CHALLENGES IN TEACHING ENGLISH TO 12–15-YEAR-OLD LEARNERS

Authors

  • Shukurlayeva Gulnur Erkin qizi 3rd-year student, Group 320 Faculty of Foreign Languages Uzbekistan-Finland Pedagogical Institute Author

Keywords:

teenagers, English teaching, learning difficulties, motivation, classroom strategies, adolescence, pedagogy

Abstract

This thesis explores the primary challenges faced by educators when teaching English to learners aged 12 to 15. It highlights the developmental, psychological, and pedagogical factors that influence language learning at this age. Key areas discussed include motivation, pronunciation, native language interference, and the importance of differentiated instruction. The study also suggests practical strategies to help overcome these challenges and enhance learning outcomes.

References

Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Longman.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.

Lightbown, P. M., & Spada, N. (2006). How Languages Are Learned. Oxford University Press.

Ur, P. (2012). A Course in Language Teaching: Practice and Theory. Cambridge University Press.

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Published

2025-05-25

Issue

Vol. 8 No. 79 (2025): ZAMONAVIY TA’LIM TIZIMINI RIVOJLANTIRISH VA UNGA QARATILGAN KREATIV G’OYALAR, TAKLIFLAR VA YECHIMLAR

Section

Articles

How to Cite

CHALLENGES IN TEACHING ENGLISH TO 12–15-YEAR-OLD LEARNERS. (2025). ZAMONAVIY TA’LIM TIZIMINI RIVOJLANTIRISH VA UNGA QARATILGAN KREATIV G’OYALAR, TAKLIFLAR VA YECHIMLAR, 8(79), 149-151. https://uzconferences.org/index.php/uzconf/article/view/740