Literature Review

The importance of speaking skill to EFL learners and the difficulties that prevent
them from participation

Introduction
Speaking English is the main aim of many adults and young learners, because being
able to participate in the classroom is important to all the learners. It is a fact that
students are supposed to talk and express their opinions in a way that others can
understand. But their personalities play a vital role in determining how quickly they
will reach their academic goal. Those who are talkative, unafraid of making mistakes
acquire the language differently from those who are shy to speak. However, most
students remain passive and face many obstacles that prevent them from participating
in class this can happen due to linguistics or psychological problems.
This chapter highlights the importance of teaching speaking, the definition of
speaking skill, how to teach speaking, and the role of the teacher in developing
students’ speaking skill, besides, it provides some activities for the enhancement of
the speaking skill , also it explains the usefulness of the communicative approach in
developing student’s communicative competence, also explain the difficulties that
prevent learners from participation in the classroom.
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2. Language as a Mean of Communication
The primary goal of the language is communication, with a language we express
our ideas, feelings, needs, desires, and emotions, transmit information, exchange
knowledge. It is also important if the person can speak other languages besides the
mother tongue especially English which has dominated all the domains and held a
fundamental place in our lives. Nowadays, many countries include English in their
school syllabus to teach their learners at a younger age, also more and more people
are dedicating time to studying English as a second language whether for job
application or travelling or for academic purposes or developing their skills and
improving their life both personally and professionally.
3. Definition of speaking skill
‘‘ Speaking is defined as the process of building and sharing meaning through the use
of verbal and non-verbal symbols in a variety of contexts’’ (Chaney & Burk, 1998, p.
13) And it is viewed as a vital skill in learning and teaching English as a foreign
language in the past years speaking has been neglected, teachers used to teach through
repetition memorization, later on it has been acknowledged and considered as an
essential part of teaching EFL, because speaking is a productive skill in which
students can express opinions convey messages, moreover learners who are good
speakers may have a greater opportunity for further education and finding jobs
furthering their studies.
EFL learners do not get anxious when they read or write or listen because in the
three situations they have time to think and process the information. When they read a
given text whether out loud or silently they have the time to read the text, sentence by
sentence and explain the words they do not understand, also when they try to write a
paragraph they have the time to think, when listening they have the opportunity to
listen twice to the tape or ask the speaker to repeat what they have just said, however
when it comes to speaking they get anxious they start thinking what if they make a
mistake or they can not be understood.
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This occurs due to psychological or linguistic problems. From this context we see
the importance of speaking English according to ‘‘ Brown 1948 speaking is an
interactive process of constructing meaning that involves producing and receiving
and processing information’’ in other words speaking must be mastered
by EFL Learners since they must communicate for the sake of exchanging
knowledge, information and learning from each other. ‘‘Harmer (2001:69) Said that
the ability to speak fluently presupposes not only knowledge of language features but
also the ability to process information and language on spot ‘’ in this context harmer
sees that speakers mastery of the foreign language is viewed by how good they can
not speak, not only how much they know about it
4. The importance of teaching speaking skill

Teaching speaking has a fundamental part in foreign language learning, because it
contributes to the achievement of learners, gives precise information about how to
express oneself. According to Nunan (1991):” to most people, mastering the art of
speaking is the single most important factor of learning a second language or foreign
language and success is measured terms of the ability to carry out a conversation in a
language.” (p.39). Many teachers agree that students should learn how to speak to be
competent and achieve better academic success, because through speaking students
can exchange information produce accurate utterances, and involve in conversations,
and discuss different topics freely.
‘‘ Harmer (2007) emphasized that teachers should give students activities to provoke
students to communicate and discuss different ideas with each other which help them
to practice real-life conversations using the language they know and learning from
others new sentences’’ in this situation teachers can provide feedback and become
aware how well their class is doing, and what language difficulties they are having.
Good speaking activities can highly motivate students to participate in the classroom,
and gain a positive attitude toward the language which can increase their willingness
to learn more about the language
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To sum up, teaching speaking help EFL learners to develop their ability to produce
the language, discuss different opinions participate in the classroom and interact with
others, get feedback from teachers or raise their feel of correctness they also can learn
from other students, express their communicative needs and certain attitudes like
desire, belief, emotion regret and so on.
5. The Role of EFL Teachers in Improving EFL Learners speaking skill

