Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
Learning English
as
‫جملة آداب الفراهيدي‬
Difficulties of
aForeign Language
Among Students at English Department
College of Education –University of
Kirkuk in Terms of their Mother Tongue .
Dr. Alaaddin K. Abdullah
College of Education
University of Kirkuk
Ghanim M. Hussein
College of Education
University of Kirkuk
ABSTRACT
The current study aims to identify difficulties that
students face in learning linguistic subjects at English
department ,College of Education, University of Kirkuk in
terms of their mother tongue (Arabic ,Turkmen, and Kurdish
languages).
The researchers chose the sample of the study randomly.
It consists of 298 students, male and female. The constructed
instrument, exposing items to experts specialized in linguistics
and educational sciences to achieve its validity and reliability.
The researchers used the statistical method such as,
pearson correlation,
, and use percentages. The results
show the following:
First-The percentages show that:
1. There are some difficulties with vocabulary, writing essay,
using different structures of sentences.
2. There are some difficulties with base &affixes (i. e
Morphology).
3. There are some difficulties with transcription and diphthong
vowels.(i.e phonology)
2
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
Second -The
values show that:
1. There are statistically significant differences between
students‟ mother tongues: Arabic, Turkmen languages
regarding comprehension subject at first stage.
2. There are statistically significant differences between
students whose mother
tongue Kurdish and Turkmen
languages in comprehension subject at first stage.
3. There are no statistically significant differences between
other linguistic subjects and students‟ mother tongues
at first & 2nd stages.
At the end of the study, the researchers state
recommendations and many suggestions
3
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Section one
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
1.1 The Problem of the study
English as a second or foreign language (ESFL), refers to
the use of English by speakers with different native languages.
In recent years, teachers of English as a foreign language (EFL)
have been paying increasing attention to identifying the needs
of their students, to students‟ attitudes towards English and their
reasons for learning it.
The researchers investigate the answer to the following
question: why do students still find difficulties in learning
English, although their teachers do their best to help them to
achieve good results?
The answer to this question lies in the fact that learning
English or any other foreign language is difficult, not only for
Arab, Kurd, or Turkmen students, but for all native speakers.
The researchers observe that although teachers and
students at English department exert their great efforts but they
face difficulty in achieving good results which made the
researchers think that there are hidden elements behind the act
of learning and that students are from population with multi
mother tongues as Kirkuk is a multi -lingual society with
Arabic, Kurdish, Turkmen languages.
There are many conducted studies that indicate the effect
of mother tongue on difficulties of learning English as a foreign
language such as the following studies: kanbal (1988),
Makattash (1983), Wahba (1988), Abbad (1988), Richard, et al.
(1992), Beardsmore (1982), and others. These studies were
conducted on learners belonging to different languages such as
Spanish, Japanese, Nigerian, Latin, and Arabic languages to
know the difficulties that they face in learning English as a
foreign language.
4
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
The researchers didn‟t find research that
related to
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
‫جملة آداب الفراهيدي‬
Turkmen or Kurdish languages and their relation with
difficulties of learning English as a foreign language and their
differences in difficulties according to mother tongue and
syllabi at English language department with multi- lingual
population.
Regarding the type of free compositions, errors in the
verb phrase and the noun phrase are made by students in Sudan
university. Kmbal?(1980), Abdul Haq (1982), Abbad (1988)
and wahabe (1998). They state that Arab learners of English
encounter problems in both speaking and writing as cited in
(Rababah, 2002:2).
Mukattash divides the problems that Arab learners of
English face into two types:
1- University students continue to make some basic errors in
pronunciation, spelling, morphology, and syntax.
2- They continue to be unable to express themselves
comfortably and efficiently either when dealing with
academic topics or common everyday topics (Mukattash,
1983:169).
While wahba finds, likewise, that Egyptian learners of
English face problems, but the majority of these problems are
related to pronunciation between English and Arabic (wahba,
1998: 36). Abbad (1988:18) shows that the situation is almost
the same in the other Arab countries. He admits the weakness of
Yemeni learners of English, and adds that “in spite of the low
proficiency level in English, they are accepted into the
department”. This is what happens in most of the Arab
Universities. Richards, Platt, and Platt (1992) state that learners‟
errors are caused by such phenomena as borrowing patterns
from the target language, and expressing meaning using the
vocabulary and syntax which are already known.
5
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department area of
Rababah (2002) refers also to another important
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
‫جملة آداب الفراهيدي‬
difficulty among Arab learners of English as a foreign language,
who find it difficult to communicate freely in the target
language. This is maybe due to the methods of language
teaching, it can be also due to the learning environment.
Beardsmore (1982) suggests that many of the difficulties a
second language (L2) learner has with the phonology,
vocabulary, and grammar of L2 are due to the interference of
habits from first language (L2). The formal elements of L1 are
used within the context of L2, resulting in errors in L2, as the
structures of the language, L1 and L2 are different. The
preceding studies clearly show the effectiveness of first
language on learning English as a foreign language
1.2 The value of the study
The significance of the study is to know kinds and
domains of difficulties of learning English as a foreign
language that face the students in relation with their first
language . It is also of value that elements or factors of learning
foreign language be considered by the person who wants to
specialize in learning a foreign language. It is significant to
those who are interested and investigate the relation between L1
and L2 by shedding light on difficulties that appeared in
learning English as a foreign language. The study is also
significant for teachers to know the weakness points and more
specifically those related to mother tongues to solve it and be
concerned with designing of curriculum at English department.
1.3 The aims of the study
The current study endeavors to investigate difficulties
that L2 learners find in the use of English as a foreign language
according to their mother tongue (Arabic, Kurdish, and
Turkmen languages).
6
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
verify the
following
The current study tries to
hypotheses:
1. There are no statistically significant differences in the
difficulties of learning linguistic subjects by English
department students according to their mother tongue.
2. There are no statistically significant differences of the
difficulties learning linguistic subjects according to their
mother tongue between first stage and second stage at
English Department.
1.4 The limits of the Study
The current study is limited to the following:
1. First and second stage students at English language
department-College of Education–University of Kirkuk.
2. Syllabi of linguistic subjects at first stage.
3. Syllabi of linguistic subjects at second stage.
4. Academic year (2010-2011).
1.5 Definition of Basic Terms
Language learning
Harman defines it as ‟ the process by which human
beings acquire their speech of foreign language (Horman,
1979:125).Crystal defines the term as ‟ the process of
internalizing a language either a mother tongue or a foreign
language” (Crystal, 2003:257).
Foreign language
Chastain defines it as ‟ situation in which students are
studying the language of a foreign country. Foreign language
students normally have little or no direct contact with the
language, the people, or the culture” (chasten, 1988:136). While
Richards, et al. define the term as‟ a language which is not a
native language in a country”. (Richards, et al., 1992:142).
7
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
Difficulties of Learning English as
aForeign Language
Among Students at English
a languageDepartment
which is not
‫جملة آداب الفراهيدي‬
The term is also defined as
normally used for communication in a particular society”(word
reference forum, 2009).
Mother tongue
Oluwole defines the term as‟ the child‟s environment and
is the natural basis on which verbal skills can be built”
(Oluwole, 2008: 43).
Crystal defines the term as‟ the language acquired
naturally during childhood” (Crystal, 1991:196).
Crystal also defines the term as ‟ the language first
acquired by a child, or preferred in a multilingual situation”
(Crystal, 1992:138).
Awoniyi defines the term mother tongue as‟ the language
which a group of people considered to inhabitations of an area
acquired in the early years and which eventually becomes their
natural instrument of thoughts and communication”
(Awoniyi,1978:3 ).
“Mother tongue is not only the language one learns from
one‟s mother, but also the speaker‟s dominate and home
language, (i e not only the first language according to the time
of acquisition, but the first with regard to its importance and the
speaker‟s ability to master its linguistic and communicative
aspects )”. (Richard Nordquist, http:// grammar-about com . mo/
mother tongue term htm).
Native language
It refers to the language of one‟s group rather than one‟s
first language (the native speaker: myth and reality, by Alan
Davie) http: 11books Google. Com/books?).
First language
The language first acquired by a child is also called the
mother tongue or native language (Crystal, 1992:138).
8
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
The term is also defined as‟ the language,Department
a person has
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
‫جملة آداب الفراهيدي‬
learned from birth, or within the critical period” (Bloomfield,
internet).
Second language
A language other than one‟s mother tongue used for a
special purpose, e.g. for education, government (Crystal,
1997:256).
Second language is used to refer to a language which is
not a mother tongue but which is used for certain
communicative functions in a society. It is learned after the first
language. (http://forum, word reference. Com/ show thread
php.? 2009).
Second language “refers to situations in which students
are studying the language of the country in which they are
living. Second language students have direct contact with
language, the people, and the culture out of class” (Chastain,
1988:136).
