Abstract:

The main intention of the present study was to examine the barriers in teaching speaking English to the adults in EFL classroom at the public sector colleges, universities of the South Punjab. For the current study data was collected through structured questionnaire in which the survey respondents were asked to indicate their level of approval or divergence on a four-point rating scale. The results of the students’ questionnaire revealed that the lack of teaching techniques and impending weaknesses in the way of implementing student-oriented methodology in the EFL learning context cause difficulties in learning communicative English. The results of the current research revealed that the students of the selected institutes were highly inspired and interested to learn speaking English along with the deliberate support from English teachers. In non-native countries the communicative classroom interaction is most probably teacher-centered and the situation seems to be deplorable that English language instructors do not nurture, encourage and stimulate learners for communication in L2. English teachers have an abundant propensity to avoid the separation of lecture hall into pairs and groups bearing in mind the number of students as most of L2 classrooms are mostly saturated and exceed the limit of even 60 and this situation causes multifarious problems for both the stake holders i.e. students and the teachers. This unfavorable situation can be altered easily with the help of teachers as teachers can segregate one hour into different portions to improve the four skills of the students.

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