It is universally acknowledged that the teacher is the backbone of any educational
system. Despite the development of the teaching systems, the teacher is still an
important element in the teaching and learning process.
5.1 Controller
The teacher is in complete charge of the class, He/ She assumes this role when a new
language is being introduced. In this classroom, the teacher is mostly the centre of
focus, what students do what they say and how they say it using well-organized
activities and dividing students’ tasks and time efficiently.
5.2 Assessor
The teacher assesses students and sees how well they are performing giving them
feedback and correction in a manner that the student will not feel offended and as a
result of this they will have low self-esteem and low confidence in learning the target
language. They might also create a negative attitude toward the target language. There
are many ways to garden learners' performance for instance repeat what they said
in-concretely using the correct form without letting others notice.
5.3 Resource
The teacher is a walking resource ready to offer help if needed or provide learners
with whatever language they lack when performing communicative activities. Making
her/himself available so that learners can consult her/him when it is necessary. As a
resource, the teacher can give instructions to learners to using the available resources
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such as the internet, or their previous knowledge to not make them reliant on the
teacher.
5.4 Tutor
The teacher as a tutor can pay individual attention to a student to tailor and make a
course fist the students’ needs. However, in this situation, students can become too
reliant or even too comfortable with one teacher and a certain method or pedagogy of
teaching. The teacher displays the role of a coach when students are involved in self-
study or project work. The teacher gives advice and guidance and helps students
clarify ideas.
5.5 Prompter
The teacher motivates students to participate and makes suggestions about how
students may proceed in an activity. The teacher should help students only when they
are lost for words or struggling to express an idea sometimes they lose the thread or
become unsure how to proceed, the prompter can encourage them by discreetly
nudging in a supportive way.
5.6 Participant
The teacher is an independent participant taking part in the activity when necessary
without dominating the activity when performing it. This role helps to improve the
atmosphere in the class. Here the teacher can energize a class; this can be a great way
to interact with learners without being too overpowering or becoming the centre of
attention.
5.7 Organizer
The hardest and important role the teacher has to play. A good organization leads to
successful activities besides providing students with instructions to accomplish any
activity productively and constructively. The organizer can also serve as a
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demonstrator, by getting involved and engaged with learners. solve activities with
learners and provide them with content feedback.
6. Identifying Communicative Language Teaching

Communicative Language teaching (CLT) emerged in the 1970s and 1980s. The
"term communicate" is meant to convey the opinions verbally or non-verbally. This
approach focuses on the communicative ability of the learners. Communicative
language teaching is an approach to foreign or second language teaching which
concentrates on the idea that language should be learned through communication. The
goal of the communicative approach is to make learners communicatively competent
use the language in everyday life.
This approach is learner-centred. It provides the learner with a social skill besides
grammatical competency. How to say, when to say and where to fulfil the daily needs.
The communicative approach tries to develop both accuracy and fluency from the
very beginning of the learning journey. In this approach, the teacher is not an
authoritarian master however a co-participant. The teacher should provide all the
necessary resources for communication to be effective in every situation.
CLT makes communicative competence the goal of language teaching that involves
speech where learning is contextualized and learners are engaged in the situation,
interact with others negotiate several meanings in different situations inside and
outside the classroom.
Communicative language teaching is not teaching language as a matter of delivering
structures rules, or instead of its process of communication, it also offers a great
opportunity for students to participate and engage in real communication. This
improves their abilities to speak and increase their level of performance when doing
tasks or make use of any activity
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6.1 Fluency
Hughes (2002:14) defines fluency as “the ability to express oneself in an intelligible,
reasonable and accurate way without too much hesitation, otherwise, the
communication will breakdown because listeners will lose their interest”. in other
words fluency and accuracy are closely connected. being fluent means to produce
utterances rapidly and smoothly also accurately. It is the ability to produce speech
without straggling or inappropriate slowness, or hesitating. Many many speakers think
that fluency is to speak fast, that is why they speak rapidly without pauses. However
natural pauses occur in any interaction that is to say fluency is speaking rabidly with
an acceptable amount of natural pauses
6.2 Accuracy
Accuracy is viewed as the ability to produce grammatically correct sentences. using
language accurately means focusing on the grammatical structure, vocabulary, and
pronunciation. accuracy focused tasks are designed to practice the language in a
limited way, so learners must be aware of this because if they do so, their language
skills will hardly develop because they will be focusing on the structure of the
utterances instead of conveying the message
6.3 Communicative competence

