The Analysis of Linguistic Barriers Faced by Efl Learners in English Speaking Skills

Abstract

The present study focuses upon linguistic barriers faced by the EFL learners in learning English speaking skills at High Schools level. A survey descriptive design is used to collect data from sample of one hundred and fifty students from five high schools through an adapted questionnaire. The data analysis reveals that students' language hurdles take shape of a lack of vocabulary, errors in the word pronunciation, and other grammatical structures. These impediments mostly manifest themselves because of not placing enough emphasis upon key components of speaking and learning, or on practicing those skills. This caused other hurdles with various root reasons that affected learners' ability to speak English. The study is delimited to focus on students at high schools of Laghman, Afghanistan. The results offered significant and valuable information about research issues. According to the study, to ensure that speaking abilities are adequately taught and practiced, learning and teaching strategies should be based upon the contemporary trends. These strategies can improve English speaking skills at high and higher secondary school level.