CC BY
123DIFFICULTIES IN LEARNING ENGLISH AS A SECOND/FOREIGN
LANGUAGE Bahtiyorova D.F.1, Tursunboeva M.A.2
1Bahtiyorova Diyora Farhodjohn qizi - Student, CHEMICAL TECHNOLOGY FACULTY;
2Tursunboeva Mukhlisa Anvar qizi - Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the problems encountered in learning English as a second language. The authors of the article suggest some ways of solving the target problems to increase effectiveness of teaching and learning English.
Keywords: problems, second language, solution, learning, teaching, interaction, methodology, bilingual, grammar, motivation.
Nowadays technology, information and knowledge explosion have led to the increase of teaching and learning English as an international language. Teaching and learning English in different countries have been faced with some problems. English has been taught in schools in Uzbekistan since many years. But the point is that although our students spend a long time in language classes, they do not achieve a desirable level in various language skills [1, p.p. 3-9].
Learning English at schools does not make students mastery over English. Why this happen? While they are in schools English is not taught at a proper level. As majority of the students don't comprehend a foreign language, bilingual method is adopted in language classes. This method helps only to slow learners to some extent. Moreover, this act reduces the real learning process as a whole. If a student does not understand anything in English, he/she asks for explanation in L1, i.e. in his/her mother tongue. Consequently, the English teacher is in a state to adopt bilingual method. ELT specialists view this method as a wrong methodology [2, p.p. 3-12].
Students learn basic grammar at school level for the purpose of passing only in the tests and in the examinations and not to face any real life situations. Application-oriented advanced grammar is not taught in schools. Furthermore, adequate practice is not given to students to learn a language. This bring to lack of motivation in learning English which is the most important obstacle in learning English. Most students are not interested in learning the language and just think about passing the course, thus because they are not interested, they do not listen to their teacher and do not learn anything, even if they learn something they will forget it quickly, because they are tired of its repetition. English teacher should encourage the students to learn the language by repeating. This encouragement should not be verbalized, but some awards should be considered to increase the motivation and interest in students. Students should be encouraged to repeat the language, because the language can be learned only be repetition.
Another difficulty in English teaching relates to those students who attend English classes outside of school. These students have higher academic level than others and listening to repetitive low-level content for them is unattractive and boring. Teachers' responsibility lies not only with the average and above average students, but also with below average/slow learners. In short, a good teacher has to handle classes for all the students in a classroom. Individual attention will solve all kinds of problems which arise while taking classes. As a remedial measure, slow-learners should be given extra coaching and counselling.
Furthermore positive teacher and learner interactions should be established in the classroom. High quality programs promote and demonstrate positive conversations and
learning opportunities. Teachers maintain a pleasant demeanor while working with all learners. ELLs can feel emotionally safe and enjoy the learning process because it is free from stress and pressure. Additionally, the interactions that teachers have with the learners demonstrate care and respect, while educationally focused. Teachers can send these messages using smiles and soothing tones, when the language barrier is high.
Teachers should create increased opportunities for peer interactions. Peer scaffolding can be very productive for supporting ELLs. High quality programs offer time and learning opportunities that support the use of peer interactions. Strategies such as Think-Pair-Share, and cooperative learning increase the opportunities for peer interactions in a structured way [3, p.p. 208-217].
Skilled teachers should be hired to teach students. High quality programs hire and utilize teachers with specialized training and preparation in working with ELLs. The teachers are prepared to support the unique learning needs of ELLs. Additionally, teachers receive ongoing training to build proficiency required for working with this population. The teacher has to understand the developmental process of acquiring a new language, the stages involved, the
socio-cultural aspects of learning a second language, and the technical aspects of language and language development.
References
1. García E. & Flores B. Language and Literacy Research in Bilingual Education. Tempe. AZ: Arizona State University, 1996. P.p. 3-9.
2. Cummins J. Cognitive factors associated with the attainment of intermediate levels of bilingual skills. The Modern Language Journal. 61 (1/2), 1997. P.p. 3-12.
3. Hester H. Peer interaction in learning English as a second language. Theory Into Practice. 23 (3), 1984. P.p. 208-217.
