Obstacle in Learning English

Business musical composition embodies trine sets of skills and knowledge, viz.: (1) Writing as a visuo-spatio-kinesthetic volumeing skill (calligraphy, hand piece of piece); (2) writing as a compositional skill (creative writing); and (3) Business Writing as a specialized sub-skill of compositional writing (occupational writing).

For the school-age child whose commencement ceremony-language script style is other than Roman, such as for the Chinese, the first obstacle in learning English writing is the accomplishment of the Roman scripting skill (calligraphy). Whereas English readers may resort to romanization of ideographs (as through the Wade-Giles or Pinyin transliterating systems), Chinese readers cannot represent the sounds or graphemes of English ideographically. For the Chinese reader and writer, therefore, the first problem is to associate Roman script and phonemes with morphemes and sounds. Even if the aim is exclusively to learn how to read and write, the tie-in of graphic forms with phonic forms is deemed to be important by most scholars if morphemes, syntax, and meaning are to be adequately apprehended and connected. Hence, a great many teachers believe that speech should be taught concurrently with reading and writing--whatever the ultimate objective.

The great phonemic distance that separates English from Mandarin (Cantonese, or other Chinese lang

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