Operational definition of Linguistic subjects
Materials that are taught at first and second stages at
English Department include the following subjects:
comprehension, composition, conversation, grammar, phonetics
and phonology.
Section Two
Theoretical Background
2.1 Language Learning
The main argument of this study is that English language
learning and its relationship with first language or mother
tongue.
Most linguists acknowledge that there must be a
bidirectional interdependence between the first language (L1)
and the foreign language (FL), (Cummins, 1984; cook, 1991;
9
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Departmentthat “in
Larsen-Freeman Long, 1991). Beebe (1988) suggests
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
learning a second language, L1 responses are grafted on to L2
responses, and both are made to a common set of meaning
responses. Other things being equal, the learner is less fluent in
L2 and the kinds of expression he/she uses in L2 bear telltale
traces of the structure of L1”.
Carroll (1964) argues that the circumstances of learning a
second language are like those of a mother tongue. Sometimes
there are interferences and occasionally responses from one
language system that will intrude into speech in the other
language. It appears that learning is most successful when the
situations in which the two languages (L1 and L2) are learned,
are kept as distinct as possible (Faerch and kasper, 1983:70). To
successfully learn, L2 requires the L2 learner to often preclude
the L1 structures from L2 learning process, if the structures of
the two languages are distinctly different, the learning of a
second language is a complex process, involving a seemingly
infinite number of variables.
The TEOL [Teacher of English to Speakers of Other
Languages] organization states the necessity for the teacher to
“understand the fact of language varieties-social, regional,
functional, the structure and development of the English
language system.” (kimble and Garmezy,1963:133). Harmer
states that some students are better at learning languages than
others. A preoccupation with learner personalities and styles has
been a major factor in psycholinguistic research. Some students
respond better than others to discovery activities. This would
indicate that there are differences in the ways individual brains
work (Harmer, 2001:41).
Hosenfeld (1976) found that second language students
often employ strategies that help them produce the correct
answer for a drill or exercise but that do not correspond at all to
10
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
learn the language. Chastain mentions that Department
the need for
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
language skills is much more real and immediate for second
language students than for foreign language students. Secondlanguage students have opportunities to practice using the
language in real language situations, but typically foreignlanguage students do not (Chastain, 1988:136).
A distinction is sometimes made between learning
foreign and second language. A “foreign language” refers to
learning a language that is not generally spoken in the
surrounding community”. And a “second language” refers to
learning a language that is spoken in the surrounding
community (Yule, 2006:1).Yule distinguishes between
“acquisition” and “learning”. The term “acquisition” is used to
refer to the gradual development of ability in a language by
using it naturally in communicative situations with orders who
know the language. While the term “learning”, however, applies
to a more conscious process of accumulating knowledge of the
features, such as vocabulary and grammar, of a language (Yule,
2006:163).
Krashen (1987:10) defines the term “learning” as
referring to conscious knowledge of a second language,
knowing the rules, being aware of them, and being able to talk
about them. Beardsmore (1982) suggests that many of the
difficulties a second language learner has with the phonology,
vocabulary and grammar of L2 are due to the interference of
habits from L1. The formal elements of L1 are used within the
context of L2, resulting in errors in L2, as the structures of L1
and L2 are different. Ellis (1997) raises the need to distinguish
between errors and mistakes- an important distinction between
the two. He says that “errors” reflects gaps in the learner‟s
knowledge; they occur because a learner does not know what is
correct. While “mistakes” reflect occasional lapses in
11
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
performance; they occur because, in a particularDepartment
instance, the
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
learner is unable to perform what he or she knows.
Ellis (1997:51) defines “interference” as transfer, which
he says “the influence that the learner‟s first language exerts
over the acquisition of second language”. He argues that
transfer is governed by learner‟s perceptions about what is
transferable and by their stage of development in L2 learning.
Lott (1983:256) defines “interference” as “errors in the learner‟s
use of the foreign language that can be traced back to the
mother tongue”.
Some second language theorists have assumed that
children acquire while adults can only learn. The behaviorist
view of learning was that anyone could learn anything-given the
right external stimuli and reinforcements. They held that
learning was a mechanical process controlled by external forces
(Chastain, 1988:120). While cognitive theoreticians hold that
the internal, mental knowledge and processes of the learner are
the most important variables in learning. The student rather than
the teacher, text or physical facilities is thought to be the major
variable influencing achievement (Chastain, 1988:122).
The Factors of Language Learning
1. Mother tongue
First language, native language, or mother tongue is the
language a person learns first. Correspondingly, the person is
called a native speaker of the language, although one may also
be a native speaker of more than one language, if all the
languages are learned naturally without formal instruction, such
as through cultural immersion before puberty. Often a child
learns the basics of his or her first languages from his or her
family.
The term “mother tongue” should not be interpreted to
mean that it is language of one‟s mother. In some paternal
12
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
societies, the wife moves in with the husband Department
and thus may
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
have a different first language, or dialect, than the local
language of the husband. Yet their children usually only speak
their local language. Only a few will learn to speak their
mothers‟ language like natives. One can have two or more
native languages, thus being a native bilingual or indeed
multilingual (http/www.axistranslation).
A first language, native language, mother tongue, arterial
language, are the languages a person has learned from birth or
within critical period, or that a person speaks the best and so is
often the basis for socio linguistics identity. In some countries,
the term native language or mother tongue refer to the language
of one‟s ethnic group rather than one‟s first language.
Sometimes, there can be more than one mother tongue, when
the child‟s parents speak different languages. Those children are
usually called bilingual. By contrast, a second language is any
language that one speaks other than one‟s first language.
Sometimes the term native language is used to indicate a
language that a person is as proficient in as a native individual
of that language‟s “base country” or as proficient as the average
person who speaks no other language but that language.
Sometimes the term mother tongue or mother language is used
for the language that a person learnt as a child at home.
Children growing up in bilingual homes can, according to this
definition, have more than one mother tongue or native
language (http//en.wikipedia.org/wiki first language).
2. Cognitive
There are some cognitive variables that influence the
development of second-language skills:
1. Background knowledge is the knowledge that students bring
with them to the learning task.
13
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Departmenton their
2. Cognitive style some learners are more dependent
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
surrounding circumstances, while others are more
independent in their thinking and actions. Some students
seem to exhibit a preference for oral learning while others
prefer to use visual materials for learning (Brown, 1980:125).
3. Affective
The affective domain plays a large role in developing
second –language skills than does the cognitive, because the
emotions control the will to activate or to shutdown the
cognitive functions. Stevick (1982:27) maintains that “fluency
depends at least as much on emotional factors as on amount of
practice”.
There are some affective factors that influence the
development of second-language skills:
1. Self concept
2. Attitude
3. Perseverance
4. Internal versus external locus of control
5. Interests and needs
6. Introversion versus Extroversion
4. Motivation
There are several factors that combine in a profile of a
successful second language learner. The motivation to learn is
important. Many learners have been an instrumental motivation.
That is, they Want to learn the second language in order to
achieve some other goal Those learners with an interactive
motivation want to learn the second language for social
purpose, and to become an accepted member of the community
(Yule, 2006:167-168). Fishman (1984) maintains that a crucial
factor in motivation to learn a second language is its “sociofunctional” validity. Brown (2ooo) points out that a cognitive
14
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
view of motivation includes factors such as Department
the need for
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
exploration, activity, stimulation, new knowledge. Nelson and
Jakobvits (1970) in a lengthy report on motivation in foreign
language learning-cited just about the role of motivation in
second language learning A number of instructional, individual,
socio cultural factors were considered which could enhance or
deter motivation. Among learner factors, for example, were
included intelligence, aptitude, perseverance, learning
strategies, interference, and self evaluation. (Robert and Leon,
1970:115).
Motivation also plays an important part in improving and
developing learner‟s communicative ability. According to
Seedhouse (1996:69), those with integrative motivation have a
genuine interest in “the target speech community” which the
learner is aspiring to become a member of”.
5. Social
Those individuals learning a second language in and out
of class situation are also affected by the social influences in
which they are living – social influences may also have a
positive or negative effect on achievement, especially on the
development of communication skills (Chastain, 1988:127).
6. Intelligence
The language skills of children with high intelligence are
generally superior to those of less gifted children, and students
with intelligence do learn faster and better than their classmates.
All normal individuals learn to speak their native language, but
many do not develop communication skills in second-language
classes, at least at a rate acceptable to their teachers (Chastain,
1988:127).
15
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
7. Biological
In addition to the learner‟s emotions, cognitive abilities,
and social relationships, their sex and age also influence the
development of second-language skills. Sex a carry-over from
the past is the belief that females are better second language
students than males. Females may perform better than males
simply because teachers, males and females expect a higher
performance from females. Females do seem to receive higher
grades in second-language classes. Also, more females are
enrolled in advanced language courses than males (Chastain,
1988:128-129).
