Browsing by Author "Sarah Refisse"

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    Examining the Linguistic Barriers to Oral Performance: The Case of Third-Year EFL Students at M’sila University
    (UNIVERSITÉ MOHAMED BOUDIAF - M’SILA, 2024-06) Sarah Refisse; Yamna Smaili
    This research investigates the linguistic barriers hindering students’ oral performance in EFL settings and examines their implications for language learning and teaching. The theoretical framework provides a comprehensive overview of various linguistic barriers, including pronunciation challenges, vocabulary limitations, grammar errors, fluency issues, and coherence issues, within the context of their definitions, manifestations, and impacts on oral communication proficiency. To confirm the hypotheses, we opt for the use of the descriptive study and mixed method inferred from the results obtained from teachers’ and students’ questionnaire. The main objectives of this work are investigating the relationships between the two variables and raising the learner’s awareness of the importance of understanding the linguistics barriers in oral performance, through empirical research and data analysis, in addition to providing them with the effective methods that assist them. It further attempts to give implication for EFL teachers to provide explicit instruction on pronunciation, vocabulary expansion, and grammar rules tailored to address common linguistic barriers encountered by EFL learners. The tools used to reach those objectives are questionnaires administrated to third -year EFL learners at the Division of English at M’sila University, the results obtained which prove the hypotheses are tabulated and analyzed in the last chapter. the study confirms the hypotheses that linguistic barriers play a substantial role in impeding students’ oral communication proficiency. The findings underscore the importance of addressing linguistic barriers in EFL education to enhance students’ oral performance and promote language learning outcomes. Recommendations are provided for educators to implement effective interventions and create a more inclusive and enriching learning environment conducive to language acquisition and oral communication success