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Two studies (Al-Saadi. S, 2013; Al-hosni. S, 2014) have investigated the main speaking problems encountered by Omani EFL students. Al-Saadi (2013) conducted  a research which identify the main speaking problems encountered by Omani EFL students in primary education and secondary education schools. the participant consisted of 200 students divided into 100 male students and 100 female students. They were given 30 questionnaires to answer if there was any correlation between gender and education type in speaking. The result showed that there were not any correlation between gender and education type. But from the result, it was found that they have difficulties in doin some activities in the class and did not get any chance to speak in the class. In additon the next pervious study Al-Hosni (2014) conducted the same research about the difficulties in speaking. The reseracher found out that mostly speaking is more used by the teacher than the students. The sample is five Omany primary students. The result showed that the main speaking problems as follows linguistic difficulties, mother tongue use, and inhibition. Students were hard to speak because lack of vocabularies and grammar srtucture. Also, they were afraid of making mistakes in front of people. The study above have shown that the difficulties encountered by EFL students have several things in common such as they did not have a chance to speak, afraid of making mistake, and they are much used their first language in the class. The diffuculties can be coped by paying more insistence in speaking. And give the communicative task to students so that they can acquire the meaning. This present study will examine the difficulties encountered by EFL students especially University students in speaking English. Definiton of termsIn investigating the difficulties in speaking, the researcher presents some information regarding the conspicuous terms of this research as follow:Speaking english difficultiesSpeaking english difficulties is the difficulty that can be influenced by students and inhibit students to speak in the class, as follows anxiety, motivation, confidence, mother tongue, low participation, fear of mistake, shyness (Bani Younes. Z.M., 2016). Lack of confidence makes students have no courage to speak and mother tongue’s intervention are considered as the several points supported the statement. Most of students feel underpressure when they are asked to speak in front of peopleIn addition, according to Al Hosni. S (2014) speaking didffucilties related with oral production such as linguistic difficulties, mother tongue use, and inhibition. It prevents students to produce their speech and inadequate vocabularies also grammar use become a major problem. Dincer (2017) also investigated English speaking difficulties is more complex than understanding the grammatical and semantic rules. Moreover, speaking is limited only by the learning situations. They cannot explore the real situation outside the class. By doing more practice will be helpful for students in speaking Eglish fluently and reduce the problems. Making a mispronunciations and inadequate vocabulary become a major problems in speaking (Ozturk & Gurbuz, 2014). The students need an advance preparation to speak rather than have a spontaneous speaking. Students believe that they do not have a sufficient skill in speaking. Many common problems faced by the students. And they are  not given enough time to improve their speaking. Their session to speak is confined within the classroom. 

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