English Language Teaching Strategies to Cope with the Barriers of ExtraLinguistic Factors for L2 Learners: A Qualitative Study in the Context of Public Sector Colleges Hyderabad, Sindh

Abstract

The English teaching and learning is an increased demand of today’s society. The English language students in public sector colleges faced difficulties to learn English whether as a foreign or second language. There are various extralinguistic factors that prevent students from reaching the goal of learning English. This research aims to probe those barriers connected with extralinguistic factors and find out some effective teaching strategies to cope with that issue at Government boys and girls’colleges of Heerabad, Hyderabad Sindh. The qualitative reseach method was used in the study. The research instrument was semi-structured interviews for data collection.The participants of the study were 14 male and female students (m, n=7 & f, n=7) and 6 male and female English teachers (m, n=2 & f, n=4) of the two public sector colleges of Hyderabad. The findings revealed that both male and female students used strategies in similarities and differences of results, where ‘memory’ and ‘social’ strategies that utilized by almost ‘students’ but more male students used social strategies than female students. The results also showed that teachers find out the implemented teaching strategies that were maximize learning opportunities, facilitate negotiated interaction were applicable and benficial and understand that social language learning strategies could be helpful for learning English. This study is significant as it could be helpful for several ‘stakeholder’ including instructors, policy makers, learners, teachers to comprehend the convolution involving L2 learning along with get aware to that strategies for coping the barriers.

Keywords:English language learning, Barriers in Extralinguistic factors, Postmethod teaching strategies, LLS, PMSFW, EFL, ESL.

DOI: 10.7176/JLLL/74-05

Publication date: December 31^st 2020