8. Age
Age seems to be a major factor in language learning,
including second languages. The age of our students is a major
factor in our decisions about how and what to teach people of
different ages, different needs, competences and cognitive
skills. Young children, especially those up to the ages of nine or
ten, learn differently from older children, adolescents, and
adults in the following ways:
1. They respond to meaning even if they do not understand
individual words.
2. Their understanding comes not just from explanation, but
also from what they see and hear and, crucially, have a
chance to touch and interact with.
3. They have a need for individual's attention and approval from
the teacher (Harmer, 2001:38).
Adult language learners are notable for a number of
special features:
1. They can engage with abstract thought.
2. They have a whole range of experiences to draw on.
16
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
3. They have expectations about the learning process,
and may
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
already have their own set patterns of learning.
4. They come into classrooms with a rich range of experiences
which allow teachers to use a wide range of activities with
them.
5. Unlike young children and teenagers, they often have a clear
understanding of why they are learning and what they want to
get out of it. (Pinker,1994:29)
9. Other factors
The weakness of English language learners in general has
been attributed to various factors:
1. Lack of information on the part of school graduates when
they join the university.
2. English language departments‟ curricula.
3. Teaching methodology.
4. Lack of the target language environment.
5. The learners lack of motivation (Suleiman, 1983; Mukattash,
1983).
Oluwole (2002:41) shows that there are some other
factors with learning English as foreign language such as:
1. Poor method of teaching.
2. Lack of textbook.
3. Language background.
4. Lack of professional growth and development of teachers.
2.2 Previous Studies
Horwitz’s study (1987)
The beliefs about language learning inventory (BALLI)
was developed by Horwitz (1987) to assess student opinions on
a variety of issues and controversies related to language
learning.
17
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department student
The (BALLI) contains 34 items and assesses
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
‫جملة آداب الفراهيدي‬
beliefs in 5 major areas:
1. Difficulty of language learning.
2. The nature of language learning.
3. Motivation and expectations.
4. Foreign language aptitude.
5. Learning and communication strategies.
The BALLI was administered to 50 teachers at 5
universities :English (Inonu university, Turkey), German
(Uludag university, Turkey) French (Marmara university,
Turkey), Japanese (Canakkale 18 mart university, Turkey), and
Arabic (Gazi university, Turkey).The survey encompassed a
total of 248 students : 74 males and 174 females. Of the 248
students, 52 students were in the first year, 90 were in the
second year, 77 were in the third year and 29 were in the fourth
year . Only 28% of English language students agreed that
English is very difficult to learn. 72% of English language
students claimed that English is an easy language to learn.
Guzeller’s study (2001)
This study is entitled ‟ Cultural Problems of Turkish
Students while Learning English as a Foreign Language”. The
study aims at researching arguments of culture, teaching culture
and cultural problems of Turkish students while learning
English. It also aims to give an idea about the problems based
on cultural differences in the classroom. The questionnaire was
completed by 15 preparatory class students at Akdeniz
university in Antalya. At Akedniz University, the students were
required to learn English and reach upper- intermediate level by
the end of the year.
The questionnaire was administered to the students with
the help of their teachers. The data analysis was completed but
18
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
they didn‟t aim at carrying out in-depth statistical
evolution of
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
data.
Peacock’s study (2001)
The study investigated changes in the beliefs about
second language learning of 146 trainee ESL students over
their 3-year program at the city University of Hongkong. Data
on language learners beliefs have been collected through closed
questionnaires. Questionnaires on learner‟s beliefs have been
developed and analyzed in two ways. The first involves
grouping items a priori into logically – derived categories, with
the analysis of data focusing on similarities and differences in
response patterns to items within a category.
Peacock concludes, participants when preparing their
classroom tasks, materials, might over emphasize the learning
of vocabulary and grammar rules compared to the other
classroom tasks necessary for foreign language learning. And
believing that those speaking more than one language are very
intelligent might negatively affect their capacity to assess their
future student‟s progress.
Taguchi study (2006)
The study is ‟ Is motivation a predictor of foreign
language learning?”. This study aimed to investigate two
aspects of foreign learning outcomes:
1. Whether motivation is a predictor of learning as is commonly
believed.
2. What other factors contribute to learning?
Grade 10 student‟s motivation level was measured using two
questions.
Language gains were also measured and compared with
the motivation level. The other, by observing classes using
Communicative Orientation of Language Teaching (COLT)
19
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
what other factors facilitate learning outcomes
statistical
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
analyses of the relationship between the two variables,
motivational level and language gains indicate that motivation
was not a predictor for the grade 10 students in the study. Nor
were many of the language class features included in the
COLT. The most powerful predictors of language gains were
found in more implicit teacher‟s beliefs about their student‟s
capacities and their expectations of their student‟s achievement.
Sixty – one grade 10 students and four teachers in the study
were drawn from four schools (schools A and C are public, B
and D are private) in south Australia. The classes varied in size
from 5 to 24. In order to minimize the effect of teacher
experience, only experienced (8 to 12 years old) teachers with
considerable proficiency in the language were chosen. Data
consisted of pre- and post – test.
The result indicates that teachers can improve learning
outcome of their students when the following conditions are
met:
1. Set a challenging goal and expect their students to reach that
goal.
2. Lower level needs of students.
3. Joy of task completion as intrinsic motivation should be
considered as a reward rather than extrinsic rewards for
learning outcomes of a second language, it is to be hoped that
research findings be applied in classrooms so that learners
can ultimately benefit from research.
Carreira’s study (2006)
The study is ‟relationship Between Motivation for
Learning English and Foreign Language Anxiety”. This study
was designed to identify a combination of motivation and
foreign language anxiety among Japanese university students.
The instruments used in this study were two questionnaires on
20
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
motivation for learning EFL and foreign language
anxiety. The
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
participants responded to 22 motivation items and 18 anxiety
items during regular classes. A set of questionnaires with
motivational measures and anxiety scales was administered at
the end of the second semester. Both questionnaires written in
Japanese were developed based on open – ended questionnaires
administered to 434 Japanese university students. The findings
indicate that practical reasons and intellectual satisfaction are
important factors for reducing foreign language anxiety. The
findings revealed that students who have practical reasons are
likely to have lower foreign language anxiety.
Kannan’s study (2009)
The study ‟Difficulties in learning English as a second
language” evaluates the problems faced by students in the
language classroom when they enter into college environment.
Students are studying English, they are not able to produce even
a single sentence without any grammatical error in English. The
reason stated for this is that they study subjects from the
examination point of view only. This is true with English
language too. Students learn basic grammar at school level for
the purpose of passing only in the tests and in the examinations
and not to face any real life situations. To ease problems, an
English teacher has to encourage students to talk in English
only ;this act makes them confident. Teachers should motivate
students for participative learning. This will solve all the
stumbling blocks in students. A teacher is not only a teacher but
also a friend, guide and a philosopher to students. Teacher
guides students not only to pass in the exam but also to face
challenges and take right decisions during the time of crisis in
life. This is, of course, a real and tough task ahead of a good
teacher.
21
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Discussion of the previous studies
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
Horwitz study (1987) investigates beliefs about language
learning while Peacock‟s study (2001) investigates changes in
the beliefs about second language learning. Guzeller‟s study
(2001) deals with cultural problems of Turkish students while
learning English as a foreign language. Taguchi study (2006)
asks whether motivation is a predictor of foreign language
learning. Kannan‟s study (2009) tackled difficulties in learning
English as a second language.
While The present study deals with difficulties of
learning English as foreign language among students of English
department according to their mother tongues. The aims of the
previous studies are concentrated on learning English as a
second or foreign language . It also tackles the relationship
between different factors such as motivation, culture, anxiety,
intelligence and learning English language. The instruments of
the previous studies vary such as questionnaires or by
observation. The sample of the previous studies differ one from
the other. Horwitz study (1987) 248 students, Peacock‟s study
(2001) 146 students, Guzeller‟s study (2001) 150 students,
Taguchi (2006) 61 students, Carreiva‟s study (2006) 434
students.
While the current study aims to indicate difficulties that
students face in learning English. It also indicates the relation
between students‟ mother tongues and learning English, using
questionnaire as instrument.
Section Three
The Procedures
This section is devoted to the detailed explanation of the
steps and procedures followed by the researchers in carrying out
the plan of the study intending to shed light on the following:
22
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
3.1 The Population of the Study
Table ( 1 )The population of the study
Male
Female
total
first stage
20
85
105
Second stage
40
153
193
Total
60
238
298
The population of the study consists of 105 students at
first stage, and 193 students at second stage. The total are 298
students, with percentage of (79.866%)female and (20.134%)
male.
3.2 The Sample of the study
The instrument is devoted to evaluate the students‟
difficulties inside the classroom during the academic year 20112012 at English department, first and second stages, college of
education, university of Kirkuk. The sample is chosen randomly
form two stages (i.e first and second stage) as follows:
1. The researchers choose 62 students at first stage; it includes
(16) male students and (46) female students as shown in
table(2).
