INVESTIGATING THE ENGLISH GRAMMAR LEARNING DIFFICULTIES AMONG ELEMENTARY-LEVEL STUDENTS

Abstract

English being a secondary language, most of the students feel difficulty in learning English grammar in our schools. Main focus of the study was to identify the difficulties faced by students in learning English grammar and to diagnose the effects of difficulties faced by students on their learning at elementary level as perceived by students. This study was quantitative in nature. A sample size of 80 teachers and 400 students was selected randomly. Two questionnaires on five-point Likert scale were developed. One was for students and second was for teachers. All necessary formalities for data collection were taken into consideration. Data was analyzed by using SPSS Software. Results highlighted that students faced maximum problems in pronunciation of English language and minimum problems in structure of sentences according to the perception of students. On the bases of findings, it is recommended that majority of the students faced pronunciation problems in English language, therefore, practicing teachers should focus on phonetics and phonology in English language teaching. Almost all the categories of students who faced low level of English language learning problems depicted high achievement, so, policy makers should include curriculum regarding effective teaching of English language to minimize students’ problems.