The teaching of English in general education schools often faces significant psychological obstacles that hinder both students' motivation and teachers’ effectiveness. These challenges include language anxiety, fear of making mistakes, lack of confidence, and low self-esteem among learners. This paper explores various strategies to overcome these psychological barriers, focusing on student-centered teaching methods, the creation of a supportive classroom environment, and the integration of psychological support techniques such as positive reinforcement and stress-reduction exercises. Additionally, the article analyzes the role of teacher attitudes and emotional intelligence in fostering a psychologically safe learning atmosphere. Drawing on recent research and practical classroom observations, this study emphasizes the need for a holistic approach that addresses not only linguistic skills but also emotional and psychological well-being. The findings suggest that overcoming psychological challenges is a key to improving language acquisition and fostering a more inclusive, confident, and motivated classroom community.
| Mualliflar | Мадраимов , Рахматжон |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-08-07 |
| Jild | 7 |
| Son | 1 |
| Betlar | 145-149 |
| Til | Ingliz |
Психологические препятствия, языковая тревожность, эмоциональный интеллект, мотивация, уверенность учащихся, преподавание английского языка, общее образование, снижение стресса, благоприятная среда, стратегии в классе, Psixologik to‘siqlar, til tashvishi, hissiy intellekt, motivatsiya, o‘quvchilarning ishonchi, ingliz tilini o‘rgatish, umumiy ta'lim, stressni kamaytirish, qo‘llab-quvvatlovchi muhit, sinf strategiyalari, Psychological obstacles, language anxiety, emotional intelligence, motivation, student confidence, English teaching, general education, stress reduction, supportive environment, classroom strategies
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