2. The researchers choose (124) students at second stage ; it
includes (22) male students and (102) female students as
shown in table (2).
Table (2) The sample of the students
Stage
sample
Male
Percentage
Female
Percentage
First
16
25.80%
46
74.20%
Second
22
17.74%
102
82.26%
Total
38
20.43%
148
79.57%
23
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
There are different types of mother tongue Department
in classrooms ,
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
‫جملة آداب الفراهيدي‬
i.e. (Arabic , Kurdish , and Turkmen ) languages . So the sample
of the study depends on it. Table (3) shows the sample of the
students with their different kinds of mother tongues according
to their stages
Table(3) first and second stages
Stages
Mother tongue
Male
Female
Arabic
5
13
First stage
Kurdish
10
12
Turkmen
1
21
Arabic
5
26
Second stage
Kurdish
12
44
Turkmen
5
32
Total
38
148
3.3 Instrument of the study
The instrument use in this study is a questionnaire. The
steps of constructing the instrument of the study are as follows:
1. Items are chosen depending on syllabi of linguistic subjects ,
at first and second stages include(i.e Comprehension,
Composition, Conversation, Grammar, and Phonology).
2. Asking students to identify the range of encountering
difficulties of items or topics of content or curriculum,
considering their responses to achieve the aims of the study.
3. face validity: It is used by asking Syntax, education and
psychology experts to decide whether the items of instrument
represent the features, which we want to measure. According
to the experts‟ responses, it has been found that the item
achieved (%75 - %80) is considered as acceptable; if not it is
unacceptable
4. Reliability: The researchers used test-retest . The instruments
applied on a group of students consist of (20) students, then
24
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
after (14) days the instruments were also applied
on the same
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
group. Reliability coefficient has been found between the first
responses and the second. The reliability correlation
coefficient reached (0.85). After ensuring the face validity
and reliability of the instrument. The researchers applied the
tool on the sample of the study. It includes (186) students.
3.4 The statistical methods
The researchers used the following statistical methods:
1. pearson correlation coefficient
2. (chi²) = chi-square value
chi²
; O = Observation, E = Expectation
Section Four
Results Analyses
This section is devoted to offer the analyses of results
of each item contained in the questionnaire administered on the
students according to the aims of the study as follow:
4.1 Percentages of difficulties
Students at 1st and 2nd stages faced difficulties in
learning linguistic subjects at English Department in terms of
their mother tongue. The results show the following as in
table (4) and table (5):
25
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
Table ( 4 ) mother tongues & comprehension subject
at 1st stage
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
Mother tongues
‫جملة آداب الفراهيدي‬
Turkmen
language
Arabic language
Kurdish language
Comprehension
subject
Yes
No
Yes
No
Yes
No
Reading passage
3
16.66%
15
83.34%
2
9.10%
20
90.90%
3
13.63%
19
86.37%
Vocabulary
7
38.88%
11
61.12%
3
13.63%
19
86.37%
7
31.81%
15
68.19%
Understanding
passage
5
27.77%
13
72.23%
5
22.72%
17
77.27%
7
31.81%
15
68.19%
Using mother
tongue in
explanation
13
72.23%
5
27.77%
13
59.10%
9
40.90%
15
68.19%
7
31.81%
Table ( 5 )
mother tongues & comprehension subject at 2nd stage
Mother
tongues
Comprehensio
n subjects
Reading
passage
Vocabulary
Understanding
passage
Using mother
tongue in
explanation
Turkmen
language
Arabic language
Yes
1
3.22%
8
25.81
%
7
22.59
%
20
64.51
%
No
30
96.78
%
23
74.19
%
24
77.41
%
11
35.49
%
Yes
2
5.41%
16
43.25
%
9
24.32
%
13
35.14
%
26
Kurdish
languages
No
Yes
No
35
94.59
%
21
56.75
%
28
75.68
%
24
64.86
%
6
10.72
%
30
53.57
%
12
21.43
%
50
89.28
%
26
46.42
%
44
78.57
%
21
37.5%
35
62.5%
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Table ( 4 ) ,( 5 ) show the responses of theDepartment
students with
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
‫جملة آداب الفراهيدي‬
different in their mother tongues and comprehension subject at
1st and 2nd stages:
1. Reading passage
16.66 percent of students whose mother tongue Arabic
language at 1st stage face difficulty . while 83.34 %do not
consider it a difficult a subject.
9.10 percent of students whose mother tongue Turkmen
language at 1st stage face difficult. While 90.90% do not
consider it a difficult subject .
13.63 percent of students whose mother tongue Kurdish
language at 1st stage face difficulty. While 86.37% do not
consider it a difficult subject .
3.22% percent of student whose mother face difficult
tongue Arabic language at 2nd stage. While 96.78% do not
consider it a difficult subject.
The result of observation made that student whose
mother tongues Arabic language can improve their ability and
this is show by decreasing from 16.66% to 3.22 percent. While
96.78 % not consider it difficult subject.
5.41 percent whose mother tongue Turkmen language
face difficulty at 2nd stage. While 94.55 consider it easy.
Observation made that students responses whose mother
tongue Turkmen language can be improved their ability and this
shown by reducing percentage of difficulty from 9.10 to 5.41.
while 94.59 percent consider reading passage easily item.
10.72 percent say difficult their mother tongue Kurdish
language. While 89.28 consider it easy.
Observation made that decresing 13.63 percent at 1st
stage to 10.72% this means that student get benefit and develop
their ability
27
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
2. Vocabulary
38.88 percent students responses face difficulties whose
mother tongue Arabic language at 1 st stage. While 61.12
consider vocabulary not difficult.
25.81 percent students face difficulty whose mother
tongue Arabic language at 2nd stage. While 74.19 consider
vocabulary do not .
This reducing percent stage from 38.88 to 25.81 that
students improved their ability.
13.63 percent students face difficulty whose mother
tongue Turkmen language at 1st stage. While 86.37 %do not.
43.25 percent students face difficulty whose mother
tongue Turkmen language at 2nd stage. While 56.75 percent not
difficult.
This increasing from 13.63% to 43.25% percent indicate
there is problem with understanding or memorizing of a list of
vocabulary and their meanings .
31.81 percent students face difficulty whose mother
tongue Kurdish language at 1st stage. While 68.19 %say there
are not difficulty.
53.57 %say there are difficulty whose mother tongue
Kurdish language. While 46.42 percent say there are not
difficulty with vocabulary
Observation of increasing 31.81% to 53.37% percent
,there are problems with vocabulary.
3. Understanding passage
27.77 percent face difficulty in understanding by students
whose mother tongue is Arabic language at 1st stage. While
72.23 percent do not .
22.59 percent face difficulty by students whose mother
tongue is Arabic language at 2nd stage. While 77.41 percent do
not face difficulty.
28
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
22.72 percent face difficulty by student Department
whose mother
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
‫جملة آداب الفراهيدي‬
tongue Turkmen language at 1st stage. While 77.27% do not .
24.32 percent face difficulty of understanding whose
mother tongue Turkmen language at 2 nd stage. While 75.68%
say there are no any problems with understanding .
31.81 percent face difficulty by students whose mother
tongue are Kurdish language at 1st stage. While 68.19% do not
face difficult.
37.5% percent face difficulty by Kurdish mother tongue
nd
at 2 stage. While 62.5% do not face difficult.
This mean, students whose mother tongue are Turkmen
language face difficulties less than students whose mother
tongue are Arabic and Kurdish at first stage, but they are the
same in their facing difficulty at second stage. The percentage
shows that students get the same opportunities of learning
English in the classroom .
The average of comprehension subject of 1st and 2nd stage
is as follows:
The students whose mother tongue Arabic language at 1st
stage is 11.29% , at 2nd stage is 7.25%.
The students whose mother tongue Turkmen language at
st
1 stage is 9.67% , at 2nd stage is 8.06%.
The students whose mother tongue Kurdish language at
st
1 stage is 12.90%, at 2nd stage is 13.70%.
The percentage shows the students whose mother tongue
is Kurdish language face difficulty at first and second stages
more than students whose mother tongues are Arabic or
Turkmen languages .
