SYSTEMATIC PEDAGOGICAL CHALLENGES IN DEVELOPING SPEAKING SKILLS: A THEORETICAL ANALYSIS

Abstract

This paper analyzes the psycholinguistic and pedagogical challenges in developing speaking skills in foreign language education. It examines key barriers such as speech anxiety, the accuracy-fluency imbalance, the artificiality of classroom settings, and the lack of differentiated instruction. Drawing on the theories of S. Krashen, E. Horwitz, and H. Gardner, the study explores how innovative frameworks like Task-Based Learning (TBL) and Content and Language Integrated Learning (CLIL) can overcome these obstacles. The paper concludes that fostering a supportive classroom environment and reducing the "Affective Filter" are essential for developing autonomous and confident speakers.