communicative competence refers to the ability to use language accurately and
fluently producing grammatically correct utterances used in an appropriate context.
This term was introduced by Dell Hymes based on Chomsky’s competence and
performance. Hymes (1972) defined communicative competence as:” it is not only as
an inherent grammatical competence but also the ability to use grammatical
competence in a variety of communicative situations”. (p.95). (cited in Jelena
Mihaljevic Djigunovic). He believed that to learn a language, learners should know
how to communicate using the rules of language not only knowing them, on the other
hand.
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Brown (2007) also described communicative competence as: “communicative is the
aspect of our competence that enables us to convey and interpret messages and
negotiate meanings interpersonally within specific contexts.” (p.219). In this context,
communicative competence is a tool for learners to apply certain grammatical rules
express views negotiate to mean, and know what and how to use and produce their
opinions appropriately according to the given situation.
Canale and Swain (1980) classified communicative competence into four categories:
grammatical competence, sociolinguistic competence, discourse competence, and
finally strategic competence.
6.4 Grammatical competence

for students to participate, they need to have sufficient grammatical knowledge about
the language which means they should have the ability to produce different
grammatical structures and using them correctly while participating. As Canale and
Swain (1980) stated that: “grammatical competence encompasses knowledge of
lexical items and rules of morphology, syntax, sentence grammar, semantics and
phonology.” (p.29). Grammatical competence is composed of a grammatical and
linguistic system that enables the learners to participate and produce pieces of spoken
discourse which is meaningfully structured and comprehensible.
6.5 Discourse competence

According to Brown (2007), discourse competence is:” the ability to connect
sentences and to form meaningful whole out of series utterances.” (p.220). It is the
ability to combine and produce unified, coherent, and cohesive utterances then is
viewed as the ability to understand a given context and know-how to link utterances
of language to make speech coherent and meaningful they need to know what
linguistics resources can be used to organize and structure the speech that they want to
utter and express within the classroom.
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6.6 Sociolinguistic competence
Sociolinguistic competence is using language according to the social context. Brown
(2007) stated that sociolinguistic competence is:” an understanding to the social
context in which language is used.” (p.220). In other words, it is knowing how to
express messages according to the social rules and context, speaker, listener, topic,
and the setting, that is to say, learners should know the social context to behave,
participate and adjust their message according to the situation they are in
6.7 Strategic competence

Canale and Swain (1980) defined strategic competence:” how to cope in an authentic
communication situation and how to keep the communicative channel open.” (p.25). It
is viewed as the ability to avoid communication breakdown when there are difficulties
and keep it going to enhance the effectiveness of the communication. Another
definition stated by Canale and Swain (1980):” it is the verbal and non-verbal
communication strategies that may be called into action to compensate for
breakdowns in communication due to performance variables or due to insufficient
competence.” (p.30). Pragmatic competence helps us to repair, cope with imperfect
knowledge, and to sustain communication because in the same situations students are
uncertain or unable to, express what they have in their mind due to their lack of
competence in this case pragmatic competence take place in which learners
paraphrase, try to avoid hesitation, and guessing for their participation to become
smooth and they speak properly.
7. CLT Activities for the Enhancement of Speaking Skill