29
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
Table ( 6 ) mother tongues & composition subject
at 1st stage
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
Mother
tongues
Composition
subject
‫جملة آداب الفراهيدي‬
Yes
No
Punctuation
9
50%
9
50%
Spelling
5
27.77
%
Choosing
different
subject or
topics of
composition
Writing
suitable
sentences
Writing
paragraph
Writing essay
Word
order
(arrangement)
Turkmen
languages
Arabic language
Kurdish
languages
Yes
No
Yes
No
13
72.23
%
7
31.82
%
7
31.82
%
15
68.18
%
15
68.18
%
8
36.36
%
6
27.27
%
14
63.64
%
16
72.73
%
16
88.88
%
2
11.12
%
13
59.10
%
9
40.90
%
13
59.10
%
9
40.90
%
10
55.55
%
10
55.55
%
14
72.78
%
8
44.45
%
8
44.45
%
4
22.22
%
8
36.36
%
10
45.44
%
17
77.27
%
14
63.64
%
12
54.56
%
5
22.72
%
11
50%
11
50%
9
50%
9
50%
11
50%
11
50%
9
40.90
%
12
54.56
%
10
45.44
%
13
59.90
%
10
45.44
%
12
54.56
%
Table ( 7 ) mother tongues & composition subject at 2nd stage
Mother
tongues
Composition
subject
Punctuation
Turkmen
languages
Arabic language
Kurdish
languages
Yes
No
Yes
No
Yes
No
9
29.03%
22
70.97%
16
43.25%
21
56.75%
32
57.15%
24
42.85%
30
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
Spelling
Choosing
different
subject or
topics of
composition
Writing
suitable
sentences
Writing
paragraph
Writing essay
Word order
(arrangement)
‫جملة آداب الفراهيدي‬
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
23
22
34
11
35.48%
20
64.52%
14
37.84%
62.16%
39.28%
60.72%
3
9.67%
28
90.33%
18
48.65%
19
51.35%
20
35.72%
36
64.28%
8
25.80%
23
74.20%
7
18.92%
30
81.08%
19
33.93%
37
66.07%
6
19.35%
23
74.20%
11
35.48%
25
80.65%
8
25.80%
20
64.52%
10
27.03%
27
72.97%
17
45.95%
27
72.97%
10
27.03%
20
54.05%
19
33.93%
37
66.07%
29
51.79%
37
66.07%
19
33.93%
27
48.21%
Table ( 6 ) and ( 7 ) show the respondents are in
punctuation at 1st and 2nd stages. The percentage of students
whose mother tongue is Arabic language face difficulty in
1. punctuation at 2nd stage is 29.03% and 1st stage is 50%.
While students face difficulties with punctuation whose mother
tongue Turkmen language at 2nd stage is 43.25% and1st stage
is 31.82%. Students also face difficulties with punctuation
whose mother tongue Kurdish language at 2nd stage is
57.15% and 1st stage is 36.36%. The result shows that
students whose mother tongue Turkmen and Kurdish face
difficulties less than students whose mother tongue Arabic
language.
2. Spelling: The responses on spelling shows that students
whose mother tongue is Arabic language at 2nd stage is
35.48% and at 1st stage is 27.77%. While students whose
mother tongue Turkmen language at 2 nd stage is 37.84%
and 1st stage is
31.82%. Students also whose mother
tongue Kurdish language at 2nd stage is 39.28% and at 1st
31
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
stage is 59.10%. This means the students
face same
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
difficulties with spelling at 1 st stage while in 2nd stage the
students that their mother tongues Arabic language face
difficulty less than Turkmen language and student their
mother tongues Arabic and Turkmen language face
difficulties less than students their mother tongue Kurdish.
3. Writing sentences: The percentage of students, whose mother
tongue is Arabic language at 2nd stage is 25.80% and at 1st
stage 55.55% Face difficulties in writing sentences. While
students whose mother tongue is Turkmen language their
difficulties in writing sentences at second stage is 18.92%
and at first stage is 36.36%. Students whose mother tongue
Kurdish language at second stage is 33.935% and at first
stage is 50%. The result shows students whose mother
tongue are Turkmen language face difficulties less that
students whose mother tongues Arabic are Kurdish language
at first and second stages.
4. Writing paragraph: Table ( 6 ) , (7) show that students whose
mother tongue are Arabic language face difficulties at 2nd
stage 19.35% and at 1st stage 55.55%While students whose
mother tongue Turkmen language at 2nd stage 27.03% and at
1st stage 45.44%. Students whose mother tongue Kurdish
language at 2nd stage is 33.93%,and at 1st stage 40.90%. This
mean that all students face difficulties with same level.
5. Writing essay: Students whose mother tongue are Arabic
language face difficulties with percentage at 2nd stage
74.20% and 1st stage 77.78%. While students whose mother
tongue Turkmen language at 2nd stage 72.97% and 1st stage
77.27%
Students whose mother tongue Kurdish language at 2 nd
stage 66.07% and 1st stage 54.56%.The result shows that all
students face difficulties with the same level .
32
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department whose
Average of composition subject shows the students
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
mother tongue are Arabic language face difficulties less than
students whose mother tongue are Turkmen and Kurdish
languages. Then Turkmen language less than Kurdish language.
Table ( 8 )
mother tongues &Conversation Subjects at 1st stage
Mother
tongues
Conversation
Subject
Speaking
Reading
Listening
Teaching
dialogue
Free
discussion
Turkmen
language
Arabic language
Kurdish language
Yes
No
Yes
No
Yes
No
5
27.77%
Zero
Zero
2
11.11%
4
22.22%
8
44.45%
13
72.23%
18
100%
16
88.89%
14
77.78%
10
55.55%
4
18.18%
Zero
zero
4
18.18%
4
18.18%
13
59.10%
18
81.82%
22
100%
18
81.82%
18
81.82%
9
40.90%
6
27.27%
2
9.10%
1
4.55%
8
36.36%
11
50%
16
72.73%
20
90.90%
21
95.45%
14
63.64%
11
50%
33
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
Table ( 9 )
mother tongues & conversation Subject at 2nd stage
Mother
tongues
Conversatio
n subject
Turkmen
language
Arabic language
Kurdish
language
Yes
No
Yes
No
Yes
No
Speaking
4
12.91
%
7
18.92
%
30
81.08
%
Reading
1
3.23%
Zero
Zero%
37
100%
19
33.92
%
6
10.72
%
Listening
1
3.23%
Zero
Zero%
37
100%
37
66.08
%
50
89.28
%
52
92..85
%
Teaching
dialogue
3
9.68%
Free
discussion
6
19.36
%
27
87.09
%
30
96.77
%
30
96.77
%
28
90.32
%
25
80.64
%
4
10.82
%
13
35.14
%
33
89.18
%
24
64.86
%
4
7.15%
14
25%
42
75%
20
35.72
%
36
64.28
%
1. Speaking: Table ( 8 ) , ( 9 ) show the percentage of
difficulties that students face according to their mother
tongue. The percentage of students‟ difficulty whose mother
tongue is Arabic language at 1st stage is 27.77% and at 2nd
stage is 12.91% while students whose mother tongue is
Turkmen language at 1st year is 18.18% and at 2nd year is
18.92%. Students whose mother tongue is Kurdish language ,
at 1st year is 27.27% and at 2nd year is 33.92%. The result
shows the students whose mother tongue is Turkmen
language face difficulty less than Arabic and Kurdish
language at first stage. While at 2 nd stage students whose
34
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
mother tongue Arabic language face difficulty
less than
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
Turkmen and Kurdish languages .
2. Reading: The result shows the difficulties of students whose
mother tongue is Arabic language at first stag is 0.00% and
at second stage is 3.23%. While students whose mother
tongue Turkmen language at first stage is 0.00%, and
second stage is 0.00%. Students whose mother tongue
Kurdish language at first stage is 9.10% and at second
stage is 10.72%. The result means the students whose mother
tongues are Arabic and Turkmen language face difficulty less
than students whose mother tongue is Kurdish language at
first and second stages .
3. Listening: Table ( 8 ), ( 9 ) show that student‟s difficulties
with listening are as follows:
The difficulties of students their mother tongue Arabic
language at first stage is 11.11% and at second stage is
3.23%. While students their mother tongue Turkmen
language at first stage is 18.18% and at second stage is
0.00%. Students whose mother tongue Kurdish language at
first stage is 4.55%, and at second stage is 7.15%. The result
show the students whose mother tongue Kurdish language
face difficulties less than Arabic and Turkmen languages at
first stage. While at second stage students their mother
tongue Turkmen language less than Kurdish and Arabic
language . The average of conversation as show the students
their mother tongue Arabic language face difficulties less
than Turkmen and Kurdish languages at first and second
stages .
