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2.3. Ways of overcoming the language barrier
During our research we found out that the main reason for poor speaking skills of students was their reluctance to communicate for many reasons, including psychological discomfort and fear of making mistakes. It is no secret that with increasing emphasis on authentic communication, WTC has been proposed as one of the key concepts in second language learning and instruction. Given that language development can occur only through interaction, it can be assumed that more interaction leads to more language development and learning. Under this assumption, it is reasonable to argue that WTC, which has been found to influence the frequency of communication can contribute to second language acquisition (SLA) and needs to be emphasized in second language pedagogy [16, 72-75].
Researchers have suggested that generating WTC is a crucial component of modern language instruction.WTC as a goal of language learning and instruction can lead to outcomes that may not be achieved when communicative competence is the only goal of language learning and instruction. The current emphasis on communicative competence may produce students who are technically capable of communicating, particularly inside the classroom, but may not be amenable to doing so outside the classroom also stated that many competent second language learners tend to avoid second language communication. If this is the case, second language learners with high communicative competence may not utilize their opportunities to learn language through authentic communication. By engendering WTC, on the other hand, language instruction may achieve its social and political goal of bringing cultures into contact and nations together. In addition, when we create WTC in second language learners, we can expect to produce more active language learners. First, second language learners with a high WTC are more likely to use second language in authentic communication, which facilitates their language learning. Second, they can function as autonomous learners, making independent efforts to learn the language through communication, without the teachers’ help. Third, they can extend their learning opportunities by becoming involved in learning activities not only inside, but also outside classrooms. Based on these expected advantages of second language learners with WTC, it is believed that they are apt to achieve the ultimate goal of language competence, authentic communication, and to learn second language more successfully. If this is the case, WTC is a significant factor in determining the success of SLA, which in turn supports the need for WTC as a goal of L2 learning and instruction.
A number of researchers have examined the effect of an individual’s characteristics on WTC. Two among these characteristics--perceived communicative competence and communication anxiety--have been found to be the key predictors of WTC [14, 90-97].
Some teachers allege that the language barrier does not exist, or that it was created by people. That’s why any person who begins to learn a foreign language should not think about any possible mistakes and misunderstandings. Everything depends on the ability to concentrate on the material and being a good listener. So, at the initial level one should listen and repeat as much as it’s possible. The best way to express one's thoughts is by simple words and phrases. One can train the ability to understand the gist of speech using key words. More than that, it’s more important to discuss interesting topics. And, of course, the conditions of communication should be comfortable. Sometimes, to overcome the language barrier, it is necessary to use fairy-tales, poems, jokes, or to become a part of a situation where one should speak only the foreign language. In our opinion, whether the language barrier exists or not, we should try to overcome it and find the best way to build WTC. Otherwise it will be impossible to enhance our speaking skills and become fluent in any foreign language.
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