Document Type : Primary Research paper
Authors
1
Research Scholar, Department of English Koneru Lakshmaiah Education Foundation (KLEF – Deemed to be University)Vaddeswaram, Guntur, A.P. – 522 502 &Assistant Professor of English, Dept. of H&BS Aditya Engineering College,Surampalem, East Godavari, A.P.
2
Associate Professor of English and Vice-Principal, ASC,Koneru Lakshiah Education Foundation (KLEF – Deemed to be University) Vaddeswaram, Guntur, A.P. – 522 502
3
Assistant Professor of English, Dept. of H&BS B.V.C Engineering College,Odalarevu, East Godavari, A.P.
Abstract
This paper reflects on the difficulties of speaking English in India's rural areas. Teaching policies are a social concern and also a personal challenge in Indian schools and universities. In most Indian schools and universities, the quality of English Language education paints an alarming picture. Teachers' language skills, language exposure, and materials are also big issues when it comes to the level of English language instruction. In fact, rural students face many challenges because they lack the ability to communicate in English with their classmates, classmates, and family members, as well as access to language proficiency labs, audiovisual aids, and other resources. In general, rural students consider English as a subject rather than an ability. This is their most difficult task. Students can only improve their level of proficiency if they study it as a language. The bulk of students prep exclusively for the exam. They aren't known for their ability to read poetry, but they are adept at memorising it. English is feared by rural students. Many professors, on the other hand, lack a long-term perspective on student life. They're solely concerned with analysis. Other language classroom interventions, such as metacognitive techniques, incentives, and coping methods, are recommended in the study to help students improve their language skills.
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