it is they want and need


Learning mandarin is difficult but often worth it. The best way to go about making it easier is to study in a way that targets the reason for learning the language in the first place.


It's a well-known fact that adult learners of languages have a much more difficult time of it than children do, for the simple reason that children's brains are far more malleable when it comes to language learning. In fact somewhere after the age of eleven, the native-language learning centre of the brain gets...


English Language Learners (ELL) are the fasted growing group of students in our public school systems. In some systems, their numbers have more than doubled during the past decade. In order for these students to participate meaningfully in the academic activities required to meet standards and make Adequate Yearly Progress (AYP), educators must facilitate the development of language skills beyond those of social fluency (Jarrett, 2002).