Communicative activities play a vital role in communicative language teaching (CLT)
as one of the methods for best-facilitating students’ learning and improving their
communicative competence. A communicative task is one that brings the language to
real-life situations alongside using discussion activities pair work activities, interview,
role-play, group work activities storytelling, fill in the gap, and so on, in which
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teachers bring the real world in the classroom. Such activities are the true
communicative events and are the main focus of communicative activities
Discussions
Discussion activities encourage critical thinking the students have the chance to
conclude, share opinions about an event, or find solutions in their discussion groups.
The discussion activity should be set by the teacher so that students do not spend their
time chatting with each other about unnecessary things.
For instance, students can become involved in agree/disagree discussions 4 or 5
students in each group setting a topic that can make them communicate and say their
ideas feely, Then each group and presents their opinions to the class this motivates
them to be productive work together speaking equally among group members and
learn from each other. In the end, the class decides on the winning group who
defended their idea in the best way.
This activity helps students how to express and justify themselves in polite ways
while disagreeing with others it also encourages critical thinking and quick decision
making.
Role Play
In role-playing students pretend they are in various social contexts and have a variety
of social roles. In this type of activity, the teacher gives information to the learners
such as who they are and what they think or feel the way they should perform the role
they are given.
Information Gap
In this activity, students are supposed to be working in pairs. One student will have
the information that the other partner does not have and the partners will share their
information. Information gap activities serve many purposes such as solving a
problem or collecting information. Also, each partner plays an important role because
the task cannot be completed if the partners do not provide the information the others
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need. These activities are effective because everybody has the opportunity to talk
extensively in the target language.
Storytelling
Students are asked to summarize a tale or story they heard before, or they may create
their own stories also can tell riddles or jokes to their classmates. Storytelling
encourages students’ creative thinking.
It also helps them express ideas in the structure of start, development, and ending,
including the plot characters and so on. For instance, the teacher can ask them to do
this at the very beginning of each class to tell short riddles or jokes as an opening.
Interviews
It is a good idea that the teacher conduct interviews on selected topics provide the
students with instruction so that they know what type of questions they can ask, how
to answer certain questions this helps them to learn how to ask a formal question in
different situations it also gives the chance to practice their speaking ability inside and
outside the classroom.
Picture Describing
Another way to make students speak is to ask them to describe a picture. They can
form groups and each group is given a different picture. Students discuss the picture
with their groups, then the speaker for each group represents in words the picture to
the entire class. This task fosters the creativity and imagination of the learners as well
as their public speaking skills.
Overall speaking is the key to communication and teaching it is a very important
part of second language learning, because it contributes to the success of the learner in
school and success later in every phase of life. Therefore, language teachers must pay
great attention to improving students’ oral competency. Rather than leading them to
pure memorization, providing a productive environment where meaningful
communication takes place.
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With this aim, various speaking activities such as those listed before can contribute to
a great extent in developing basic interactive skills necessary for life. These activities
make them more active in the learning process and at the same time make their
learning more meaningful and fun for them.
8. The importance of participation in the EFL classroom:

Students speaking in the classroom are regarded as participation they answer teachers
or ask questions or answer other student’s questions to get better explanations and
clarification. Participation is essential and necessary for learning and understanding a
language. It helps students to practice the language, express their personal feeling,
ideas, comment negotiate and suggest then it promotes cooperative learning which
encourages students to work together discuss, debate, think critically and solve
problems all this enhance their understanding and improve their learning.
Moreover, participation offers the opportunity to acquire new words and structures
and to practice them in the context to which they have been exposed during the
lesson. Moreover being exposed to several tasks help the learners to acquire different
forms and structures of language because they unconsciously learn a lot of new
vocabulary and grammatical rules and use them in appropriate contexts. Furthermore,
it brings positive energy, increase their motivation pay attention to the teachers talk to
discuss, engage, and interact with each other and be more productive, active, focus
more on the content, and make the classroom more conducive and successful. In this
context, participation helps the learners to master speaking which is a very important
skill. Usually, it gives students a chance to get feedback from their teachers to be
aware of what they need to develop then be more comfortable and overcome their fear
of hesitation, build their self-confidence and be more fluent and achieve success in
spoken communication.
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9. Difficulties that prevent learners from participation
The majority of foreign language learners face problems and difficulties which
prevent and deceive their participation. Linguistics and psychological barriers are the
factors that prevent students to take apart and participate in class.
9.1.1 Psychological barriers

Student’s psychological problems. Anxiety, shyness, lack of motivation, low self-
confidence, fear of making mistakes, and lack of interest are the most psychological
difficulties they encounter.
9.1.2 Language anxiety
Anxiety is the frustrations that the learners feel before they speak the foreign
language ’’It is associated with emotions of worry uneasiness, and self-doubt,
apprehension’’ it is a normal and natural reaction that every person can have it in fact,
all human beings at the beginning of their activities in different domains, show signs
of anxiety. Sometimes learners fail to deliver a certain message which prevents any
future participation they prefer to remain silent and passive instead of taking the risk
of failure again. So, whenever they face a task and find it difficult they will feel
uncomfortable and doubt themselves thinking they can not accomplish that task. in
this situation, Anxiety takes place and affects their performance it also influences the
quality of oral production and makes them appear less fluent and passive.
9.1.3 Lack of self-confidence

