THE BEST AND WORST SCHOOL MEMORIES AND THE CHALLENGES OF LEARNING ENGLISH
Keywords:
Keywords: school memories, emotional development, teacher–student relations, foreign language acquisition, motivation, listening comprehension, vocabulary development.Abstract
Abstract
This article provides an extensive psycho-pedagogical analysis of students’
most positive and negative school memories, the psychological and social factors
shaping these memories, and the linguistic and cognitive challenges encountered in
learning English as a foreign language. The paper examines how emotional school
experiences influence motivation, self-perception, and academic attitudes in later
stages of education. The research reveals that positive memories are often associated
with supportive teachers, successful academic or social experiences, and a
psychologically safe environment. Negative memories frequently arise from high
academic pressure, social anxiety, peer conflicts, and emotional stress. The challenges
in learning English are linked to phonetic differences, vocabulary acquisition
problems, grammatical complexity, listening difficulties, and psychological barriers
such as speaking anxiety.
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