ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
47
TEACHING ENGLISH AS A FOREIGN LANGUAGE: DIFFICULTIES
AND CHALLENGES
Dilnura Gafforova
student of Bukhara State Pedagogical Institute
https://doi.org/10.5281/zenodo.14880648
Abstract
: This article discusses main problems faced in teaching English
as foreign a language (TEFL), including pronunciation errors, grammatical
difficulties, lack of practice and exposure to English in daily life. It also highlights
how native language affects learners` pronunciation and their overall learning
process. Additionally, the study provides some effective solutions for these
issues, for instance, conducting specialized pronunciation classes with native
speakers, doing exercises related to grammar, as much as possible, integrating
English into everyday activities to be more fluent and articulate.
Key words
: TEFL, pronunciation skills, stress, shadowing, grammar rules,
syllable, digraph, Duolingo, BBC Learning English, Ted Talks, YouTube tutorials.
Undoubtedly, English has been the main language in education, business,
communication, and even networks. In terms of education, learning English is
one of the most important aspects of study for those lives in countries where
English is not the primary language. Despite the global importance of English,
teaching English as a foreign language (TEFL) presents various challenges for
both educators and learners.
First and foremost, one of the main concerns are language barriers and
pronunciation issues. Obviously, English and Uzbek differ significantly in many
aspects. For example, many English learners struggle with pronouncing the
digraph "th" because of its absence in their native language. In phonetics, "th" is
pronounced as either the voiceless in "think", or the voiced in "this". As it is
enunciated differently in contrasting context, learners find it difficult to master.
Another major issue is word stress. In the Uzbek language, the last syllable
of the word is highlighted, such as in "bola"(a child), while native English
speakers do not stress the final part of the word in the same way. As a result,
many learners grapple with pronouncing word endings correctly. As seen in the
past tense forms like "worked" and "learned". Additionally, there are some
words which are not fully pronounced. For instance, when enunciating the word
"star", the final "r" is omitted in certain accents. It sounds like "sta". Naturally, it
makes learning process more challenging for students.
One of the ways which can help to solve this problem is engaging in
conversation with native speakers as they are more fluent and provide useful
techniques to improve pronunciation. Moreover, an interesting technique called
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
48
"Shadowing" can be another effective approach to learning the correct
pronunciation of certain words in English. At the same time, it is both enjoyable
and beneficial to watch short segments of various films for improving
pronunciation and listening skills.
Another significant challenge in learning English is achieving proficiency in
its complex grammar rules. While English is domain language all over the world,
researches show that its grammar is quite difficult to master and remains major
weakness for learners. For instance, second-language learners struggle with
English tenses. Unlike Uzbek, which has only three tenses-past, present and
future- English has twelve main tenses in various categories. In turn, it results in
incorrect use of tenses and students lose their confidence in real-life situations.
Misuse of tense and other grammatical structures may lead to
misunderstandings which discourage students from actively participating in
conversations. In addition, irregular verbs present another challenge for non-
native speakers as some verbs undergo significant changes like "go-went-gone",
"eat-ate-eaten", "write-wrote-written". However, some verbs simply take the
"ed" ending to convert into past tense and past participle such as "work-
worked", "listen-listened", "ask-asked". In these kinds of situations many
students face challenges which hinder them from mastering English grammar.
As a solution, studies suggest various strategies, including interactive
grammar exercises and using online resources. Practicing grammatical tasks by
memorizing and reciting grammar rules for at least two hours a day can be a
good way to achieve high level of English grammar. Moreover, it is more
beneficial if it is supervised by professional English teachers as they can help
correct mistakes and provide clear explanations. Besides, in today`s
technologically advanced era it is possible to go online quickly and find online
resources which allow students to expand their knowledge and provides
exercises to improve their grammar skills.
The third major challenge in studying foreign language is limited exposure
to English in students` daily lives. While students spend most of their time with
learning foreign languages, in their everyday life they do not have a chance to
interact with everyone in English, because in society they are required to
communicate in their native language. Furthermore, if students attend schools
where instruction is conducted in their mother tongue, they have fewer chance
to express their thoughts in second language they are learning. In turn, it may
lead to a loss of confidence while speaking in English, and their fluency may start
to decline over the time. Moreover, many students exhibit reluctant when it
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
49
comes to speak in English, as it requires them think and articulate their ideas
simultaneously. Especially, in this case they start to make grammatical mistakes,
like misuse of tenses, articles and grammar structures making it difficult for
them to express their ideas clearly and effectively.
To overcome these challenges, researches provide different solutions can
help to achieve fluency and proficiency in second language. One of them is
encouraging students to surround themselves with English. They can watch
English movies, listen to podcasts, read books in English, which helps them to
understand English idioms, phrases and English culture, as well. Furthermore,
creating an English-speaking environment is another interactive way of
practicing English. To be exact, they can form a study group where members
interact each other only in English. This not only build confidence but also
improves social skills. Coupled with this, attending English-speaking events such
as debates, workshops, or online webinars can be efficient. Besides, students can
apply online and interactive learning tools, such as Duolingo, BBC Learning
English, Ted Talks, or YouTube tutorials, which provide structured and flexible
language practice, in their everyday activities as they can use them anytime and
anywhere they want.
In conclusion, learning a foreign language as a second or third language is
never an easy task for students. There are a lot of challenges commonly faced in
this process like pronunciation difficulties, complex grammar, and limited
exposure to language. Even so, these obstacles can be overcome by immersive
learning, structured practice, and use of digital resources. Although learning
English requires dedication and hard work, following strategic learning methods
significantly help to master it. By integrating English into daily life and actively
engaging in language practice students can transform challenges into
opportunities, ultimately achieving high level of fluency and confidence in the
language.
References:
1. Wajnryb, R. (1990). Strategies for Teaching Foreign Languages. Boston:
Heinle&Heinle.
2. Ishonkulov Sherzod Usmonovich, Development of a Model for the
Development of Compensatory Competence in Learning English for Non-
Linguistic Students’ Specialties, American Journal of Science and Learning for
Development ISSN 2835-2157Volume 2 | No 10 | Oct -2023
3. Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.
4.Brown, H. D. (2007). Principles of language learning and teaching. Pearson
Education.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
50
5. Izomovich, R. Z., & Fazliddinovna, U. D. (2021). The Problems of Second
Language Acquisition and Writing in Teaching English Language. "ONLINE
- CONFERENCES&Quot; PLATFORM, 229–233.
6.Merriam, S. B. (2001). Andragogy and Self-Directed Learning: The Definitive
Andragogical Handbook. San Francisco: Jossey-Bass.
7. Willis, J. (1996). A Framework for Task-Based Learning. Harlow, England:
Longman.
