MITIGATING OBSTACLES IN ORAL PROFICIENCY AND AUDITORY PERCEPTION WITHIN ENGLISH LANGUAGE TEACHING: EMPIRICAL ANALYSIS AND METHODOLOGICAL INNOVATIONS
Abstract
This research investigates the intrinsic difficulties English as a Foreign Language (EFL) students encounter when attempting to synchronize their listening and speaking capabilities. Despite achieving theoretical grammatical mastery, many learners remain paralyzed by a "communicative divide" in spontaneous dialogue. The study categorizes these impediments into phonological interference (connected speech), cognitive saturation during decoding, and the "affective filter" caused by performance-related stress. Through an experimental framework, the study validates that incorporating unscripted audio sources and the "Shadowing" technique significantly optimizes classroom outcomes. The findings conclude that a pedagogical shift toward prioritizing conversational flow and integrative skill-building is essential for cultivating authentic verbal interaction.