Nowadays, more and more foreign students are going to English-Speaking countries to learn the “international language – English". It is undoubtedly true that studying English in an English-speaking country is the best way, but it is not the only way to learn it.
There is no debate that being in a real English language environment will help anyone to master the language in the fastest and most effective way and many international students prefer to go to English-speaking countries to study and learn the international language. I agree that this is a good way, yet students can learn English in other useful ways and those can be even better than the first approach.
Being in an English speaking country helps students learn English in many ways. Firstly, the surroundings and environment influence our learning. We are forced to speak, read write, and slowly we start even thinking in English since we have to. Secondly, quick learning of the language can become a strong motivation because, in turn, we will get quick feedback that lets us find what we learn really benefits us in life and education. This inspires us to continue to learn more. It’s a positive reinforcement Learning builds on progressively. The initial learning serves as the basis for further learning. Thirdly, in an English-speaking country, you will be learning from the life and culture which is not present off that land.
However, in this age of cross-culture communication and Internet, learning English in an English-speaking country is not the only way. The English language learning opportunities are available in many countries. Nowadays people are able to find various ways of learning the English language in their home country that are highly effective and productive. Watching English movies, television, listening to English music and browsing Internet can open up a vast plethora of English materials. For instance, one can make use of the vast storage of materials (video, sound, graphics, etc.) on the Internet to facilitate language study. Sometimes non-English speaking students may need a different approach for learning English. The principle of “different students, different teaching”, by the famous saying by Chinese guru Confucius, maintains that different teaching approaches are useful for different segments of students. The way a foreign student learns a language is quite different from those of an English native speaker. For example, a foreign student higher level; however, it is unnecessary for a native speaker. Last but not the least, on some occasions, students may find teachers in their own countries do a better job in figuring out their exact weak points and the remedies for them. A teacher of a non-English country understand the basic of a student and can combine both the native language and English to make the study plan and this might be more helpful than a native English teacher's approach of studying.
In conclusion, I believe studying English in English-speaking country is a good way but in many cases, the other ways can be proven to be more efficient than being in an English speaking
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2022-06-03 | sebbythirwall | 73 | view |
| 2022-06-03 | sebbythirwall | 79 | view |
| 2021-05-18 | nmh771999 | 73 | view |
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- Nowadays more and more foreign students are going to English Speaking countries to learn the international language English It is undoubtedly true that studying English in an English speaking country is the best way but it is not the only way to learn it 79
- Nowadays more and more foreign students are going to English Speaking countries to learn the international language English It is undoubtedly true that studying English in an English speaking country is the best way but it is not the only way to learn it 73
Grammar and spelling errors:
Line 1, column 359, Rule ID: THIS_NNS[2]
Message: Did you mean 'this can' or 'those cans'?
Suggestion: this can; those cans
... learn English in other useful ways and those can be even better than the first approach....
^^^^^^^^^
Line 3, column 1524, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... English teachers approach of studying. In conclusion, I believe studying Englis...
^^^^
Transition Words or Phrases used:
but, first, firstly, however, if, may, really, second, secondly, so, third, thirdly, for example, for instance, in conclusion, in many cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 13.1623246493 152% => OK
Auxiliary verbs: 14.0 7.85571142285 178% => OK
Conjunction : 18.0 10.4138276553 173% => OK
Relative clauses : 7.0 7.30460921844 96% => OK
Pronoun: 30.0 24.0651302605 125% => Less pronouns wanted
Preposition: 55.0 41.998997996 131% => OK
Nominalization: 8.0 8.3376753507 96% => OK
Performance on vocabulary words:
No of characters: 2399.0 1615.20841683 149% => OK
No of words: 463.0 315.596192385 147% => Less content wanted.
Chars per words: 5.18142548596 5.12529762239 101% => OK
Fourth root words length: 4.63868890866 4.20363070211 110% => OK
Word Length SD: 2.97827251132 2.80592935109 106% => OK
Unique words: 223.0 176.041082164 127% => OK
Unique words percentage: 0.481641468683 0.561755894193 86% => More unique words wanted or less content wanted.
syllable_count: 720.0 506.74238477 142% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 5.43587174349 147% => OK
Article: 8.0 2.52805611222 316% => Less articles wanted as sentence beginning.
Subordination: 0.0 2.10420841683 0% => More adverbial clause wanted.
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.76152304609 147% => OK
Performance on sentences:
How many sentences: 23.0 16.0721442886 143% => OK
Sentence length: 20.0 20.2975951904 99% => OK
Sentence length SD: 59.4508581676 49.4020404114 120% => OK
Chars per sentence: 104.304347826 106.682146367 98% => OK
Words per sentence: 20.1304347826 20.7667163134 97% => OK
Discourse Markers: 6.08695652174 7.06120827912 86% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 11.0 3.4128256513 322% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.603228236686 0.244688304435 247% => OK
Sentence topic coherence: 0.197610039633 0.084324248473 234% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.158954517615 0.0667982634062 238% => The coherence between sentences is low.
Paragraph topic coherence: 0.419879275095 0.151304729494 278% => Maybe some contents are duplicated.
Paragraph topic coherence SD: 0.0568739350469 0.056905535591 100% => OK
Essay readability:
automated_readability_index: 13.0 13.0946893788 99% => OK
flesch_reading_ease: 51.18 50.2224549098 102% => OK
smog_index: 3.1 7.44779559118 42% => Smog_index is low.
flesch_kincaid_grade: 11.1 11.3001002004 98% => OK
coleman_liau_index: 12.76 12.4159519038 103% => OK
dale_chall_readability_score: 8.07 8.58950901804 94% => OK
difficult_words: 101.0 78.4519038076 129% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 10.0 10.1190380762 99% => OK
text_standard: 13.0 10.7795591182 121% => OK
What are above readability scores?
---------------------
Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.