35
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Table ( 10 ) mother tongues & grammar atDepartment
1st stage
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
Mother
tongues
Grammar
Present &
past tense
passive voice
Active voice
Parts of
speech
(noun, verb,
adj, adv)
Number
(singular or
plural
Gender
(M/F) he, she
Negation
Question
formation
Using
different
structures of
sentences
Elements of
sentences
Functions of
elements of
the sentences
Base &
affixes
Borrowing
Simple word
‫جملة آداب الفراهيدي‬
Yes
3
27.77%
9
50%
8
44.45%
No
15
72.23%
9
50%
10
55.55%
Turkmen
language
Yes
No
4
18
18.18% 81.82%
10
12
45.46% 54.54%
12
10
54.54% 45.46%
6
33.34%
12
66.66%
9
40.90%
13
59.10%
7
31.82%
15
68.18%
2
11.11%
16
88.89%
Zero
Zero%
22
100%
Zero
Zero%
22
100%
1
5.55%
1
5.55
5
27.77%
17
94.45%
17
94.45%
13
72.23%
1
4.55%
Zero
Zero%
3
13.63%
21
95.45%
22
100%
19
86.37%
2
9.10%
Zero
Zero%
1
4.55%
20
90.90%
22
100%
21
95.45%
14
77.78%
4
22.22%
16
72.73%
6
27.27%
12
54.56%
10
45.44%
10
55.55%
8
44.45%
6
27.27%
16
72.73%
10
45.44%
12
54.56%
12
66.66%
6
33.34%
7
31.82%
15
68.18%
12
54.56%
10
45.44%
9
50%
14
77.78%
4
9
50%
4
22.22%
14
12
54.56%
14
77.78%
1
10
45.44%
8
22.22%
21
10
45.44%
11
50%
Zero
12
54.56
11
50%
22
Arabic language
36
Kurdish language
Yes
4
18.18%
11
50%
11
50%
No
18
81.82%
11
50%
11
50%
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
Complex
word
Compound
word
Preposition
Modal verb
Auxiliaries
Articles
Pronouns
Direct speech
Indirect
speech
Regular &
irregular
Conjunctions
Phrases
Future
Average
22.22%
11
61.12%
10
55.55%
10
55.55%
8
44.45%
8
44.45%
13
72.23%
8
44.45%
8
44.45%
7
38.88%
10
55.55
13
72.23%
12
66.66%
5
27.77%
45.88%
Difficulties of Learning English as
aForeign Language
Among Students at English
95.45% Department
Zero%
100%
‫جملة آداب الفراهيدي‬
77.78%
7
38.88%
8
44.45%
8
44.45%
10
55.55%
10
55.55%
5
27.77%
10
55.55%
10
55.55%
11
61.12%
8
44.45%
5
27.77%
6
33.34%
13
72.23%
4.55%
10
45.44%
12
54.56%
8
36.36%
11
50%
7
31.82%
10
45.44%
8
36.36%
6
27.27%
10
45.44%
4
18.18%
7
31.81%
6
27.27%
3
13.63%
33.69%
37
12
54.56%
10
45.44%
14
63.64%
11
50%
15
68.18%
12
54.56%
14
63.64%
16
72.73%
12
54.56%
18
81.82%
15
68.19%
16
72.73%
19
86.37%
11
50%
8
54.56%
8
36.36%
7
31.82%
7
31.82%
9
40.90%
3
13.63%
8
36.36%
8
36.36%
11
50%
11
50%
11
50%
7
31.81%
34.34%
11
50%
14
63.64%
14
63.64%
15
68.18%
15
68.18%
13
59.10%
19
86.37%
14
63.64%
14
63.64%
11
50%
11
50%
11
50%
15
68.19%
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Table ( 11) mother tongues & grammar subjectDepartment
at 2nd stage
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
Mother
tongues
Grammar
Subject
Present &
past tense
Passive voice
Active voice
Parts of
speech
(noun, verb,
adj, adv)
Number
(singular &
plural)
Gender
(M/F)
Negation
Question
formation
Using
different
structure of
sentences
Elements of
sentences
Function of
element of
sentences
Base &
affixes
Borrowing
‫جملة آداب الفراهيدي‬
Turkmen
language
Arabic language
Kurdish language
Yes
No
Yes
No
Yes
No
5
16.13%
12
38.70%
11
35.49%
26
83.81%
19
61.30%
20
64.51%
6
16.22%
17
45.95%
20
54.05%
31
83.78%
20
54.05%
17
45.95%
9
16.08%
21
37.5%
28
50%
47
83.92%
35
62.5%
28
50%
7
22.59%
24
77.41%
12
32.43%
25
67.56%
18
32.15%
38
67.85%
7
22.59%
24
77.41%
8
21.62%
29
78.38%
7
12.5%
49
87.5%
6
19.36%
4
12.90%
10
32.25%
25
80.64%
27
87.10%
21
67.75%
7
18.91%
5
13.52%
8
21.63%
30
81.09%
32
86.48%
29
78.37%
11
19.65%
6
10.72%
10
17.85%
45
80.35%
50
89.28%
46
82.15%
16
51.62%
15
48.38%
34
91.90%
3
8.10%
44
78.58%
12
21.42%
14
45.17%
17
54.83%
26
70.28%
11
29.72%
39
69.64%
17
30.36
15
48.38%
16
51.62%
31
83.79%
6
16.21%
37
66.08%
19
33.92%
10
32.25%
15
48.38%
21
7.75%
16
51.62%
19
51.25%
24
64.87%
18
48.65%
13
35.13%
29
51.79%
21
37.5%
27
48.21%
35
62.5%
38
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
Simple word
Complex
word
Compound
word
Preposition
Modal verb
Auxiliary
verb
Articles
Pronouns
Direct speech
Indirect
speech
Regular &
irregular
Conjunctions
Phrases
Future
Average
7
22.59%
11
35.49%
10
32.26%
7
22.59%
12
38.71%
11
35.49%
8
25.81%
10
32.26%
13
41.94%
15
48.38%
11
35.48%
13
41.94%
18
58.06%
9
29.04%
34.29%
‫جملة آداب الفراهيدي‬
24
77.41%
20
64.51%
21
67.74%
24
77.41%
19
61.29%
20
64.51%
23
74.19%
21
67.74%
18
58.06%
16
51.62%
20
64.51%
18
58.06%
13
41.94%
22
70.96%
8
21.63%
13
35.14%
15
40.54%
14
37.83%
23
62.17%
16
43.24%
10
27.03%
14
37.83%
21
56.75%
25
67.57%
17
45.95%
23
62.16%
29
78.38%
15
40.55%
46.04%
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
29
12
44
78.37%
24
64.86%
22
59.46%
23
62.17%
14
37.83%
21
56.76%
27
72.97%
23
62.17%
16
43.25%
12
32.43%
20
54.05%
14
37.84%
8
21.62%
22
59.45%
21.42%
24
42.85%
21
37.5%
17
30.35%
32
57.15%
25
44.64%
20
35.72%
19
33.93%
31
55.35%
32
57.15%
24
42.85%
26
46.43%
39
69.64%
18
32.15%
41.00%
78.58%
32
57.15%
35
62.5%
39
69.65%
24
42.85%
31
55.36%
36
64.28%
37
66.07%
25
44.65%
24
42.85%
32
57.15%
30
53.57%
17
30.36%
38
67.85%
Table ( 10 ) shows that students at 1 st stage their mother
tongue Arabic language face difficulties in grammar more than
students their mother tongue Turkmen or Kurdish languages so
percentage of difficulty of students whose mother tongue
Arabic language is 45.88% while students their mother tongue
Turkmen is 33.69% and students their mother tongue Kurdish
language is 34.34%.
39
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
nd
Table (11) shows that student at 2 stage Department
whose mother
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
‫جملة آداب الفراهيدي‬
tongue is Turkmen language face difficulties with grammar
more than students their mother tongue Kurdish or Arabic
language so percentage of difficulties of students their mother
tongue Turkmen language is 46.04% while Kurdish language is
41.00% and students their mother tongue Arabic is 34.29% .
Table ( 12 ) mother tongues & phonetics & phonology at 1st stage
Mother
tongue
Phonetics &
phonology
Plosive
consonant
p b t
d
k
g
Fricative
consonant
f v θ ð
ʃ Ʒ h
Affricate
consonant
ts
dƷ
Nasal
consonant
m
n
ŋ
Lateral
consonant
l
Approximant
consonant
w
r
j
r
Short vowel
Turkmen
language
Arabic language
Kurdish language
Yes
No
Yes
No
Yes
No
5
27.77
%
13
72.23
%
3
13.63
%
19.
