Challenges Faced by Second-Grade Primary School Students in Sebha in Acquiring New English Vocabulary

Abstract

This study examines the challenges of English vocabulary acquisition among primary school learners, with a particular focus on the early grades. The research adopts a descriptive analytical approach based on a library (desk-based) methodology, relying on the review and analysis of relevant books, peer-reviewed articles, and previous studies in the field of teaching English to young learners. The study reveals that vocabulary acquisition is a fundamental component of English language learning and a key determinant of learners’ overall language proficiency. The findings indicate that primary school learners face several difficulties in acquiring English vocabulary, including limited exposure to the language, reliance on traditional teaching methods, lack of age-appropriate instructional materials, and insufficient use of formative assessment and reinforcement strategies. The analysis also highlights the importance of contextualized vocabulary instruction, visual and interactive teaching techniques, systematic recycling of vocabulary, and supportive feedback in enhancing vocabulary learning outcomes. In addition, the study emphasizes the critical role of teachers’ methodological awareness and professional preparation in addressing vocabulary learning challenges. The study concludes that improving English vocabulary acquisition at the primary level requires an integrated pedagogical approach that considers learners’ developmental characteristics, teaching methods, learning environment, and assessment practices. Strengthening vocabulary instruction in the early stages can contribute significantly to building a solid foundation for long-term English language development. Keywords: English vocabulary acquisition, primary school learners, teaching English to young learners, vocabulary teaching strategies, early foreign language learning.