The author discusses the challenges faced by Kazakh-speaking English language learners, particularly in pronunciation and grammar, due to the differences between Kazakh and English. To address these challenges, a learner-centered and communicative teaching approach is recommended to enhance practical communication skills and confidence.
Keywords: English language learners, challenges, motivation, linguistic background.
Автор обсуждает проблемы, с которыми сталкиваются казахскоязычные студенты, изучающие английский язык, особенно в области произношения и грамматики, из-за различий между казахским и английским языками. Для решения этих проблем предлагается использовать коммуникативный подход к обучению, ориентированный на учащихся, чтобы улучшить практические коммуникативные навыки и уверенность.
Ключевые слова: изучающие английский язык, проблемы, мотивация.
The pedagogical observation took place at secondary school #10, which is located in Aktobe city, Kazakhstan. Secondary School #10 was opened in 2012 and it is a public school. The disciplines are taught in Kazakh, Russian and English. The total enrollment is above 1000 students. The 10 th grade students were chosen to observe and in class there are 25 students, mixed-gender, and most students are ethnically Kazakhs. Most of the students’ motivation to learn English is primarily driven by their desire to excel academically and eventually pursue higher education abroad. According to Clementi and Terrill (2017), their motivation can be considered instrumental rather than integrative because learners need to pass exams, tests and take part in competitions [1, p. 41–57]. According to the survey, it was shown that the largest segment, representing 10 students, shows that the primary motivation is to pass school exams. The next significant portion, with 8 students, indicates a focus on preparation for standardized tests such as IELTS and TOEFL. A smaller segment, accounting for 3 students, reflects an integrative motivation, where learners have a positive attitude and interest towards learning the language. The remaining 4 students have other unspecified motivations. See picture 1.
Fig. 1. ELLs’ motivation
Students have been learning English about 9 years but still struggle with speaking and listening aspects. According to the interview, they feel anxiety language barrier when speaking English, as real–life interactions and immersion in English-speaking environments are limited to practice in the region where they live because they use English only in class. Our learners find it difficult to follow conversation in podcasts because language learners may have trouble comprehending spoken language if they encounter unknown phrases or idiomatic expressions and they struggle to find the right words when speaking.
Language Observation
English language learners (ELL) comes from a Kazakh-speaking background, where English is typically learned as a third language. Their native language, Kazakh, is a Turkic language with different grammar and vocabulary compared to English. This linguistic background plays a crucial role in shaping English language learning journey. As refer to word order comparing to Kazakh is not similar to English. English has been taught from the 1st grade in public schools since 2013 as part of trilingual education. However, starting from 2023, English language instruction has been updated to begin in the 3rd grade in schools across Kazakhstan.
According to Swan&Smith (2001), even among Russian and Turkish speakers find common difficulties with pronouncing /θ/ and /ð/ as this sounds do not occur in both languages including Kazakh language [2, p. 145;214]. There are sounds that do not exist in Kazakh, so it is difficult to distinguish them. Therefore, among Kazakh learners, the sound / æ / tend to be replaced by close sound “Ә” / æ / from Kazakh language. The most interesting thing in Kazakh alphabet is the letter “Ә” which this symbol represent the transcription sound in English and sounds completely different as /ә/.
ELLs encounter difficulties in understanding native English speakers, especially when they speak at a natural pace with colloquial expressions and idiomatic phrases. This challenge can lead to frustration and a lack of confidence in communication. Even they might misheard some phrases or words as she might heard desert instead of dessert or weather instead of whether. Furthermore, they used to confuse distinguishing between digraph sounds of «ph» and «gh», that can be pronounced differently in different words. The digraph «ph» is usually pronounced as an «f«sound, as in words like «phone» or «phrase». The digraph «gh» is even more varied in its pronunciation. It can be silent, as in words like «though» or «through», or it can make a «f» sound, as in words like «enough» or «tough». These variations in pronunciation can make it difficult for learners to predict how these digraphs should sound in different words. It takes practice and exposure to the language to develop an ear for these sounds and to recognize patterns and exceptions.
One noticeable challenge ELLs faced is making errors while speaking English. These errors often include grammatical mistakes and pronunciation issues. For instance, students sometimes struggles with verb conjugations and word order while she speaks. This difficulty is influenced by the structure of the Kazakh language, where the verb typically comes after the object, whereas in English, the word order follows Subject + Verb + Object. However, they do have a good understanding of grammar. Nonetheless, when learners speak, they often make common mistakes. Furthermore, they have difficulty in distinguishing between present perfect and present perfect continuous tenses.
As previously mentioned, they might encounter difficulties in comprehending a real-life conversations while listening to podcasts or even when listening to recordings from IELTS exams. During the interview, it became evident that learners have a limited vocabulary at their disposal. She admitted that she is familiar with a substantial amount of vocabulary required for completing assignments or participating in competitions. However, the issue lies in their tendency to forget to incorporate new vocabulary when speaking, resulting in passive learning and the eventual forgetting of words.
Supporting language learning
To address English language learners’ challenges effectively, a learner-centered and communicative teaching approach was adopted. This approach emphasizes practical communication skills, contextual learning, and real-life language use. It aims to bridge the gap between classroom learning and real-world language application.
ELLs language errors are addressed with constructive feedback. Focusing on common mistakes specific to their linguistic background helped them gradually improve their spoken and written English. In addition, to enhance their comprehension of native English speakers, they exposed to various listening materials, including podcasts, movies, and authentic conversations. This exposure helps them to become familiar with different accents and colloquial language.
Regular speaking practice is crucial for improving their confidence and fluency. Group discussions, role-plays, and conversational activities are integrated into the lessons to provide them with opportunities to express in English.
Teaching English offers a valuable perspective on the challenges and opportunities involved in language education. Students’ linguistic background and learning context shape their language learning journey. By adopting learner-centered strategies and creating a supportive environment, we aimed to address their challenges and empower learners to achieve academic and personal goals through English proficiency. Furthermore, metacognitive strategies were incorporated into the instructional approach, encouraging learners to reflect on their language learning process and develop effective learning strategies.
In addition. It is also suggested to rely on Krashen’s Optimul Input and Affective filter hypothesis. Krashen asserts that language acquisition is most effective when learners feel emotionally at ease and receive input that is just above their current proficiency level, promoting comprehension and natural language development [1, p. 41].
References:
- Clementi, D., & Terrill, L. (2017). Lesson design. In The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design. pp. 41–57.
- Swan, M., & Smith, B. (2001). Learner English: A Teacher’s Guide to Interference and Other Problems. Cambridge University Press (2nd edition), p. 357.
- Krashen, S. (1997) Applied Linguistic Studies in Central Europe. Veszprem, Hungary: Faculty of Foreign Languages. In A. Lengyel, J. Navracsics, and O. Simon (Eds.), University of Veszprem. pp. 40–45.