86.37
%
7
31.81
%
15
68.19
%
3
72.23
%
15
27.77
%
4
18.18
%
18
81.82
%
9
40.90
%
13
59.10
%
4
22.22
%
14
77.78
%
5
22.72
%
17
77.27
%
8
36.36
%
14
63.64
%
4
22.22
%
14
77.78
%
3
13.63
%
19
86.37
%
8
36.36
%
14
63.64
%
4
22.22
%
14
77.78
%
3
13.63
%
19
86.37
%
8
36.36
%
14
63.64
%
6
33.33
%
12
66.67
%
3
13.63
%
19
86.37
%
11
50%
11
50%
8
44.45
%
10
55.55
%
9
40.90
%
13
59.10
%
8
36.36
%
14
63.64
%
40
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
11
61.12
%
11
61.12
%
12
66.66
%
15
83.34
%
15
83.34
%
8
44.45
%
7
38.88
%
13
72.23
%
10
55.55
%
12
66.66
%
7
38.88
%
7
38.88
%
6
33.34
%
3
16.66
%
3
16.66
%
10
55.55
%
11
61.12
%
5
27.77
%
8
44.45
%
6
33.34
%
Pronunciatio
n
9
50%
9
50%
Dialect &
accent
11
61.12
%
7
38.88
%
Long vowel
Diphthongs
vowel
Trip thongs
vowel
Transcription
Syllable
division
Stress
Rhythm
Elision
Intonation
Function of
intonation
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
14
6
16
8
36.36
%
12
54.54
%
14
63.64
%
16
72.73
%
15
68.18
%
13
59.10
%
13
59.10
%
13
59.10
%
63.64
%
10
45.46
%
8
36.36
%
6
27.27
%
7
31.82
%
9
40.90
%
9
40.90
%
9
40.90
%
11
50%
11
50%
14
63.64
%
14
63.64
%
14
63.64
%
8
36.36
%
8
36.36
%
8
36.36
%
41
27.27
%
15
68.18
%
17
77.28
%
12
54.56
%
14
63.64
%
13
59.10
%
12
54.54
%
16
72.73
%
13
59.10
%
10
45.46
%
8
36.36
%
14
63.64
%
72.73
%
7
31.82
%
5
22.72
%
10
45.44
%
8
36.36
%
9
40.90
%
10
45.46
%
6
27.27
%
9
40.90
%
12
54.54
%
14
63.64
%
8
36.36
%
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Department
Table ( 13 ) mother tongue & phonetics & phonology
at 2nd stage
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
Mother
tongue
Phonetics &
phonology
Plosive
consonant p
p b t
d
k
g
Fricative
consonant f
f
v θ
ð s z ʃ
Ʒ h
Affricate
consonant
ts
dƷ
Nasal
consonant
m
n
ŋ
Lateral
consonant
l
Approximant
consonant
w
r
j
w
Short vowel
Long vowel
Diphthongs
‫جملة آداب الفراهيدي‬
Turkmen
language
Arabic language
Kurdish language
Yes
No
Yes
No
Yes
No
6
19.35
%
25
80.65
%
10
27.035
27
72.97
%
22
39.28
%
34
60.72
%
7
22.59
%
24
77.41
%
8
21.62
%
29
78.37
%
22
39.28
%
34
60.72
%
9
29.03
%
22
70.97
%
15
40.54
%
22
59.46
%
19
33.93
%
37
66.07
%
7
22.59
%
24
77.41
%
11
29.73
%
26
70.27
%
17
30.35
%
39
69.65
%
6
19.35
%
25
80.65
%
8
21.62
%
29
78.37
%
18
32.15
%
38
67.85
%
9
29.03
%
22
70.97
%
15
40.54
%
22
59.46
%
29
51.79
%
27
48.21
%
5
16.13
%
6
19.36
%
11
35.49
%
26
83.81
%
25
80.64
%
20
64.51
%
9
24.32
%
8
21.62
%
13
35.14
%
28
75.68
%
29
78.38
%
24
64.86
%
22
39.28
%
34
60.72
%
21
37.5%
35
62.5%
20
35.72
%
36
64.28
%
42
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
Trip thongs
Transcription
Syllable
division
Stress
Rhythm
Elision
Intonation
Function of
intonation
Pronunciatio
n
Dialect &
Accent
24
77.41
%
24
77.41
%
16
51.62
%
13
41.94
%
16
51.62
%
15
48.38
%
16
51.62
%
13
41.94
%
10
32.25
%
14
45.17
%
‫جملة آداب الفراهيدي‬
7
22.59
%
7
22.59
%
15
48.38
%
18
58.06
%
15
48.38
%
16
51.62
%
15
48.38
%
18
58.06
%
21
67.75
%
17
54.83
%
25
67.57
%
25
67.57
%
21
56.75
%
25
67.57
%
28
75.68
%
27
72.97
%
27
72.97
%
29
78.38
%
14
37.83
%
16
43.24
%
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
12
24
32
32.43
%
12
32.43
%
16
43.25
%
12
32.43
%
9
24.32
%
10
27.03
%
10
27.03
%
8
21.62
%
23
62.17
%
21
56.76
%
42.85
%
38
67.85
%
38
67.85
%
37
66.07
%
57.15
%
18
32.15
%
18
32.15
%
19
33.93
%
42
75%
14
25%
46
82.15
%
40
71.43
%
43
76.79
%
33
58.93
%
33
58.93
%
10
17.85
%
16
28.57
%
13
23.21
%
23
41.07
%
23
41.07
%
Table ( 12 ) shows that students at 1 st stage . whose
mother tongue is Turkmen language face difficulties in
phonology less than students whose mother tongue is Arabic or
Kurdish language . So percentage of difficulty of students their
mother tongue Turkmen language is 44.73%, while students
their mother tongue Arabic language is 49.12%, and Kurdish
language is 49.99% .
43
Difficulties of Learning English as
aForeign Language
‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
nd
Department
Table ( 13 ) shows that student at 2 stage
their mother
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152
‫جملة آداب الفراهيدي‬
tongue Arabic language face difficulties less than students their
mother tongue Turkmen or Kurdish language, So percentage of
difficulty of students their mother tongue Arabic language is
38.54% while students their mother tongue Turkmen is 47.03%,
and Kurdish language is 55.00%
4.2 (
) value
Statistically significant differences of difficulties of
learning linguistic subjects in Terms of their mother tongues.
The results show as follow:
Table (14 ) (
) value of Difficulties of learning English at
st
1 stage according to linguistic subjects in terms of student‟s
mother tongues
Linguistic
subjects
Mother tongue
(
value
Arabic
and
Turkmen
language
Arabic
and
Kurdish
language
Turkmen and
Kurdish
language
Comprehension
(
Significant
difference
5.3
Yes
2.9
No
8.73
Yes
Composition
(
Significant
difference
0,444
No
0.444
No
0.165
No
Grammar
(
Significant
difference
0,783
No
0,261
No
0,145
No
Conversation
(
Significant
difference
0,025
No
0,25
No
0,025
No
Phonology
(
Significant
difference
0,o83
No
Zero
No
O,o911
No
44
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
Difficulties of Learning English as
aForeign Language
Among Students at English
values of Department
difficulties of
‫جملة آداب الفراهيدي‬
Table (14) shows
learning English at 1st stage according to linguistic subjects and
mother tongue. The results as follow :
1. There is significant statistical differences between students
their mother tongues Arabic, Turkmen languages and
comprehension subject, and its value is 5,3 at 0.05 level with
free degree 1 a tabulate value 3,84. But there are no
significant statistical differences between students whose
mother tongue Arabic, Turkmen languages and other
linguistic subject their
values as follow :
Compositionvaluis0,444
Conversation value is 0,025
grammar value is 0,783
Phonology value is 0,083
2. There is no significant statistical differences between students
whose mother tongue is Arabic, Kurdish language, and
linguistic subjects, because their
values less than
tabulate value (3.84) at 0.05 level with free degree 1.
value for linguistic subjects is as follow:
Comprehension
value is 2.9
Composition
value is 0,444
Conversation
value is 0.25
Grammar
value is 0,261
phonology
value is 0,00
3. There is significance statistical differences between students
their mother tongues Kurdish, Turkmen language and
composition at 1st stage
value is (8.73).This value
more than Tabulate value (3.84) at 0.05 level with free degree
1. But there are no significant differences between students
their mother tongues Kurdish, Turkmen language and other
45
Difficulties of Learning English as
aForeign Language
Among Students at English
values areDepartment
as follow less
‫جملة آداب الفراهيدي‬
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
linguistic subjects. Because
than tabulate value (3.84)
Composition
is 0.165
Conversation
is 0.025
Grammar
is 0.145
Phonology
is 0.091
Table (15)
values of difficulties of learning English at
nd
2 stage according to linguistic subjects in terms of student‟s
mother tongue.
Mother tongue
Arabic
Arabic
Kurdish
Linguistic subjects
(
Turkmen
value
Kurdish
Turkmen
Comprehension
(
Significant
difference
0.0337
No
0.8034
No
0.0669
No
Composition
(
Significant
difference
3.004
No
1,2722
No
0.3484
no
Grammar
(
Significant
difference
0.783
No
0.261
No
0.1454
No
Conversation
(
Significant
difference
o.2978
No
2.4363
No
1.1662
No
Phonology
(
Significant
difference
0,6064
No
1.766
No
0.2103
No
Table ( 15 ) shows
values of learning English
nd
language at 2 stage according to linguistic subjects in terms of
student‟s mother tongues:
1. There are no significant statistical differences between
linguistic subject and students their mother tongues Arabic /
46
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
of linguistic subjects
less than
‫جملة آداب الفراهيدي‬
Turkmen languages.
tabulate value (3.84) at 0,05 level with free degree 1
value of comprehension is 0,0337
value of composition is 3.004
value of conversation is 0.2978
value of grammar is 0,783
value of phonology is 0.6064
2. There are no significant statistical differences between
linguistic subjects and students their mother tongue, Arabic /
Kurdish languages.
value of linguistic subjects less
than tabulate value (3.84) at 0.05 level With Free degree 1.
values are as follow:
Comprehension value is 0.8034
Composition s is 1.2722
Conversation vale is 2.4363
Grammar value is 0.261
Phonology value is 1.766
3. There are no significant statistical differences of difficulties
are faced by students at 2nd stage between linguistic subjects
and students their mother tongues Kurdish / Turkmen
language.
value less than tabulate value which is
(3.84) at 0,05 level with free degree 1.
of linguistic
subjects are as follow:
Comprehension value is 0,0669
Composition value is 0,03484
Conversation value is 0.1662
Grammar value is 0.1454
Phonology value is 0.2103
47
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Conclusions
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
1.)The percentages
1. There are no difficulties with reading passage.
2. There are some problems or difficulties with vocabulary.
3. There are some difficulties with writing essay.
4. There are some difficulties with the item “Using different
structures of sentences”.
