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Hello, I'm english teacher. Different students can have different difficulties and problems in learning English. They can make different mistakes in English pronunciation, grammar, orthography and vocabulary usage. Multiple sense English words and synonyms (words with a similar meaning) present special difficulty for foreign learners. Other difficulties in learning and using English vocabulary include fixed word collocations, phrasal verbs, idioms, proverbs and regional differences in vocabulary usage. There are differences in English usage in English-speaking countries in terms of spelling, pronunciation, vocabulary and grammar.

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Until recently, much research has documented problems in the instruction of English language learners. There was a clear need for research documenting the need for improvement. When students are presented with conventional curriculum with no modifications, they tend to flounder, become overwhelmed, and mentally tune out or withdraw from active classroom participation (Gersten, 1999; Gersten & Woodward, 1994).

Over 20 years ago, the research of Moll, Estrada, Diaz, and Lopes (1980) poignantly delineated the pain and frustration that English language learners struggling to learn English sometimes feel when taught in all-English settings. Students may fail to understand what the teacher is talking about, and may become frustrated when they have an idea but cannot adequately express their thoughts in English. Moll et al. found that teachers tended to correct pronunciation errors (e.g., seyd for “said”) or interrupt passage reading with attempts to define simple English words (e.g., “surprise”, “guess”), thereby breaking the flow of the story. Moll et al. decried “the deliberate, slow pace of lessons with students in the low reading groups” (p. 305), and the lack of intellectual challenge and conceptual development provided to them.

This focus on the details of accurate English language production makes the students appear less competent than they really are. When Moll et al. (1980) followed the same students into a Spanish reading lesson, they observed that the students, although considered “low ability” by their teacher, were able to answer comprehension questions correctly on grade-level material, to develop and expand on ideas in the stories, and to process more complex text. Further, the students could read texts usually reserved for “high-ability” students.

Yates and Ortiz (1991) found that many teachers view language minority children as simply low-performing native English-speaking children. This tendency has led many to merely adopt a watered-down curriculum, including reading material well below the students’ ability to comprehend. This recurrent problem denies language minority children access to the type of instructional material they need in order to make adequate academic progress. This curriculum mismatch, in all likelihood, is one reason for the extremely low academic performance levels of many English language learners.

For years, program evaluation research attempted to determine which model for educating English language learners produced the highest levels of student academic achievement (Baker & de Kanter, 1983; Danoff, Coles, McLaughlin, & Reynolds, 1977–1978; Gersten & Woodward, 1995; Ramírez, 1992; Willig, 1985). This research, as well as a series of research reviews and meta-analyses (Baker & de Kanter, 1981; Greene, 1998; Rossell & Baker, 1996; Willig, 1985) have often yielded differing conclusions. In a synthesis of almost 20 years of program evaluation research, Cziko (1992) concluded, “it may well be unlikely that this question [of which is the best approach for teaching English-language learners in the United States] will ever be satisfactorily answered regardless of the quantity and quality of additional evaluative research” (p. 15). The report by the National Academy of Sciences (August & Hakuta, 1997) concluded that “for numerous reasons, we see little value in conducting evaluations to determine which type of program is best” (p. 138).

There is a connection between the native language of an ESL/EFL learner and particular difficulties in learning and using English and the kind of mistakes a learner typically makes in English pronunciation, grammar and vocabulary as there is native language interference in learning and using English.

An ESL/EFL learner can also look up unknown vocabulary in English dictionaries and use other English reference books when reading and writing a text in English, which is impossible when listening and speaking in English. Therefore, listening comprehension and speaking in English are more difficult than reading and writing. English vocabulary for daily living requires more time and is more difficult to master by foreign learners than English grammar.

Vocabulary is one of the most comprehensive and difficult aspects of English for foreign learners to master thoroughly. They should first concentrate on learning the most frequently used and therefore most important English vocabulary for their practical real life needs.

English usage can also be formal and informal. Formal English is the language of the mass media, education, business, economy, commerce, technology, science, etc. Informal English includes colloquial, slang and dialect usage. It is harder for foreign learners to master informal than formal English vocabulary.

Much of the early educational research on English language learners focused on determining the rate at which English language instruction should be introduced. These evaluation efforts were guided at times by theoretical issues, at other times by political issues involving bilingual education (August & Hakuta, 1998; Crawford, 1995).

English synonym dictionaries combined with general English dictionaries are an excellent tool for intensively, comprehensively and logically mastering vocabulary for the needs of the learner in real life situations. Extensive reading on a variety of topics is another effective method for expanding English vocabulary knowledge by learners of English.

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Listening comprehension and speaking in English are the skills generally more frequently used than reading and writing in daily living in an English speaking country. Listening comprehension and speaking in English are more difficult and more important for learners to master than reading and writing. When reading and writing a text a learner has more time for thinking and pauses than when listening and speaking in English in daily living.

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