Learning struggle with the pronunciation of some English

Learning English by the adults for the first time is usually
challenging particularly on the aspects of English like morphology,
pronunciation and pragmatics. The learning environment should be set in a
manner that provide learners with the ability and means of attaining satisfactory
level of proficiency in English besides other languages that the learner
already knew before for instance, multilingual English learner from countries
like China, Spain and France would struggle with the pronunciation of some
English words like “black leather” which is a combination of noun (leather) and
the adjective (black) (Gut, 2012). The problem with pronunciation is due
to accent, word stress, intonation and rhythm of pronunciation of the
multilingual learner which differ from that of the native English speakers.
Learning of pragmatics in English require at least those whose culture is
related to that of the native speakers of English for instance Chinese, Spanish
and Asians have their own opening remarks, closing remarks and ways of
greetings which differ from that of native English speakers. Learning
pragmatics and mastering of concept will take longer time and much time
consumed. Also learning language item like morpheme is tedious and complicated
to multilingual learners for instance the term “unforgettable” is difficult to
be comprehended by Spanish, Chinese, French and Arabian learner due to
technical irregularity accidental ambiguity in the word (Draves, 2014). 

                   One of
the language items that the multilingual English learners usually find lot of
difficulties in learning is morphology. Morphology as applied in English
language learning is newer words that have been added to English to describe
new concepts, ideas and the current trends. These words however spontaneous and
structured they may seem to be at sometimes, they are parts of the pattern of
word formation, the structure of the word and its meaning for instance the word
“echoed” as used in the text can be distinguished by the Chinese speaker due
its generalness and shortness. In studying morphology or the word structure,
the individual phonemes do not have a meaning. Morphemes are the smallest unit
of language that has meaning for instance the word “Flowers as used in the text,”
Flower” is a free morpheme and it can stand on its own and provide a meaning
since “s” itself just denotes plural hence learning this word can a problem
complicated Spanish, Chinese and Asian learner due to the fact that is too
general and have a slight distinction. Draves, (2014)  supports that
teaching the word structure to multilingual adult English learners can be very
challenging since many words end with “s” but still they cannot stand on their
own for instance the word “always” according the text cannot on its own to
produce meaning when  “s” is removed.
Multilingual English learners usually struggle for them to get familiarized
with these terms since removing of “s”. Make it meaningless and is difficult to
be identified by the Spanish, Italian and Arabic speakers. In teaching English
in multilingual classroom it is important to acknowledge that morphemes can be
used independently and they are grouped as either closed classes or the open
classes. According to Gut, (2012), morphemes that belong to the closed
classes are those that keep the keep the same form every time that they are
used and they cannot be changed as shown in the including the conjunctions
(and), pronounce (it and him), auxiliary verbs (may, can), determiners (the
& a) and the preposition (of, from) can problematic to Spanish and Chinese
speakers due to difficulty identifying where to use the words and how.
Morphemes belonging to the open classes usually change depending on the grammar
and the meaning of the sentence including nouns (flowers), verb (dizzying),
adjective (good) and adverbs (partially) as shown in the text are challenging
to learn by Spanish and Arabic speakers because of their technical ambiguity
usability. Gut, (2012) supports that both closed and open morphemes are separated
into free and bound morphemes. Free morphemes are applied in English language
study are words that made up of only one morpheme and it can stand on its own
as an English word used in text for instance words like “loud” and “down” are
some of the morphemes that can stand on their own. Those morphemes that cannot
stand on their own must be linked to free morphemes for them to make a meaning
understanding whether they can work on their own or they need to be linked can
be problematic due to Spanish speakers due to ability of the words to stand on
their own. Jessner, (2013) supported that the inflectional bound morphemes
can change the meaning of the entire word when introduced into the wording
system during English learning session, getting the multilingual English
learners to the point that they can understand and distinguish these morphemes
requires  step by step procedure by
encouraging of maximum participation of the learners so that they can
familiarize themselves with words like “he launches”, and “this is a pertinent
time”  as used in the text are key to
understanding of the proper sentence construction by the multilingual English
learners though familiarizing with them can problematic due to their
lengthiness (Jessner, 2013).  Understanding the ability of the derivational
morphemes to change he parts of the speech for instance words like anti-, pre-
and un- can change the parts of the speech therefore it is very important when
the multilingual learners get familiar with them as they try to grasp the basic
concepts of English language.

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In teaching the multilingual English learners, the words are
formed based on the hierarchy of the morphemes or the morphology tree. In
morphology tree, the root word first provides the core meaning of the word of
interest which is followed by derivational morphemes and the last inflectional
morphemes. In the learning when teaching the word morphology, the new words are
formed using; nouns, adjectives and affix and verbs plus affix (Gut, 2012).