Second many other subjects of the syllabi

Second language
learning is very important aspect, especially English as a second language in
Pakistan. The researchers introduced a different kind of topics and
methodologies to promote second language learning in Pakistan. In second
language learning first learning the language, then make it practice with the
applications in daily life is very important factor. There were presented
different theories in the development of second language learning.  The modern researchers concluded in second
language learning, learners self consciousness and needs for the second
language learning play very important role. The modern and increasing number of
research studies describes the importance of instructions and teaching in
second language learning.

English, being an
international and communities’ language, is enjoying a powerful status of
medium of instruction in Pakistan since after the partition. It is also
enjoying a place of compulsory subject among many other subjects of the syllabi
in the institutions of the country. Many efforts have been made to give it
highly acceptable and due place in the society of Pakistan according to the new
modern challenges of the world. It is the language that helps us developing our
trade and relations with the rest of the world. It is also admitted and acknowledged
that the native people of this language, with the help of it, have been ruling
the whole world; and this effect truly can be traced out in our past history of
the country. For these studies, these problems and constraints can be observed,
which also creates a hindrance to learning as well as development. This effort
not only refers to these obstacles, but also makes recommendations. As
students’ demographic changes, there is a need to engage students who take full
responsibility for learning their language. There is also a need for teachers
who are not only language experts but who are also trained in the use of
technology and who can facilitate foreign language learning in a better way
with the help of modern technologies.There are different
methodologies by which second language learning can be made possible in Pakistan.
Since the work done by researchers such as Rubin (1975) and Stern (1975) in the
midseventies, The awareness of the technique led by water is like a horse model
because the techniques used by students in the end language learning process
have been gradually rising, but drinking itself, even with the best teachers
and styles, and students who can only learn what can actually do. Nieckos
Oxford 1993), p. 11 (“Learning starts with the student.” In recent
years, this growing awareness of what he called Skihan (1989, p.285 calls to
come as a result) “exploding activity” in the field of research
strategy for learning languages. Strategy classification is still a simple task
description of Alice) 1994, p.529 (this concept as a “mysterious”.
London and Robin) 1987, p.7 (talk about “removing the word” There is
no consensus on how to learn a second language learning or learning a different
language from other types of how this type of student activity is different
from the other kind of activities: there is no consolation in the language of
Galati, 1985, P22 (, v. , Education and communication strategies, discussing
language learning, and often the same behavior has been applied. Also, there is
often a learning strategy in the context of a range of activities. There is a
lot of confusion in the definition of definitive techniques and hierarchical
relations between techniques, and Robin gave (1975, p. 43) this field that a
very broad definition of learning strategies could be used by one of the first
researchers “techniques or device learners. Is that. “Those are those
who directly contribute to learning, and those that indirectly contribute to
learning: 1981 (pp. 124-126) The learning strategy identified two types. There
are six types of straight learning strategies that are divided into
(clarification / scrutiny, observation, conservation, moral / suggestive reasoning,
judicial thinking, practice), and learning strategies, indirect two types
(opportunities for practice, and production tricks). Under the production
strategy, Rubin includes communication techniques. This is a controversial
addition to two completely separate publications of learner behavior from
learning strategies and communication strategies. Brown (1980, p.87), for
example, is clearly the method of learning and the basis of the difference
between that communication strategy is “Communication output and learning
styles are input methods.” Brown has other communication strategies (such
as handing over the base) that points out that the students are generally
applied to 3 basic strategies when communicating in these languages ??used in
language education and avoiding such or leaving messages that are not to be
missed. Brown (1994, p.118) admits, however, that, “In the case of
linguistic interaction, sometimes it is difficult to distinguish between two
…..”. Alice (1986) is a completely different phenomenon of the students
who are publishing a simple deepest strategy for those who seem to be involved
in strategy for the other (those who have learning strategies for learning
strategies and use, communication or resources) «Page 156. He argues that even possible
communication techniques can be used to prevent it from learning the language
because efficient compensation for lack of language knowledge can eliminate the
need for education. (1980) took a different opinion.. .. Offers that
communication strategies can help to expand the language by telling the
students what they are saying or need to say. Even if the communication was not
ideal in terms of grammatical or lexical communication, the use of language
