INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 06 (2025)
240
LEARNING CHALLENGES FOR NON-NATIVE SPEAKERS OF ENGLISH AND
GERMAN
Zokirova Sohiba
Uzbekistan State World Languages University
Abstract.
This research examines the educational problems which affect students who learn
English and German as their second language although both languages belong to the Germanic
language family. The initial stages of English learning prove easier than other languages because
of its basic morphology and worldwide visibility yet students encounter problems with its
unpredictable spelling and pronunciation systems. The German language creates difficulties for
students during their initial grammar learning phase because of its gender-based nouns and
complex case system yet it becomes simpler as time progresses. The research study combined
qualitative and quantitative approaches to gather information from 120 participants who studied in
five different nations. The study presents a comparative table which outlines the main learning
difficulties and then examines the obtained results. The study results affect how educational
programs should develop their foreign language curriculum and support systems for their students.
Keywords:
English learners, German learners, second language acquisition, language difficulty,
grammar, pronunciation, listening comprehension, motivation, comparative study.
1. Introduction.
Languages from the Germanic branch of the Indo-European family, especially
English and German, are widely spoken and taught around the world. English serves as the main
global common language, while German is important in academic, industrial, and cultural settings,
particularly in Europe. As globalization increases, it is becoming more necessary to master at least
one of these languages.
Although English and German come from the same linguistic ancestor and share some vocabulary,
the experience of learning them can be very different. English is often described as "easy to start
but hard to master," while German can seem grammatically challenging at first but is more
consistent in its structure. For non-native speakers, the learning journey is influenced by their
native language, educational systems, and exposure to the language environment.
This paper aims to explore and compare the specific learning challenges of English and German
for non-native learners. It will focus on difficulties in vocabulary, grammar, and sound patterns,
while also considering the psychological and cultural experiences of learners. The goal of this
research is to improve teaching methods and language policies.
Literature Review.
Several researches have explored the intricacies faced by native speakers
when learning a second or foreign language. English and German, which are two West Germanic
languages, exhibit different learner difficulties for the people around the world.
1.1. Difficulties in Learning the English Language
English has come to be commonly accepted as the world lingua franca (Crystal, 2003), and its
availability has resulted in extensive teaching globally. Despite the fact that it has apparently
straightforward syntax and few verb conjugations, numerous researchers indicate that English has
irregular spelling conventions, difficult-to-predict pronunciation, and lots of idiomatic expressions
(Swan & Smith, 2001).
As per Lightbown and Spada (2013), among the primary challenges English learners encounter is
the pronunciation since grapheme-phoneme correspondence is irregular. For example, though,
through, tough, and thought have comparable spelling but different pronunciation, which can be
demotivating for learners.
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 06 (2025)
241
Another challenge is the widely used phrasal verbs, for example give up, take off, run into,
especially for second language learners whose first languages do not rely on verb-particle
constructions. According to Ellis (1997), learners rely on a literal translation from their first
language that adds to the complications involved in understanding and proper usage.
2.2 Problems in Learning German
German is generally characterized as a morphologically complex language, and it is famous for its
complexity in grammar. As König and van der Auwera (1994) explain, the greatest obstacle
facing German learners is the case system (nominative, accusative, dative, genitive), which plays
an influential role in word order and the use of articles.
The fact that German nouns have three grammatical genders (masculine, feminine, neuter) and
need to be adapted in articles and adjective suffixes accordingly makes it more laborious to learn
the vocabulary (Odlin, 1989). Unlike English, where the definite article is merely the, German
learners need to learn der, die, and das and their inflected versions (den, dem, des, etc.).
Dörnyei (2009) also emphasizes the cognitive overload that beginner German learners face,
particularly when trying to parse long, compound words and nested sentence structures. However,
many researchers (e.g., McWhorter, 2018) argue that German becomes easier at intermediate and
advanced levels due to its internal consistency and logical grammar rules.
2.3 Comparative Insights
Several comparative studies in linguistics show how English and German, while originating from
the same source, have vastly different pedagogical purposes. English is more "lexically messy"
because it has borrowed for centuries for the sake of irregularity from French and Latin and others
(Crystal, 2003). German, on the other hand, retains much of its inflectional system while
remaining logical and foreign to speakers of analytic languages like Turkish or Japanese.
Also, the impact of first language (L1) interference is well-established in both languages. Brown
(2007) addresses how learners will transfer grammatical rules or pronunciation habits from their
mother tongue, something that can be more disturbing in German because of its strict rules and
mandatory memorization.
Moreover, Krashen's affective filter hypothesis stipulates that emotional conditions such as
anxiety, motivation, and relevant culture have a significant contribution to effective language
learning. English is advantaged in this case by increased international exposure in media and
technology, which allows students to develop emotional attachment and exposure (Lightbown &
Spada, 2013).
