An Amalgamation of the Etymological Skills for Acquiring Competence and Enhancing Performance in English

In place of an origin for creating pedagogical results among the learner-oriented context, teachers focus on information with the practical and perceiving ability where learners aware in the classroom. The present study concentrates on practice of English language, accuracy, expertise, and students' ability in the etymological skills. This reveals the students who enter tertiary level education without prerequisite knowledge of the language which reflects how they are unaware of active participation at school and who had inadequate practice in language skills. Scantiness in practice repeatedly drives them in low self-confidence in their language skills, and the way of nervousness they experience, specifically when they are engaged in phatic communication. However, the preferences the students express strongly for energetic speaking within the school. In the language class, opportunities for students can be concentrated accordingly to stimulate their skills in language and experience they get during impulsive communication.