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2016 | 42 | 293-305
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Semiotics and language teaching (teaching English to Kurd students)

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EN
The world today calls a common language as a code to ease communication among different language speakers and almost this language is English which is being taught in four corners of world .For teaching languages there are many barriers of which the most important ones come to the structural and inherent differences, for several years teaching English to Kurd students it has been substantiated that in many cases the Kurd speaker encounters severe problems to understand what differences structural differences among languages exert. Some while these differences block the process of message transfer. Relying on semiotic iconic fragments many of these troublesome obstacles appear to be eliminated thoroughly it seems that there are shortages in quantity of structures to convey a message from a mind to one another: in order to understand what exactly the role of structures are I am going to illustrate the tense FUTURE which splits into (simple, progressive, perfect and perfect continuous in English) which are shown in one form in Kurdish thus a Kurd speaker would confront severe problems to think by those structures and consequently his or her perception of an English speaker using those structures might be challenged. Hence throughout this article it has been substantiated to get the significance of structure acquaintance known and likewise to imply how this trend could fruitfully push the Kurd learners to overwhelm the English structures grabbed and eventually will have them completely interact and interchange messages in English: knowing the structures and senses they have will dramatically enhance Kurd’s perception and uttering quality in English
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42
Pages
293-305
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References
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