It is the belief that students can achieve success and competence based on the
abilities to produce and speak a language confidently. self-confidence is one of the
psychological problems that lead the students to hesitate in classroom discussion.
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“such confidence can only be built by having them work together, using an effective
activity so they become able to speak with others in English in real-life situations.
In other words, Students who are not self-confident always question themselves they
become shy and build the fear of making mistakes Moreover, they prefer to avoid any
challenges and take the risk, as a result, their chances of speaking and participating
will be reduced.
9.1.4 Lack of motivation

Motivation is a crucial element in determining success or failure it is the Centre end
the heart of learning. Dornyei (2001) stated that: “Without sufficient motivation,
however, even the brightest learners are unlikely to persist long enough to attain any
real useful language”. (p.05).In the EFL classroom, the lack of motivation can be
considered one of the main aspects that prevent students from participating. It appears
in form of uninteresting activity or topic or the learner's state like illness, tiredness or
hungry, etc... As a result, those factors may decrease student’s motivation and prevent
their engagement in classroom activities. Hence, Students have no goals to reach and
they have a weak desire to learn and participate in a class.
9.1.5 Fear of making mistakes

Fears of making mistakes limit learner’s participation in the classroom. As UR Penny
(2000) declared that “learners are often inhibited about trying to say things in a
foreign language classroom in the classroom, worried about making mistakes, fearful
of criticism or losing face, or simply shy of the attention that their speech
attracts”.(p.111). Students are frustrated to participate in a class due to their linguistic
inadequacy and fear of making mistakes, which stops students from interacting and
sharing their thoughts and opinions. they prefer to be passive observers in order not to
make mistakes because the majority think if they make a mistake while talking others
will laugh at them and they will be criticized by the teacher and their classmate.
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Overall the teacher should encourage the learners to speak even if they make mistakes
or errors due to the misunderstanding of the rules. This is useful because practice
makes perfect, also it helps learners to avoid fossilized words.
9.1.6 Isolation during the global pandemic

School closure and social isolation drastically affected the students, leaving them
behind. Forgetting some of what they have learned in school is not new. But there’s a
big difference between summer learning loss and pandemic-related learning loss it is a
fact that the educational system have been replaced by the use of on-line classes in
order to pursue the program some countries have a good internet connection and
professional tools to fill the gap that the global pandemic created however some
countries have weak internet connection and their learners are not acquainted with the
idea of E-learning specifically EFL learners they listen to the taps given by their
teacher read books or article they also can improve their writing skill by doing their
homework and assignments the difficulty is how can they improve their speaking skill
through on-line classes it is well known that the classroom is the ideal platform to
develop speaking skill because learners can talk according to the context they are put
in also we should not forget the motivation and the positive energy beside the
productivity that the classroom provide on-line classes can not provide they may
discuss several topics but to a limited extent another factor is that students are at home
which means that they will communicate using their mother tongue even if their
parents try to speak English they can not create the atmosphere that the classroom
have
Learners’ autonomy and personality
Understanding the relationship between personality types and autonomy can be one
of the many innovative factors in academic success which informs creative teachers
what aspects of personality traits can predict and promote learners' autonomy in
educational system. Improving autonomy in learners, they can be aware of their
own knowledge and monitor their learning process. However in some situations
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learners’ are not dependent on themselves and do not take charge of their own
learning
9.2.1 Linguistic barriers

Generally, EFL learners want to speak, interact and participate fluently and accurately,
but when they try to express themselves and share ideas they face some linguistics
difficulties such as lack of vocabulary, poor grammar and pronunciation poor
listening, fear of making mistakes or they have nothing to say. all these factors
prevent students from participation in the classroom.
9.2.2 Lack of vocabulary

Lack of vocabulary is a crucial problem that EFL students face. Thornbury (2005)
stated that: “Spoken a language also has a relatively high proportion of words and
expressions”.(p.22). To learn a language student, need to have a linguistic package
that allows them to express themselves freely. Students are not able to introduce
themselves or express their opinions. They find it difficult to put their ideas into
proper words. So, they prefer to keep silent and avoid intervening in the conversation
as well as they produce influence speech embedded with mistakes and pauses or start
repeated words and lines which they had uttered before.
9.2.3 Poor grammar

