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Abstract
Abstract: This paper looks at how different student personalities and feelings affect language learning. It also shows how a teacher can change their methods to help every student succeed. The study takes place at an academic lyceum under the University of World Economy and Diplomacy in Uzbekistan. The teacher examines his two 15-year-old intermediate level English learning students with different home languages: one speaks mostly Russian, and the other speaks mostly Kazakh.
The work analyzes how each student's family background, personality, and past experiences affect their confidence and motivation. It looks closely at their specific problems with English grammar and pronunciation. For example, one student suffers from speaking anxiety, while the other makes frequent grammar mistakes. The study uses famous language theories, including Stephen Krashen’s ideas about input and anxiety, and modern views on the critical age for learning languages.
To help both students, the teacher uses a mix of practical methods. These include Task-Based Language Teaching, Communicative Language Teaching, and step-by-step guidance. Finally, the work provides the conclusion explaining that classrooms must be safe, friendly, and flexible spaces where lessons match the real-life goals of the students.
References
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