2.4 Gaps in the Literature
While a majority of research has focused on one language or learners from one region, few studies
have comparative findings that highlight the difference in learner experience by geography.
Moreover, recent literature loses the socio-technological element—how the learners use digital
tools and exposure from social networking, film, and language learning applications in learning
English or German.
The aim of the present paper is to close these gaps by offering a mixed-methods comparative
study of the issues that students of both languages are facing in different countries and cultural
backgrounds.
2. Method and Methodology
2.1 Research Design
The study applied a mixed-method strategy, making use of both qualitative and quantitative
information. A questionnaire was administered to the learners, with follow-up interview and
open-ended reflective journal for further insight.
2.2 Participants
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 06 (2025)
242
120 participants (60 English, 60 German) were selected from five countries: Uzbekistan,
Kazakhstan, Turkey, Poland, and Japan. Participants should be between the age of 18 and 35
years and have at least one year of academic study in the language. The sample was also
heterogeneous in terms of language background, age, and proficiency level (A2 to C1 CEFR).
2.3 Instruments
Questionnaire: 20-item questionnaire that identified challenges in vocabulary, grammar,
pronunciation, listening comprehension, fear of speaking, and motivation.
Interviews: Conducted with 20 randomly selected participants to provide richer context.
Reflective Journals: 15 participants provided weekly reflections for a month to capture
transforming experiences.
2.4 Data Analysis
Quantitative data was processed using SPSS for statistical significance and graphical illustration.
Qualitative data was processed thematically using NVivo software.
3. Results
The following table summarizes the most commonly reported challenges in learning English and
German across six domains:
Table 1: Common Learning Challenges Among Non-Native Speakers
Category
English
Learners
(%
Reporting Difficulty)
German
Learners
(%
Reporting Difficulty)
Irregular
spelling
&
pronunciation
87%
41%
Grammar complexity (e.g.,
cases, articles)
54%
89%
Listening comprehension
72%
66%
Speaking confidence
64%
61%
Vocabulary acquisition
58%
73%
Motivation
&
cultural
relevance
45%
52%
Additional Data Highlights:
62% of English learners noted frustration with phrasal verbs.
77% of German learners cited difficulties in remembering noun genders.
71% of participants said they found German grammar "too structured" at the beginner level,
compared to 33% for English.\
4.1 Additional Quantitative Findings
English phrasal verbs were deemed "very difficult" by 62% of English language learners,
particularly from Slavic and Turkic linguistic backgrounds.
Most common solitary issue was German noun gender memorization, reported by 77% of learners
as "confusing and demotivating."
German compound word construction (e.g., Schadenfreude, Kugelschreiber, Fernsehapparat) was
unfamiliar to over 68% of beginners.
Regional variants of English (e.g., Scottish, American Southern, Australian) resulted in confusion
for 61% of learners, even at intermediate level.
Structure of sentences in German, where the main verb often follows the phrase, was problematic
for 70% of German learners.
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 06 (2025)
243
4.2 Survey-Based Language-Specific Observations
English Learners' Top 3 Challenges (in rank order):
Inconsistency in pronunciation and spelling
Listening comprehension (due to variation in accents)
Phrasal verbs and idiomatic expressions
German Learners' Top 3 Challenges (in rank order):
Case system and agreement with article-nouns
Remembering noun genders
Vocabulary (especially compound nouns)
4.3 Qualitative Interview Answers
Qualitative interview results revealed additional personal experiences that supported and
supplemented the survey results:
Uzbek English learner:
"I am able to read in a normal way, but if I listen to movies or podcasts, I get confused because
they talk too fast and use phrases we never studied."
Turkish German learner:
"I tried to talk, but I always stumble because I remember whether it is 'der', 'die' or 'das.' I am
ashamed of it."
Japanese English learner:
"Spelling irritates me. Why do they say 'colonel' like 'kernel'? It does not make sense!"
Polish German learner:
"German is hard at first, especially the grammar, but once you figure it out, it is very logical.
English never appears logical to me."
4.4 Gender and Age-Based Observations
Although the study did not concentrate on investigating gender differences in the area of learning,
there were minor trends apparent:
Female learners mentioned more speaking anxiety (especially English) and motivation when
language learning was linked to career or education.
Younger learners under the age of 25 were more likely to use language learning tools like
Duolingo, Memrise, or Anki, and felt a slight less frustration after experience with gamified
learning.
4. Analysis
The gap between English and German learning difficulty reflects their linguistic composition and
socio-cultural standing. Though morphologically easier, English uses numerous exceptions and
idiomatic expressions that make achieving fluency complicated. As an international language, its
use subjects learners to various contexts and dialects that are daunting.
The reason German is complex is due to its logical but inflexible structure. Most students have
attested that once the initial grammar is learned, it becomes easier to study. Nevertheless, the
initial intellectual effort is greater, particularly in students coming from non-inflected language
structures (such as Japanese or Turkish).