5. There are some difficulties with the item “Base &
Affixes”; (i. e Morphology).
6. There are some difficulties with Diphthong Vowels.
7. There are some difficulties with Transcription.
8. There are some difficulties with syllable division, stress,
elision, intonation and their functions.
2.)
value
Statistically Significant Differences show the following:
1. There are statistically significant differences of difficulties
that are faced by students whose mother tongues are Arabic ,
Turkmen languages regarding comprehension subject at 1 st
stage.
2. There are statistically significant differences between
Kurdish / Turkmen regarding comprehension at 1st stage.
3. There are no statistically significant
differences of
difficulties that are faced by students with different mother
tongues and other linguistic subjects such as comprehension,
composition, conversation, grammar, and phonology at 1st
stage.
4. There are no strong statistically significant differences
between linguistic subjects and student‟s mother tongues at
2nd stage.
The results show requirements of learning English as a
foreign language are the same for students, although that mother
tongues are different at 1st and 2nd stages. This means, there is
48
Difficulties of Learning English as
aForeign Language
3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
DepartmentKurdish
a little role of mother tongue ( i. e Arabic, Turkmen,
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
‫جملة آداب الفراهيدي‬
languages) on difficulties of learning English as foreign
language. There are other factors or hidden reasons behind
difficulties of learning English such as: Motivation, Age,
Gender, Intelligence, Culture, Environment, Home or Family,
Social factors, and Experience or Background more than
mother tongue.
49
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
Recommendations
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
In the light of the conclusions, the researchers present the
following recommendations:
1. Students should listen to the native speaker through
pronunciation laboratory, and visual aids in order to
reinforce their ability at phonological aspect.
2.Elison and stress, are problematic in general , so the
teacher should clarify them
3.To write sentences or essays ,one should have a syntactic
and semantic knowledge.
4.students should be motivated to develop their ability
through practicing the English language outside the
classroom.
Suggestions
The researchers suggest future studies as follow :
1. Studies dealing with difficulties of learning English in teams
of, experience, age among students at English department
and linguistic subjects
2. Contrastive studies dealing with difficulties of learning
English among students at English department in terms of
linguistic and literature subjects .
50
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
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Difficulties of Learning English as
aForeign Language
Among Students at English
Department
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3152 ‫) حزيران‬51( ‫الـعـدد‬
Among Students at English
Carreira , J . M ; (2006) , “Relationship between Department
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Ghanim M. Hussein
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Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
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Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
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55
Dr. Alaaddin K. Abdullah
Ghanim M. Hussein
3152 ‫) حزيران‬51( ‫الـعـدد‬
‫جملة آداب الفراهيدي‬
List of Experts
1-Dr Rawi T. Habeeb
2-Mr Falah S. Moustafa
3-Mr Ghazi F
4-Mr Yaseen M. Najim
5-Mr Ahmad J.
6-Mr Nooradin S. Khalifa
7-Mr Saman Kh.
8- Mr. Dilniya Ab.
9- Mr. Ibrahim M. Ali
10-Mr Solyman Z. Khalif
Difficulties of Learning English as
aForeign Language
Among Students at English
Department
University of Kirkuk
University of Kirkuk
University of Kirkuk
University of Kirkuk
University of Kirkuk
University of Kirkuk
University of Solymani
University of Solymani
University of Solymani
College OF Al -Qalam
56
‫‪Difficulties of Learning English as‬‬
‫‪aForeign Language‬‬
‫‪Among Students at English‬‬
‫‪Department‬‬
‫جملة آداب الفراهيدي‬
‫‪Dr. Alaaddin K. Abdullah‬‬
‫‪Ghanim M. Hussein‬‬
‫الـعـدد (‪ )51‬حزيران ‪3152‬‬
‫صعوبات تعلن اللغة االنكليزية كلغة أجنبية‬
‫لدى طلبة قسن اللغة االنكليزية ‪ -‬كلية الرتبية ‪ -‬جاهعة كركوك‬
‫وفقا للغة األم‬
‫د‪ .‬عالء الدين كاظم عبدالله‬
‫غانم محمد حسين‬
‫جامعة كركوك‪ /‬كلية التربية‬
‫خالصة‬
‫ال ارسد د الحد د ل إل ددح تح اد د ال د د‬
‫تهد د‬
‫التد د ت اج ددل طم د د المرحمد د‬
‫أأل لح الث نا ف ت مم الم ا المغ ا ف قسم المغ االنكمازاد ‪ /‬كماد التر اد ‪-‬ج م د‬
‫كرك ك فق متغار لغ األم الت انتم ن الاه (عر ‪ ,‬كر ي‪ ,‬تركم ن )‪.‬‬
‫اختد ر ال حثد ن عاند عاد ا ا مددن طم د ال د‬
‫من مجتمع ال حث المك ن من‪ 392‬ط ل‬
‫األ ل الثد ن اددكم‬
‫ط ل ‪ .‬لغرض تحقاق ه‬
‫ال حث اعد‬
‫ال حثد د ن أ ا ال ح ددث المتض ددمن المد د ا المغ اد د التد د ات ممهد د هد داالط الطم د د‬
‫ال ارسد ‪3123-3122‬‬
‫االست ن االستطلعا تم‬
‫اخت‬
‫نسد‬
‫لم د د م‬
‫الطم د عمددح‬
‫ااج د‬
‫د االطددلع عمددح ددض ال ارسد‬
‫دا ة األ ا عرضد عمدح مجم عد مدن المحكمدان فد‬
‫ص المغ االنكمازا التر ا عمم النفس لغرض التحقدق مدن ملمتهد حادث تدم‬
‫اس ددتخ ار‬
‫دد ق ث دد‬
‫ال س ل اإلح‬
‫النس ا ‪.‬‬
‫األ ا ‪ .‬لغ ددرض م لجد د ال ا ند د‬
‫اس ددتخ م‬
‫مجم عد د م ددن‬
‫ا ‪ ,‬م مدل ارت د ط ارسد ن ‪ ,‬مر دع كد ي ‪ ,‬كدكلك اسدتخ م‬
‫أظهددر القددام النس د ا لم د‬
‫ف ت مم الم ا المغ ا‬
‫ج‬
‫ض ال‬
‫القامد‬
‫الت د ت اجددل طم د المرحم د االالددح الث نا د‬
‫ف ت مم المفدر ا‬
‫‪57‬‬
‫الم ار فد‬
‫كت د‬
‫‪Difficulties of Learning English as‬‬
‫‪aForeign Language‬‬
‫‪Among Students at English‬‬
‫‪Department‬‬
‫دض جد د ا اس ددت م ل التراكاد د‬
‫د‬
‫المق لد د ‪ ,‬فد د‬
‫جملة آداب الفراهيدي‬
‫أ‬
‫ا‬
‫ال م المز ج‬
‫‪Dr. Alaaddin K. Abdullah‬‬
‫‪Ghanim M. Hussein‬‬
‫الـعـدد (‪ )51‬حزيران ‪3152‬‬
‫الجمماد د لد د اهم‪ ,‬الكت د د ال د د تا‬
‫أظهر النت ج لمر دع كد ي د ن هند ك فدر ق إح د ا‬
‫الت ت اجل الطم ف المرحم االالح ف م‬
‫ال ر ا د التركم نا د‬
‫تظهر نت ج كا‬
‫االستا‬
‫الد فد ال د‬
‫ان الطم الن طقان لمغ‬
‫كددكلك م د ددان الطم د الن د طقان لمغ د الكر ا د التركم نا د ‪ .‬لددم‬
‫الل إح‬
‫ا ف ند ع هد ال د‬
‫فد المد ا المغ اد األخدر‬
‫ط ق د لمتغاددر المغ د ف د المرحم د االالددح الث نا د ‪ .‬ف د نه ا د ال حددث ضددع ال حث د ن‬
‫ع ا من الت‬
‫ا‬
‫المقترح ‪.‬‬
‫‪58‬‬