would be presented in front of the student to learn languages, which can
therefore be considered as learning strategies to enter. It seems that the main
point of this argument is to learn to communicate rather than a communication
strategy (young, 1980, p.419) that “primary motivation is to communicate but
to learn”. However, as the problem of discrimination between learning
strategies and motivation or motive strategy, recognized youth (1981), there is
virtually no way in which we inspire the student, and there may be a dual
motivation for learning and communicating with the learner, or when the basic
motivation is communicated Students may even learn languages. As Taran (1981,
p290) correctly says, “Relation of learning strategies is somewhat
problematic.” Alice (1994, p.530) also acknowledged that there is no easy
way to tell if there is a desire or communication desire to learn the strategy.
These learning strategies lack clearly in the communication strategy or should
not be included in this type of rubin rating and learning strategies, others,
nothing to simplify the decision process, Stern (1992, p.264) leads to
recognize “There is some arbitrage in the classification of learning
strategies” he says ,. Action Stern (1975) At the same time he was working
as a middle-class rubin, and presented a list of Ten Strategies for Language
Learning, which is believed to be a feature of good language students. A
“private learning mode” at the top of the list (p 311). Stern later
knew as “deliberate trend” (1992, p.261), similar to the definition
of “technique” which is more similar to the definition of the term
used by other writers such as patterns such as Welling, (1988) and Noonan
(1991). The “behavioral manifestations of tricks” (Stern, 1992, P61)
are called strategies – a definition that best describes it in the welfare of
Rubin (1975). This use has been used by 4 researchers in the incomparable core
terminology and the definition and classification of authors are still used
today in major cases of language learning difficulties. When O’Malley and
others came (1985) to conduct their research, they defined the strategies of
learning strategies, “Processes or steps that will be facilitated by the
acquisition, storage, accumulation or use of information that is used by the
student” (p. 23)), a definition largely Regni Used (1978) has been used.
Trying to produce a classification scheme with separate categories of their own
classification, to determine the 26 strategies that are divided into three
categories, O’Malley and colleagues: Beyond cognitive (knowledge learning),
cognitive (specific learning activities are distinct) and social. Cognitive and
cognitive departments are almost incomplete and directly compatible with Robin
Tactics. However, the sum of the social mediation classes was an important step
to acknowledge the importance of interactive strategies in learning the
language. Oxford (1990) makes this process one step further. Such as Amali et
al. (1985), I used the definition of Regni Techniques for learning the language
as a base for “acquisition, storage, accumulation and processes to assist
in the use of information” (Oxford, 1990, p.8) used by the student. Faced
in the problem of cognitive and cognitive techniques that seem to be a lot of
inventory strategy, and in an attempt to give emotional and social importance
to a lot less strategies, he categorized strategies into six groups of
learning: the strategy of memory (which is how the students learn and remember
), Cognitive (which you learn to learn from them), and the compensation
strategy (which is limited to the students I have been able to compensate), and
cognitive techniques (how to manage their own learning, learners), and
emotional techniques (related to mind related feelings related to B) and
(related to learning by interacting with others). It is divided into six
categories (which are used by Oxford to study a great deal in the field of
learning learning strategies (Torrent) strategic inventions and others behind
the techniques) (techniques such as directly involved in the target language,
such as review and practice) and techniques Indirectly (those who provide
indirect support for learning languages ??such as planning, co-operation and
opportunity b Mja). Although Oxford’s classification is “perhaps the most
comprehensive classification of learning strategies” (Alice, 1994, p.539)
The comments compensation strategy has received “somewhat confused
5”, Oxford (1990, p.49) used as a learning strategy on the basis that they
“help students become more fluent, including what they already know and
For new information whether it is approved. “However, they acknowledge
that (P. 17.) is exactly what strategy there is no full agreement; How many
existing techniques should be defined, but should be demarcated and not
classified – or what – whether it is possible to construct a hierarchy is
scientifically certified strategies …. The classification of the conflict is
inevitable. In the midst of these overlapping and conflicting opinion articles,
it is not far from clear in terms of terms and definitions and typeset for the
process of language learning strategies. The lack of consensus, which can be
used to describe the language in the face of the characteristics of the area of
??strategy, can be used but can be defined or categorized, it also features
conflicts with one or other competing terms, definitions and typeset systems.
However, I recommend you that Regni (1978) along with Oxford (1990) class
system can provide a useful basis for understanding the definition of language
learning (Rubin in 1975), and the research will begin.

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