Grammar is needed to produce the correct sentence and if students do not have
grammar mastery, they will not able to produce grammatically correct sentences.
Grammar describes the speaker’s knowledge of the language as Carmen Perez
Llantada who stated: “Knowledge of English grammar is necessary to communicate,
accurately, meaningfully and appropriately.”. However, students prefer to keep silent
in order not to produce ungrammatical structures and being ridiculed by their
classmates and the teacher. Grammar is the basis of any language and if students do
not acquire it, they will face problem in participation, there will not interact nor
engage in classroom discussions instead they remain silent all the time feeling afraid
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of producing ungrammatical and incorrect sentences and being laughed at or get
negative feedback from teachers.
9.2.4 Poor pronunciation

Pronunciation is the way certain words are produced or expressed. According to
Tergujeff (2013), pronunciation in social interaction can be defined as“the aspect that
creates the first impression of the speakers’ language skills” (p.12). It is the most
important and difficult problem that non-native English speakers face when studying.
Speaking a language means to have good pronunciation and students have to be
familiar with the rules, stress, and intonations of English pronunciation. Bada, Genc,
and Ozkan (2011) focused on the importance of pronunciation in speaking “in
speaking, they compete with limited time to recall words, and also take care of their
pronunciation…speaking is often dealt with at pronunciation level.”(p.122.). Lack of
pronunciation can lead to a negative impression when students talk to each other in
the classroom or real life, their way of speaking is the first thing that students are
judged, they avoid participating to avoid misunderstanding and ineffective
communication among each other. Students remain passive and silent to avoid
pronunciation mistakes and being laughed at.
9.2.5 The use of mother tongue

Allowing the students to use L1 to find the similarities and differences between the
two languages can be a powerful technique in the learning process to a limited extent,
it is not an effective or beneficial technique for all situations because for the students
to acquire a foreign language they have to speak it. It is a fact that when students use
their native language tongue to speak and participate inside the classroom they feel
comfortable and unstressed. but this is this will lead them to be passive in classroom
discussion and participation. Consequently, they will not improve their language
abilities if they keep on using their native language then they will not speak,
participate or share their ideas with the teacher or peers.
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To conclude the overuse of the mother tongue have other reasons such as entourage,
students’ friends in the classroom affect the way the learner speaking If her/his friends
are interested in speaking English he/she will attempt to use the target language and
the vice versa.
9.2.6 They have nothing to say

Students should share thoughts opinions and talk about a given topic during
classroom discussion. Some students keep silent when they asked to participate while
others are unable to think they simply say “I have nothing to talk about” or” no
comment” or “I don’t know”.
This due to their lack of self-confidence, lack of preparation or they are afraid to talk
in front of the class. Penny Ur (1991) argued that: “even if they are not inhibited, you
often hear learners complaining that they cannot think of anything to say” (p.21.
learners have nothing to say because they have difficulty expressing themselves.
However, when a student has nothing to say about a certain topic here comes the role
of the teacher to suggest topics according to students interests.
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10. Conclusion
The purpose of this chapter was to highlight the importance of teaching speaking
skills and explore the difficulties that hinder EFL learners from participating inside
the classroom. We dealt with some definitions of concepts related to our research such
as communicative approach, speaking skill, and how to teach speaking the role of the
teacher in the classroom, and suggest some activities that can develop students’
communicative competence. In addition to that, we have mentioned the concept of
participation, its features, and its importance in the learning process. In the second
part, we focused on the linguistic and psychological problems that university students
encounter when trying to produce the language.
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The importance of speaking skill to EFL learners and the difficulties that prevent

them from participation

3. Definition of speaking skill

4. The importance of teaching speaking skill

5. The Role of EFL Teachers in Improving EFL Learners speaking skill

6. Identifying Communicative Language Teaching

6.3 Communicative competence

6.4 Grammatical competence

6.5 Discourse competence

6.7 Strategic competence

7. CLT Activities for the Enhancement of Speaking Skill

8. The importance of participation in the EFL classroom:

9.1.1 Psychological barriers

9.1.2 Language anxiety

language ’’It is associated with emotions of worry uneasiness, and self-doubt,

9.1.3 Lack of self-confidence

9.1.4 Lack of motivation

9.1.5 Fear of making mistakes

9.1.6 Isolation during the global pandemic

9.2.1 Linguistic barriers

9.2.2 Lack of vocabulary

9.2.3 Poor grammar

9.2.4 Poor pronunciation

9.2.5 The use of mother tongue

9.2.6 They have nothing to say

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