The Second Language

In many countries, study abroad, especially in the United States, is ordinary among children of affluent parents. Because of security to get a decent job when one returns to one's own country, even if he or she graduates from a mediocre university, study abroad now becomes a popular culture of the middle class, too. However, in most countries that English is not the primary language, the first-priority, more important language is a native language. In these countries, even though English is taught throughout school years, it is rarely spoken outside classroom. For those who are about to come abroad, they would likely have to take intensive English lessons before their departures, but it is usually too late. The students would then confront great language difficulties of English when they are here, in the United States.

Lack of adequate communicating skills can be found in many foreign students, even in those who have spent many years in the United States. In her report "What Does 'Wicked Good' Really Mean? Students Talk about Their ESL Problems," Jennie M. Celona interviewed 25 international students who were enrolled in Bridgewater, Framingham and Worcester State Colleges about their experiences, particularly, in using English language. Only five of them--four of them have English as their native language--have no problem with English at all. Most of the interviewees did have, at least, problems with American accents and slangs.

To improve, first, their spoken English, interviewees suggested that "it was necessary to get away from colleagues from their native countries." (p. 49) One interviewee from Iran said, "Less talking to Iranians and more talking to Americans. Especially, girlfriends. That is the best thing, honest to God." (p. 50) In fact, it is the best thing that would help one improve his or her English speaking. Being among American friends, one is automatically forced to speak English, even though he or she might not want to. But, in reality, it would be very difficult for a foreign student to stay away from his or her fellow countrymen, as it is difficult for a person from a racial group, such as Black, to stay away from the group. Because everyone naturally wants to be with people that share the same interest. Being thousand miles away from home, befriending with someone from the same country is a secure fact. Therefore, staying away from people from one's native country has both advantages and disadvantages. One has to integrate both staying with and staying away from one's fellow countrymen in order to gain the most benefit of studying in the United States.

Secondly, watching television was suggested as a useful, proven tool to improve communicating skills, i.e., listening and speaking, of foreign students in Celona's report. (p. 50) One interviewee stated that, "soap opera is very good for foreign students...because they don't speak that fast.... TV helped a lot." (p. 51) Television programs, ranging from easy materials, such as cartoons, to moderate programs, such as sports, and to difficult, serious matters, such as political programs, help foreign students who have different levels of understanding improve their skills. Accompanying by using dictionary, watching television becomes a more potential tool as one interviewee said,"...when I hear a words in the news or something. I just pick up my dictionary and look it up and you know, I still do it." (p. 51) The television helps more than hurts with one drawback that one wastes his or her time watching it. If one manages his or her time carefully, one would succeed in mastering English.

To achieve speaking skills, one interviewee mentioned, "if a foreign student isn't shy to ask and isn't shy to speak, even though it's wrong grammar.... As long as you can express yourself, you know, I think they can learn very fast." (p. 52) To some extent, such as in formal conversations, this quotation is true. "The important goal in language is that of communication, even if there are some grammatical errors and the pronunciation is not perfect." (p. 55) However, for the more advanced level, speaking fluently in English unquestionably requires years of experience in English--in the English-speaking environment. Grammatically incorrect speech is very awkward and can intimidate the speaker, even though the audience knows that he or she is a foreign student. A good preparation, such as reading aloud to oneself, can help correct this problem. Nevertheless, this "free speaking" idea encourages a good habit of communicating, even if it is grammatical wrong. After one has mastered grammar, one can use his or her speaking skills a lot more effectively.

In addition to the "free speaking," an interviewee suggested that "when you [are] going to talk English, don't think in your language and talk it and translate it." (p. 50) One has to think in English in order to master it. The non-translation idea is really difficult for one who is unfamiliar with English, and it is still difficult for one who is acquainted with English. Having used and thought in a native language for, say, 17 years, and suddenly one has to use and think in English; it is quite a difficult transition. Nevertheless, this obstacle can be overcome by always trying to think in English when one speaks English until it becomes one's routine.

For better writing, one interviewee from Iran said, "[I use] free writing.... Just...write...whenever I was upset.... I tried to write in English so that I would learn [English.]" (p. 50) This kind of free writing functions more like brainstorming that generates ideas, and less like the proper way of writing--how to write essays, papers, etc. This free-writing method, however, can help one associate his or her thoughts with English language and express those ideas in English. Although this free-writing technique, in some aspects, is similar to the free-speaking method introduced earlier, one would likely face no intimidation by using the free-writing technique, because one only writes to oneself. Moreover, one can correct and elaborate on the writing. Nevertheless, for better proper writing, a fair amount of time is required for practicing, reading both technical and vernacular topics, getting familiar with styles of writing, and gaining knowledge of vocabulary.

Among the five interviewees who had no problem with English at all, an Iranian student was the only one that English was not her native tongue. When questioned as to why she spoke English so well, she answered:

I had English all through my life--in school and in elementary school.... I started really early...I was really young. And we used to...learn, like...three hours Farsi, our own language and three hours, the same time, English.... Since I was a kid...I liked English better than my language. (p. 43)

Thus, difficulties in mastering English are the major reasons why many international students are struggling linguistically in order to achieve--to graduate from universities. No one wants to be humiliated, because his or her dialect is awkward; every foreign student wants to perfect his or her English...American English. Every method to improve English skills introduced here is important, but the most significant one is the last one, taking intensive English lessons for a long period of time. However, other methods should also be seriously taken into consideration. Talking to American friends, watching television, free speaking, free writing and taking intensive English lessons, therefore, are needed as a combined method for a foreign student who wants to accomplish his or her goal of mastering English. Importantly,an early start can help diminish some difficulties. Even though a foreign student would never be able to speak English fluently as a native English speaker, by using these methods, the foreign student will be an effective English speaker--as a second language.