WHY MY 10TH GRADE PUPILS ARE STRUGGLING TO SPEAK ENGLISH?

Abstract

Abstract, Speaking is widely regarded as the most challenging skill for English language learners, yet it remains one of the most underemphasized in secondary school curricula. This study investigates why 10th grade students persistently struggle with oral English production in Uzbekistan's EFL context. The paper contends that these difficulties are not caused by individual learner shortcomings, but by three interconnected systemic failures: an exam-driven curriculum that prioritizes written accuracy over oral fluency, insufficient communicative practice within lessons, and deeply rooted psychological barriers including fear of error and language anxiety. Using a mixed-method classroom-based approach, the study collected baseline and intervention data from 35 students across 12 lessons at a state secondary school in the Namangan region. Results show that average student speaking time increased from 3.2 to 11.6 minutes per lesson following communicative interventions, with voluntary participation rising from 17% to 54%. Drawing on Krashen's Affective Filter Hypothesis, Swain's Output Hypothesis, and communicative language teaching theory, the paper argues that a deliberate pedagogical shift toward interaction-centered instruction is both necessary and achievable. Recommendations are provided for teachers, curriculum designers, and educational policymakers.     

Аннотация, Говорение широко считается самым сложным навыком для изучающих английский язык, однако именно ему уделяется наименьшее внимание в программах средней школы. Данное исследование рассматривает причины, по которым учащиеся 10-х классов в условиях изучения английского как иностранного в Узбекистане испытывают устойчивые трудности в устной речи. В работе утверждается, что эти трудности обусловлены не индивидуальными недостатками учащихся, а тремя взаимосвязанными системными проблемами: экзамено-ориентированной учебной программой, отдающей приоритет письменной точности над устной беглостью; недостатком коммуникативной практики на уроках; а также глубоко укоренившимися психологическими барьерами, включая страх ошибок и языковую тревожность.

ANNOTATSIYA, gapirish ingliz tilini o‘rganuvchilar uchun eng qiyin ko‘nikmalardan biri sifatida qaraladi, biroq u o‘rta maktab dasturlarida eng kam e’tibor qaratiladigan yo‘nalishlardan biridir. Ushbu tadqiqot O‘zbekistonda ingliz tilini chet tili sifatida o‘rganayotgan 10-sinf o‘quvchilari nima sababdan og‘zaki nutqda doimiy qiyinchiliklarga duch kelishini o‘rganadi. Tadqiqot shuni ko‘rsatadiki, bu muammolar o‘quvchilarning individual kamchiliklari bilan emas, balki uchta o‘zaro bog‘liq tizimli omil bilan izohlanadi: yozma aniqlikka ustuvor ahamiyat beruvchi imtihonlarga yo‘naltirilgan o‘quv dasturi; darslarda yetarli darajada kommunikativ mashg‘ulotlarning yo‘qligi; hamda xatodan qo‘rqish va til o‘rganishdagi tashvish kabi psixologik to‘siqlar. Tadqiqot aralash metod asosida olib borilib, Namangan viloyatidagi umumta’lim maktabining 35 nafar o‘quvchisidan 12 dars davomida boshlang‘ich va tajriba ma’lumotlari yig‘ildi. Natijalar shuni ko‘rsatdiki, kommunikativ yondashuvlar joriy etilgandan so‘ng o‘quvchilarning o‘rtacha gapirish vaqti bir darsda 3,2 daqiqadan 11,6 daqiqagacha oshdi, ixtiyoriy ishtirok esa 17% dan 54% ga ko‘tarildi. Krashenning affektiv filtr gipotezasi, Swainning output gipotezasi hamda kommunikativ til o‘qitish nazariyasiga tayangan holda, maqola o‘qitishda o‘zaro muloqotga asoslangan yondashuvga o‘tish zarur va amalga oshirilishi mumkinligini asoslaydi. Shuningdek, o‘qituvchilar, o‘quv dasturi tuzuvchilar va ta’lim siyosatini ishlab chiquvchilar uchun tavsiyalar beriladi.