IDENTIFYING AND ANTICIPATING LEARNER DIFFICULTIES IN ENGLISH LESSONS
Keywords:
learner difficulties, English teaching, pronunciation, grammar, vocabulary, teaching strategies, language learningAbstract
This article examines the importance of identifying and anticipating learner difficulties in English lessons. It highlights common challenges such as pronunciation, grammar, limited vocabulary, and lack of confidence. The study also analyzes the main causes of these difficulties and suggests practical teaching strategies to overcome them. By understanding learners’ needs, teachers can create more effective and engaging lessons
References
1. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
2. Harmer, J. (2007). How to Teach English. Harlow: Pearson Longman.
3. Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
4. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 413–468). San Diego: Academic Press.
5. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
6. Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.
7. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
