CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
38
VOLUME:
Vol.06 Issue01 2025
10.37547/pedagogics-crjp-06-01-09
Page: - 38-40
RESEARCH ARTICLE
Challenges of teaching linguistic competence of students
Xakimova Malika
Teacher at TSTU Almalyk branch, Uzbekistan
Received:
25 November 2024
Accepted:
28 December 2024
Published:
23 January 2025
INTRODUCTION
Linguistic competence, a term coined by Noam Chomsky,
refers to the inherent ability of individuals to produce and
understand the language, including its rules and structures,
which guide effective communication. In the context of
education, developing linguistic competence in students is
a central goal of language teaching. Linguistic competence
is not only used to communicate but also to understand
language rules. This competence will not come
automatically but must go through training and practice. A
person is said to have skills if the person can act after they
learn [1]. Given the complexity and variety of language
systems, encouraging this development presents a number
of obstacles. Individual student characteristics, cultural
variety, and the various teaching methodologies used are
frequently the source of these issues. This article
investigates the main obstacles teachers face while
fostering linguistic competence in students, as well as
possible strategies for overcoming them.
METHODS
The research for this article is mostly based on a thorough
study of current literature, which includes scholarly papers,
case studies, and educational reports on language
acquisition and teaching approaches. Studies from a
variety of educational settings—from primary schools to
higher
education—were
analyzed
to
provide
a
comprehensive knowledge of the problems. Furthermore,
personal teaching experiences and interviews with
educators were used to provide a real-world perspective on
the topic.
RESULTS
According to the research some challenges of teaching
linguistic competence are investigated. They are listed
below:
Individual Differences in Learners' Linguistic Abilities.
One of the most significant challenges in teaching
linguistic competence is the wide variance in students'
initial linguistic abilities. Learners come to the classroom
with different levels of exposure to language, vocabulary,
and grammatical rules. These differences can be attributed
to socio-economic status, cultural background, and prior
educational experiences. As a result, teachers often
struggle to
address
the
needs
of
all
students
simultaneously.
ABSTRACT
English is the lingua franca of business, culture and higher education across the globe and what comes with it are the opport unities
for success which is tantamount to language competence [2]. English has become more widely used in the past 20 years due to
increased worldwide communication, education, business, and immigration. Consider a teacher's responsibility to help pupils
learn and be competent in the English language, which includes not only linguistic competency but also teaching competence.
This article revealed the importance of linguistic competence and the issues of teaching linguistic competence that teacher a s well
as students can face.
Keywords:
Competence, linguistic competence, cultural diversity, dialectical variation, accent, curricula, assessment.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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39
Cultural and Linguistic Diversity. In diverse classrooms,
students may speak a range of first languages, which can
affect their understanding of and proficiency in the target
language. Dialectical variations, accent differences, and
transfer errors from first languages can all create barriers
to language learning. Additionally, cultural factors can
influence students' approaches to communication, posing
challenges for teachers who must integrate various
linguistic norms into their teaching practices. Some
students find it difficult to comprehend their teachers’
accents [7]and understand lectures and study materials,
leading them to resort to memorization [5].
Educational System Constraints. It is one of the teacher’s
key tasks which include setting up of a learning activity
which effectively achieves the learning outcomes intended
for each pupil [4]. Teaching skills such as lesson planning
means having clear objectives and interesting activities,
and instructional skills such as teacher enthusiasm, the use
of reinforcement, and motivation of students [3]. Curricula
and standardized testing often focus on grammatical
accuracy and written language, neglecting other aspects of
linguistic competence, such as pragmatics, discourse
competence, and pronunciation. The emphasis on formal
assessments can limit opportunities for students to develop
comprehensive language skills in real-world contexts.
Furthermore, large class sizes and limited resources can
hinder
individualized
attention
and
differentiated
instruction.
Teacher Training and Pedagogical Approaches. Teachers'
understanding of linguistic competence and their ability to
teach it effectively vary widely. Some educators may be
untrained in linguistic theory or in the application of
effective teaching strategies, which can affect their ability
to impart these complex skills to students. Inadequate
professional development and limited access to resources
also contribute to ineffective language teaching. Effective
teachers use a variety of instructional tactics and are aware
of students' learning styles, which increases their
sensitivity to student diversity. Curriculum content and
pedagogy, on the other hand, refer to all the fundamentals
of the teaching-learning process that work together to assist
students achieve
higher levels of learning
and
comprehension.
DISCUSSION
While the obstacles described above are significant,
numerous measures can be used to lessen their influence
and improve students' linguistic ability.
Differentiated Instruction: Teachers can adapt lessons to
meet the varying needs of students by using diverse
teaching
methods,
including
interactive
activities,
collaborative learning, and multimedia resources. This
approach can help students at different proficiency levels
engage with the material in ways that best suit their
learning styles.
Cultural Sensitivity and Inclusivity: By incorporating
materials that reflect students' linguistic and cultural
backgrounds, educators can foster a more inclusive
environment. Promoting awareness of dialectal variations
and encouraging students to share their language
experiences can enrich classroom discussions and make
learning more relevant.
Comprehensive Assessment Approaches: Rather than
relying solely on standardized tests, teachers can
implement formative assessments that measure all facets of
linguistic competence, including listening, speaking, and
pragmatic abilities. This approach allows for more holistic
evaluations and provides students with opportunities for
improvement in multiple areas.
Ongoing Professional Development: To address gaps in
teacher knowledge and skills, schools and educational
institutions should provide continuous professional
development opportunities. These can include workshops
on linguistics, language acquisition theories, and current
best practices in language instruction.
CONCLUSION
Teaching linguistic competence to students is a
multifaceted
challenge
that
requires
a
nuanced
understanding of both language systems and learners'
diverse needs. Addressing the challenges of individual
differences, cultural diversity, educational constraints, and
teacher preparation can significantly improve language
teaching outcomes. By implementing differentiated
instruction, embracing cultural inclusivity, adopting
comprehensive assessment methods, and investing in
teacher development, educators can foster linguistic
competence in a more effective and holistic manner.
Ultimately, overcoming these challenges will not only
enhance students' language abilities but also their overall
academic success and communication skills in diverse
contexts.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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