Challenges in learning foreign languages encountered by intermediate-level students

Abstract

This article is dedicated to exploring and clarifying the challenges faced by intermediate-level learners aiming for advanced proficiency in a target language, but instead encountering a period of stagnation. Within this context, a survey of the studentsʼ expectations regarding learning outcomes revealed that the most highly valued achievement was the ability to conduct targeted searches on the Internet using their recently acquired language skills. Following closely was the recognition of the influential impact of fluent intercultural dialogue with foreigners as the second priority on the path to language proficiency. This capacity not only broadens professional horizons but also increases engagement in the virtual environment.

Understanding studentsʼ needs is a fundamental task in education. To address this, we suggest a range of productive strategies and tools to evaluate intermediate-level learnersʼ needs. These include diagnostic evaluations, self-evaluation, needs analysis surveys, feedback monitoring, cultural competence assessment, learning style monitoring, technology usage and preferences, and continuous formative assessment.  Applying these techniques allows educators to acquire a comprehensive understanding of studentsʼ requirements, inclinations, and obstacles. It empowers teachers to customize their pedagogical approaches and content, providing enhanced support to students navigating through the stagnation phase.

Having determined studentsʼ expectations and the obstacles they faced at the intermediate level, the authors have drawn conclusions regarding the correlation between these factors, noting a direct dependency between them. The article proposes methods and approaches aimed at addressing the dissonance between learnersʼ expectations and demotivating difficulties. These approaches include a task-based approach, error correction, individualized feedback, cultural immersion, co-teaching for dual guidance, and peer collaboration. Additionally, it is suggested that to rectify occasional errors, teachers should engage students in methods involving open-ended questions. They should instruct students in skills relevant to effective conversational performance, such as opening conversations, turn-taking, interrupting, changing the subject, understanding adjacency pairs, and closing conversations.