some people think that some children do not have the natural ability to study other languages so schools should not force them to study foreign languages. Agree or disagree?
One of the debatable issues these days is the fact that everyone has various abilities and some pupils may struggle to learn international languages. It is considered that the kids should not be compelled by their schools to study foreign languages for which they do not have a natural aptitude. From my perspective, I totally agree with this viewpoint. Before sharing the conclusion of this article, the qualities of the given topic will be examined.
The extreme pratfall of compelling the students who are not excellent at obtaining a new language will put them under a plethora of pressure. Since a few of the pupils are not inherent to adapt to a foreign language, therefore, is subject to do something above the ability may have a profoundly adverse impact on their psychology. Moreover, they are more likely to get stressed, even depressed, and more prone to have a wide variety of mental disorders. To cite an example, Vietnam began implementing English education for the pupils in the remote regions for a month, notwithstanding, they found it challenging and felt crestfallen to learn, especially lost the motivation in studying. As a result, the school had no choice except to terminate the teaching program of foreign languages for the pupils. It is without a doubt that few students can adapt to an international language except to their mother tongue, for that reason, the educational institution should not oblige the pupils to acquire a language that they can not master.
In addition, should the students not be capable of studying universal languages, they can have gifts for other fields or subjects such as mathematics, literature, physics. Consequently, having forced the deficient students to acquire these languages may hinder them from developing their competence. For instance, some may have talents in art but they are coerced to learn new languages for which they hold no affinity, which may lead to the impairment of their natural skills. The International Schools Act of 1972 provides that only up to four years of English shall be compulsory. Concerning Chinese languages, instruction is not compulsory in any school of this Act. As a result, forcing students to adapt to international languages is unnecessary, especially to the ones having no capacity to be receptive.
In conclusion, today there have numerous scholars who are not good at studying a new language, being subject to learn may bring downward pressure to them and generate the impediment to the improvement of other skills. Accordingly, the academy should not compel the students to study something above their abilities, namely learning an international language.
- Nowadays some employers think that formal academic qualifications are more important than life experience or personal qualities when they look for new employees Why is it the case Is it a positive or negative development 84
- Some people believe that children should be banned from using their phones during the school day Others believe that children should be allowed to use their phones Discuss both these views and give your own opinion Give reasons for your answer and include 78
- the pie chart below show the online shopping sales for retail sectors in New Zealand in 2003 and 2013 Summerise the information by selecting and reporting the main features and make relevant comparisions 78
- some people think that some children do not have the natural ability to study other languages so schools should not force them to study foreign languages Agree or disagree 67
Transition Words or Phrases used:
accordingly, but, consequently, if, may, moreover, so, therefore, for instance, in addition, in conclusion, such as, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 13.1623246493 129% => OK
Auxiliary verbs: 16.0 7.85571142285 204% => Less auxiliary verb wanted.
Conjunction : 6.0 10.4138276553 58% => More conjunction wanted.
Relative clauses : 11.0 7.30460921844 151% => OK
Pronoun: 32.0 24.0651302605 133% => Less pronouns wanted
Preposition: 62.0 41.998997996 148% => OK
Nominalization: 10.0 8.3376753507 120% => OK
Performance on vocabulary words:
No of characters: 2240.0 1615.20841683 139% => OK
No of words: 430.0 315.596192385 136% => Less content wanted.
Chars per words: 5.20930232558 5.12529762239 102% => OK
Fourth root words length: 4.55372829156 4.20363070211 108% => OK
Word Length SD: 2.99140286091 2.80592935109 107% => OK
Unique words: 220.0 176.041082164 125% => OK
Unique words percentage: 0.511627906977 0.561755894193 91% => More unique words wanted or less content wanted.
syllable_count: 702.0 506.74238477 139% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 5.43587174349 110% => OK
Article: 6.0 2.52805611222 237% => Less articles wanted as sentence beginning.
Subordination: 4.0 2.10420841683 190% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 7.0 4.76152304609 147% => OK
Performance on sentences:
How many sentences: 18.0 16.0721442886 112% => OK
Sentence length: 23.0 20.2975951904 113% => OK
Sentence length SD: 47.4997076014 49.4020404114 96% => OK
Chars per sentence: 124.444444444 106.682146367 117% => OK
Words per sentence: 23.8888888889 20.7667163134 115% => OK
Discourse Markers: 7.11111111111 7.06120827912 101% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 4.0 8.67935871743 46% => More positive sentences wanted.
Sentences with negative sentiment : 12.0 3.9879759519 301% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.278850376764 0.244688304435 114% => OK
Sentence topic coherence: 0.087150080261 0.084324248473 103% => OK
Sentence topic coherence SD: 0.0680351817585 0.0667982634062 102% => OK
Paragraph topic coherence: 0.181208449823 0.151304729494 120% => OK
Paragraph topic coherence SD: 0.0453358505278 0.056905535591 80% => OK
Essay readability:
automated_readability_index: 15.1 13.0946893788 115% => OK
flesch_reading_ease: 48.13 50.2224549098 96% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 12.3 11.3001002004 109% => OK
coleman_liau_index: 13.23 12.4159519038 107% => OK
dale_chall_readability_score: 9.07 8.58950901804 106% => OK
difficult_words: 117.0 78.4519038076 149% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 11.2 10.1190380762 111% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
---------------------
Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
---------------------
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.