Teaching English in Italy: Some Challenges Faced by Italian Learners in English Language

I learned Italian for years and started an Italian social club in Atlanta, Georgia. As a fully-fledged English teacher I have taught ESOL as a second language in various US schools for 21 years. Later he studied Italian in Italian for Italian students, while in his spare time I wrote articles, poetry and fiction stories. The purpose of this article is to provide ESOL and TEFL teachers with some tips on the challenges that Italian speakers often encounter when learning English. Each group of people with a unique language background faces their own challenges, but there are some specific mistakes that most Italian students are doing at the beginning and middle level. If they are not corrected early, these errors will be difficult to read later.

Until a student reaches public education level, it is difficult to uncover an English-language literary analysis. Therefore, the first six months focus primarily on reading, writing, listening, and speaking, with special emphasis on grammar. I often use some grammar to explain the basic rules before I use these rules for practical purposes for direct communication. Most Italian students are very worried about grammar, although it is obvious that they can not rely solely on grammar to speak fluently and clearly. After much experience with the English and Italian languages, I shared the primary challenges that the Italians categorized into four categories: (1) the use of gerunds, verbs, and infinites; (2) problems with using phrasal verbs; (3) challenges with "-ed" and "th"; (3) distinguishes between the current and the current continuous voltage usage; And (4) the Italians' Inner Concerns About Learning Conditional Times

First, it is not easy for Italian speakers to decide which verbs to follow a verb and which verbs are to follow with an infinite verb. If teachers discover the Internet, they can find lists of verbs that all need to follow the forms or infinite forms. If students are planning to practice these gerunds and other infinites following the verb, they perform much better on tests than the TOEFL and IALT tests. Because students generally do not know where to find the list of versions followed by gerunds and infinites, it's a good idea to find time for their students and keep them in the files when they are useful. Students learn to use these verbs in practice. For example, the terms "consensus" and "consent" must follow infinites. That's why he says, "I agree to sign the paper and I agree to purchase the books." Second, the words "admit" and "practice" are followed by gerunds. That's why he says, "I admit I hid the scene and practice dancing."

One of the reasons why Italians encounter difficulties in using prepositions is due to the many English phrasal words that include the prepositions that form part of the verb. Some examples include: pick up, take off, accumulate and take off. Students should understand that phrasal verbs are like single-person words that work as a couple and create a unit with a specific meaning. All we have to do is change the suggestion after the verb, and the meaning of the verb changes completely. It may be useful to give students a list of common phrasal verbs and encourage them to start studying these pairs rather than introducing some. There are numerous lists available on the internet and in books, so faster students know the phrasal verbs, the better they will be in the long run. English contains a broad list of phrasal verbs that can be easily joined

The "th" tone is very difficult for the Italians because this sound does not exist in their own language. Fortunately, most Italians learn the "th" voice if they have a native speaker who deals with a single pronunciation. It is not necessarily an obstacle, but if it does not start with the sound of the Italian performers, it is likely that t or t will be tuned to the place where it is normally called "th" Instead of "three", "tree" results in the pronunciation of incorrect words. When students deal with "th" and tones, they will be able to express themselves more confidently.

It is important to point out to the Italian students that at the end of gerunds and adjectives are usually "t" or "d" tones unless "t" or "d" follows. In other words, the term "jumped" is called jumpt because the letter "e" is listening. The word "played" sounds like "playd" without the letter "e". Students recognize the correct pronunciation early because later these mistakes are more difficult. It is quite difficult to understand in the Italian language the perception that English is not just a phonetic language, but also other voice patterns that are completely different from their spelling. Examples of such patterns include mb and th em or dge, tch, chr.

. Italians who learn English are often different from those spoken by Spanish speakers in English. Fortunately, the Italians do not speak "v" with vowels, a common Spanish mistake like "eSpanish" or "Especial". Instead, the Italians add a "h" sound to a few words, between two vowels, when there is no need for "h" like "go h-away" and "h" is deleted at the beginning of many words Like "house ". Often the words "angry" and "hungry" are badly spoken to translate faulty messages.

One of the first aspects of the verb terms I explain in the classroom is that English speakers are constantly using the current tension of the present and how its use differs from the simple present tension. Any English speaker who has thoroughly studied the Italian language knows that the Italians simply use the scenes to describe almost every action they are describing at the moment. While English speakers use current tension to describe room objects, describe ordinary events, and explain a read story, English speakers use current tension to describe a momentary ongoing action. For example, English speeches say, "I'm sitting at the table where I eat coffee and talk to my friend." Instead, the Italians say, "I sit at the table where I drink a café and talk to my friend," which literally means sitting at the table where I drink coffee and talk to my friend. If teachers do not show that English-speaking speakers use current (continuous) sequences to describe emerging actions, there is a risk that Italian speakers will continue to speak and write in error over the coming years. Of course, Italian students are too often used in the English language to use the present, if they speak Italian if they do not know about usage variations.

For those who are just starting to study or teach English in English, I suggest starting with the next verb: the present is simple, the present is continuous, the present is perfect, the simple past, the future and the future are continuous. Students are reluctant to learn all the time, but I think these times will be the most practical for quick start. When I learned 34 years ago about what I know about Italian, I started with the simple present tension and infinite form. I was willing to play the language, and I would still suggest that it would become playable during English verb times. Sometimes people have to dive and risk long-term development. After all, language is primarily a spontaneous communicative tool that will oblige us to improve society as a whole, if we are only patient.

There are four conditional assumptions that play an important role in the English curriculum, so if you are a new English teacher who wants to teach English in Italy, I suggest that I am ready to teach these four criteria (0 , 1, 2, 3) before being formally taught in the classroom. The most important are the differences between conditional conditions 0 and 1. Condition 0 assumes something normal that is repeated every time the condition occurs. For example: When rain falls, plants are not water. Instead, Condition 1 assumes something like, for example: When it falls, we will not work outdoors. Italian students understand the first two conditions fairly well, because they correspond directly to Italian conditions. The third conditional tension shows something that is very unlikely without meeting a particular condition: If I win the lottery, I would write books. The fourth condition is impossible since a past condition was not before: If I did not remember to learn, there would be no math test. I would suggest that you create your own table for the four condition examples before the first day and keep it in your hand. Teachers can personalize their own charts to meet their students' specific needs, age, different cultures, and language levels.

Personalizing a lesson makes students more pleasant to learners. You probably need to do some research to meet the needs of the class because everyone is a unique individual with his or her own learning style. Teachers should not overlook the fact that different strategies work for different students and that they will appreciate a wide range of visual, audio and kinesthetic experiences.

Hopefully, this summary with English speakers will be useful to anyone who chooses to teach English in Italy. The challenges faced by one of the language groups are different from other language groups, so if you are taught in Thailand, then the challenges will differ from those described in the article. This knowledge is largely based on the comparative study of English and Italian. I found that the basic knowledge of the student's first language was a useful tool that did not prevent the use of English as a primary communication tool for classrooms. After you teach English in English in Italy, you will know the basic challenges described in this article and be easy to embed the most important teachings you want to teach.

Source by Laura Gail Sweeney

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