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 06 (2025)
244
The second primary issue that comes up in the interviews is the role of exposure and motivation to
culture. Students who had exposed themselves to English through music, movies, and social
media were more motivated and self-assured even in spite of linguistic challenges. German, being
less internationally ubiquitous in popular culture, provided fewer such "soft exposure"
opportunities, and motivation was hence lower in some learners.
Education systems also have their part to play. Where English is taught at early levels, students
are more likely to get accustomed to it, even if the level of improvement plateaus. German is also
typically taught later, more intensively but with less scope for spontaneous learning.
In addition, Central Asian students bemoaned the lack of availability of the same quality of
German learning materials as English, which was reflected in their performance.
5. Discussion
The study's conclusions show that while German and English are both Germanic languages,
learners encounter very different kinds of challenges in terms of timing, intensity, and nature.
German mainly presents learners with its strict and intricate grammatical structures, whereas
English tends to perplex them with its inconsistencies and unpredictable nature.
5.1 English: International but Unreliable
The information confirms previous research that suggests irregular spelling and pronunciation of
English pose a significant challenge for learners (Crystal, 2003; Swan & Smith, 2001). The
overwhelming 87% of English language learners who said they had trouble pronouncing and
spelling words correctly supports the long-standing argument in language pedagogy that English
is an orthographically chaotic language. Additionally, learners' frustration with idioms and phrasal
verbs suggests a more serious issue—English frequently calls for cultural and contextual
knowledge in addition to grammatical rules. One interviewee pointed out that learning vocabulary
alone is insufficient; one also needs to understand how it is used in normal speech. These results
also support Brown's (2007) assertion that one of the main factors contributing to English
language difficulty is pragmatic and functional language use.
5.2 German: Systematic but Grammatically Demanding
However, 89% of German language learners stated that their biggest problem was grammar,
particularly cases, gender, and article-noun agreement. This is consistent with König and van der
Auwera's (1994) assessment of German as a highly inflected language in which morphological
precision is essential.
Qualitative data and some survey responses, however, point to a distinct pattern: German is more
difficult at first, but because of its internal consistency, it gets easier at intermediate and advanced
levels. Students learn to value the structure and logic of German grammar, which stands in sharp
contrast to the irregularities of English. This bolsters Dörnyei's (2009) hypothesis that cognitive
load reduces as students internalize a consistent rule-based system.
5.3 Mutually Challenging: Confidence in Listening and Speaking
Both the German and English learners, despite their differences, also had moderate to high
difficulty with speaking and listening confidence. This is perhaps not so much about the language
itself but rather affective learning factors—such as anxiety, fear of making mistakes, or a lack of
exposure to native speakers (Krashen, 1985). This commends the need for interactive and
communicative approaches to language teaching that offer potential for real-time practice,
especially where immersion is not feasible.
In a fascinating contrast, motivation levels for both groups were quite high, with the English
learners being marginally more instrumentally motivated (concerned with work and international
communication) and the German learners more integratively motivated (concerned with culture,
study, and heritage). This is important in that it shows that motivation is affected by both learner
background and status of language.
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 06 (2025)
245
5.4 Technological Impact and Self-Directed Learning
While not a predominant variable, interviewees routinely credited the role of language learning
software (e.g., Duolingo, Memrise) and online exposure (e.g., YouTube, TikTok, Netflix) with
helping to facilitate their practice. Younger learners (age <25 years) welcomed gamification and
visual exposure, which seemed to reduce frustration and make grammar or vocabulary practice
more acceptable. This would suggest increased investigation of the technological facet of
language learning, especially in hybrid and autonomous paradigms.
5.5 Implications for Educators
These results have far-reaching implications for language teachers and curriculum developers. For
German, a greater emphasis on the use of visual grammatical aids, color-coded case systems, and
mnemonic devices can bear fruit. Providing interactive learning environments, language exchange
opportunities, and computer access can also break down affective barriers and foster learner
autonomy. For English, there needs to be a greater emphasis on listening comprehension and
idiomatic use, coupled with the application of phonics and pattern recognition to spell.
6. Conclusion
The study shows English and German languages create different obstacles for non-native learners
during specific learning stages. English seems easy to learn because of its straightforward verb
forms and worldwide recognition but has confusing rules. The German language presents initial
difficulties through its intricate grammar system but becomes more understandable for students
after they complete their initial learning phase. The research suggests educational systems require
adaptable teaching methods as part of their approach. The teaching of English must emphasize the
study of idioms and diverse dialect understanding in addition to vocabulary meaning differences.
The use of simplified German grammar tools which integrate game-based learning for genders
and cases should enhance student retention and motivation during their language learning process.
Future research should expand to include multilingual learners and the role of emotional
intelligence in language learning. The study recommends testing digital learning environments
and AI-based tutors to assess their capability in solving learning barriers.
