What are common issues students experience? 

There are three particular accounts of language components always making the students get immersed in confusion to study English, namely Structure, Grammar, and Pronunciation. 

Those components have affected and determined the comprehensive stage of analysis of the students of English in terms of mastering one or even all of the components. 

The students do acknowledge that Structure possesses a scope of study in understanding the formula of creating a contextual or a non-contextual sentence—if necessary; Grammar slightly has the same topic as Structure does, yet it is way more about an abstract arrangement and the detail in a sentence making process; Pronunciation is a study of a writing system’s spelling patterns, or it is simply alike orthography. 

However, being cognizant upon certain fallacies that the students of English have eternally been doing in exerting proper English have made Structure become one of the most pivotal factors the students must pay attention to before stepping to the other two existed components.

Based on the aforementioned lines, Structure is to be the main focus of our talk. On one hand, I would be proposing the practical study of Structure, such as overview of verb tenses, subject-verb agreement, or even clauses. 

On the other hand, it would be revealing the psychological learning which almost eighty-five per cent trouble the students of English nowadays. 

These are two major layers oftentimes creating obstacles towards the students: a. The unsupported surroundings and venue which make the students arduous to share and to consult about the systematic of English; b. The lack of willingness of the students of English caused by the perpetual failure they might undergo during the learning process.

Why are the problems coming up to the surface?

The very first and foremost perspective considers the societal engagement becomes the main impetuous of the students to study English. 

Societal relation literally means both stakeholders—the students and the direct/indirect recipients—are together cooperating in the process of giving and receiving information. 

That act is solely aimed for the sake of emerging a qualified community. From a different angle, the unsupported environment always put the students efforts and courage down to continue understanding English. 

A minor facility and the non-responsive individuals would be the factors of providing distractions for them to pursue an apt learning. The problem might be seen in the case of the students whose skills are insufficient even to resolve a simple pattern of active voice of a Simple Past Tense. 

To see the real case,it is often to find the mistakes in “I go to the beach last week” than “I went to the beach last week”. As a consequence, the students’ expectations in a realm of suitable facility is beyond what is supposed to be. 

The so-called minor facility not only indicates human resources that are ready to be part of a help once the students face the usual issues, but also implies an adequate facility. 

Not to mention, mostly the recipients with all their excuses are quiet ashamed of being responsive towards every thing regarding to English which their responses are imperative for the students’ progress. 

Those particular matters are the cases which occur, but are frequently neglected by the society inasmuch as it does not seem to be a transcendental reflection to the students’ acquisition.

The output that the students are about to acquire by deeming what happened in the first problem of its discussion is the form of negativity shaping their willingness to study English. 

The second reflective deed would be about the fiasco that the students might perceive during their study. When the students are beclouded with the inconvenience circumstance, there will be no any logical sequence of thoughts crossed on their minds. 

They are to cease searching, learning, and giving their best endeavors upon every single thing regarding to English. 

Undergoing significant failure, letting themselves get controlled by the unsupported atmosphere, and stopping to keep up their will would gradually lessen the productivity they have been attempting to increase in. 

Despite the fact that this condition is obviously inevitable, those negative impacts too shall pass in order to make the students understand that Structure is indeed not easy, but the feasibility to comprehend it is not a total faux-pas.

Upon noticing the complexity of language, the learners are importuned to be bolder to exhaust themselves by doing some research if the facility and the human resources in their place are inadequate. 

Structure is one of the language components of English that the learners  could not skip to deal with. When the inevitable existence of asymmetric information and background creates an irreversible versatility of inequality among people at large, it embodies the imbalance society. 

Even though it is irreversible, that does not mean that any fine change could not be conducted. With a power of linguistics—sufficient insights—, yet reliable experiences, and a strong will to lift up, the students are able to banish all the obstacles trying to confront their values. 

The transformation might not be as fast as a lightning hits the ground, but vouches them that the aim will vanquish those invisible walls.