Home / Current Issue / Paper 1716510
The Difficulties of Learning English Faced by Hindi Speaking Students in India
Subject area: Arts, Social Sciences and Humanities · Area of research: English Language Learning Challenges
DOI: 10.64388/IREV9I10-1716510
Abstract
This paper examines the difficulties encountered by Hindi speaking students in India when learning English as a second language. With English being a crucial language for academic, professional, and social success in India, understanding the challenges faced by Hindi-speaking learners is paramount. By identifying and addressing these barriers, educators, policymakers, and stakeholders can better support Hindi-Speaking students in their English language learning journey, therefore fostering educational equity and linguistic diversity in India. Main aim of the study was evaluate the learning difficulties faced by Hindi speaking-students in India. It is generally noticed that learning of English differ in different context. Learners having background of Hindi varied on account of learning accomplishment. Similarly those who admire more English learning environment may perform better than their equivalent. In order to fulfill the study, three types of subjects were design. The study, though was expressive-circumstantial in nature, Analysis was used to arrive at statistical conclusion. The results denoted that most of the learner’s problems emerge due to first language hurdle on second language learning way.
Keywords
Cultural Disparities, Language Acquisition, Evaluate, Learning Difficulties, Accomplishment, Learning Environment, Expressive Circumstance.
References
[1] Agnihotri, R.K. (1995). Multilingualism as a Classroom Resource. In Kathleen Heugh, Amanda Sieruhn and Peter Pluddemann (eds), Multilingual Education for South Africa. Johannesburg: Heinemann.
[2] Bernstein, B. (1971). Class, Codes and Control. London: Paladin. Cogo, Alessia (2009). Accommodating Difference in ELF Conversations: A Study of Pragmatic Strategies. In Anna Mauranen and ElinaRanta (eds.), English as a Lingua Franca: Studies and Findings. Cambridge: Cambridge Scholars Publishing.
[3] Francesca, A. (2009). Writing anxieties among English as a Second Language students enrolled in Academic English Writing Classes, unpublished doctoral thesis. Claremont, California. UMI No.: 3361800.
[4] Hyland, Ken & Fiona Hyland (eds) (2006). Feedback in Second Language Writing: Contexts and Issues. Cambridge, New York: Cambridge University Press.
[5] Kecskes, I., & T. Papp (2003). How to demonstrate the conceptual effect of L2 on L1? Methods and techniques. In V. Cook (ed.), Effects of the Second Language on the First.
[6] Clevedon, England: Multilingual Matters: 247–65. Kelleen, T. (2001). Disputes in Child L2 learning.
[7] Khan, I.A. (2014). Teachers’ Perceptions of the Significance of Local Culture in Foreign Language Learning.
[8] Khan, I. A. (2015). Socio-economic Disadvantage and Compatible Teaching Strategies for English language. International Research Journal of Humanities, Language and Literature, 2(9), 1-9.
[9] Khan, I. A. (2014). Cross-linguistic Issues and Compatible Strategies for Teaching English. Journal of Foreign Languages, Cultures and Civilizations, 2(1), 201-225 Snowden, C. (2007). Culture and the ‘good teacher’ in the English Language classroom.
How to cite this paper
@article{1716510,
author = {Chandra Mukesh Swami, Dipika Gautam},
title = {The Difficulties of Learning English Faced by Hindi Speaking Students in India},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {10},
pages = {2094-2098},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1716510.pdf},
abstract = {This paper examines the difficulties encountered by Hindi speaking students in India when learning English as a second language. With English being a crucial language for academic, professional, and social success in India, understanding the challenges faced by Hindi-speaking learners is paramount. By identifying and addressing these barriers, educators, policymakers, and stakeholders can better support Hindi-Speaking students in their English language learning journey, therefore fostering educational equity and linguistic diversity in India. Main aim of the study was evaluate the learning difficulties faced by Hindi speaking-students in India. It is generally noticed that learning of English differ in different context. Learners having background of Hindi varied on account of learning accomplishment. Similarly those who admire more English learning environment may perform better than their equivalent. In order to fulfill the study, three types of subjects were design. The study, though was expressive-circumstantial in nature, Analysis was used to arrive at statistical conclusion. The results denoted that most of the learner’s problems emerge due to first language hurdle on second language learning way.},
keywords = {Cultural Disparities, Language Acquisition, Evaluate, Learning Difficulties, Accomplishment, Learning Environment, Expressive Circumstance.},
month = {April},
doi = {https://doi.org/10.64388/IREV9I10-1716510}
}