Abstract:
The present study investigates the obstacles faced by primary school pupils in speaking English, some reasons behind them, and suggests strategies to overcome these difficulties. In order to reach the aim of this research, a descriptive design is employed which focuses on classroom observations, and a semi-structured interview as data collection tools. The participants are fourth grade pupils in Kaci Mouhand Serouel primary school at Bejaia, and four English language teachers from different primary schools in the city of Bejaia. The classroom observation was conducted with a group of learners aged between nine and ten years old during seven sessions. The semi-structured interview was designed for the teachers of English. The results obtained from the study reveal that the majority of primary school pupils encounter difficulties in speaking mainly in pronunciation, grammar structure, and limited vocabulary. In addition, the results indicate that psychological factors (anxiety and shyness), social factors (limited exposure to English, and background knowledge), linguistic factors (mother tongue influence), and pedagogical factors (teaching methods and techniques) are some of the reasons behind the pupils. speaking difficulties.
