EFFECTIVE APPROACHES TO OVERCOMING SPEECH BARRIERS AMONG SCHOOL-AGED ENGLISH LEARNERS

Authors

  • Yoqubjonova Dilfuza Mo’minjon qizi Student of Namangan State Institute of Foreign Language named after Is’hakhan Ibrat

Keywords:

speech barriers, English learners, speaking skills, communicative competence, language anxiety, task-based learning, pronunciation, vocabulary development, classroom interaction, language teaching strategies.

Abstract

This article examines effective approaches to overcoming speech barriers among school-aged English learners by analyzing linguistic, affective, pedagogical, technological, and sociocultural factors. Speech barriers, including limited vocabulary, pronunciation difficulties, speaking anxiety, and lack of confidence, are identified as major obstacles to oral language development. The study synthesizes recent literature and highlights the importance of communicative and task-based teaching methods in promoting meaningful interaction and fluency. It also emphasizes the role of supportive classroom environments, appropriate corrective feedback, and learner-centered strategies in reducing anxiety and increasing participation. In addition, the integration of digital technologies is shown to enhance speaking practice and learner autonomy. The findings suggest that a comprehensive, interactive, and supportive instructional approach is essential for improving learners’ communicative competence and overall speaking performance in English.

Downloads

Download data is not yet available.

References

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing.

Ellis, R. (2018). Reflections on task-based language teaching. Multilingual Matters.

Godwin-Jones, R. (2021). Mobile-assisted language learning: A critical appraisal. Language Learning & Technology, 25(3), 1–9.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

MacIntyre, P. D., & Gregersen, T. (2019). Affect in language learning: A practical guide to teaching second language emotions. Multilingual Matters.

Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.

Richards, J. C. (2022). Teaching speaking: A holistic approach. Cambridge University Press.

Skehan, P. (2018). Task-based language teaching: Theory and practice. Cambridge University Press.

Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education. Journal of Immersion and Content-Based Language Education, 1(1), 101–129.

Zhang, X., & Zou, D. (2020). Types and effectiveness of technologies used in second language learning: A meta-analysis. Educational Technology Research and Development, 68, 1183–1201. https://doi.org/10.1007/s11423-020-09789-2

Downloads

Published

2026-04-04

How to Cite

Yoqubjonova Dilfuza Mo’minjon qizi. (2026). EFFECTIVE APPROACHES TO OVERCOMING SPEECH BARRIERS AMONG SCHOOL-AGED ENGLISH LEARNERS. Journal of Applied Science and Social Science, 16(4), 120–125. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/3932

Issue

Vol. 16 No. 4 (2026): Journal of Applied Science and Social Science

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.