OVERCOMING HURDLES IN ENGLISH LANGUAGE ACQUISITION: EXPLORING THEMES AND REMEDIES FOR SPEAKING CHALLENGES AMONG BASIC SCHOOL STUDENTS IN DUHOK CITY
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Abstract
This research paper delves into the challenges encountered by Basic School students in acquiring proficiency in the English language, particularly focusing on speaking errors and exploring various underlying themes. Language acquisition among young learners is a critical process, and identifying barriers can significantly aid in developing effective educational strategies. The study adopts a mixed-methods approach, incorporating both qualitative and quantitative data collection techniques. Surveys, interviews, and language proficiency assessments were administered to a diverse sample of Basic School students to gain a comprehensive understanding of their struggles in learning English. The analysis revealed several barriers that impede language acquisition, including socio-cultural factors, limited exposure to English-speaking environments, lack of motivation, and inadequate teacher training. These issues contribute to common speaking errors, such as mispronunciations, grammatical inaccuracies, and hesitancy in engaging in verbal communication. To address these challenges, the paper presents a range of innovative solutions and interventions. First, it advocates for a culturally sensitive and contextually relevant curriculum that fosters meaningful connections between students' native language and English. Second, the implementation of immersive language learning experiences, such as language clubs, language exchange programs, and interactive digital tools, can promote authentic language practice and boost confidence. Furthermore, the research suggests the incorporation of storytelling, role-playing, and language games to create a dynamic and enjoyable learning environment. Additionally, teacher training programs focused on language teaching methodologies and effective classroom management can enhance instructors' ability to address students' individual needs. In conclusion, this paper sheds light on the multifaceted challenges faced by Basic School students in acquiring English language proficiency, particularly in overcoming speaking errors. By proposing diverse themes and innovative solutions, educators and policymakers can work collaboratively to develop inclusive and effective language learning strategies that empower students to become confident and competent English speakers.
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