Language as a Living Practice

Yemenat

Mohammed Al-Mekhlafi

Learning English has become a necessity shaped by the transformations of our time and its growing demands. Yet the educational reality reveals a striking paradox.

Many learners spend months or even years studying the language, memorizing countless words and grammatical rules, and still find it difficult to carry out simple conversations or engage in basic discussions.

This gap between the effort invested and the results achieved does not reflect a weakness in the learner’s abilities as much as it exposes a flaw in the teaching methodology itself.

The problem lies in the way students begin learning the language. In many cases, the process starts with an approach centered on memorizing vocabulary and rules, writing sentences, and passing examinations, without offering a genuine opportunity to listen or speak.

As a result, a wide gap emerges between what learners know in theory and what they can use in practice.

A student may succeed in completing written exercises, yet hesitate or fall silent during the first simple conversation.

With repeated experiences of this kind, frustration sets in and learners begin to doubt their own abilities.

In reality, the true cause lies in the method of learning rather than in personal potential. When language learning is confined to memorizing vocabulary, studying rules, and completing written exercises, knowledge remains theoretical and does not develop into a real capacity for communication.

Language, by its very nature, is a living entity. It depends on listening, interaction, and speaking, not on writing sentences in notebooks only to forget them later. For this reason, it has become necessary to rethink the ways English is taught to non native speakers and to place greater emphasis on practice and on using the language in everyday life.

Knowledge should move beyond theoretical understanding and develop into a genuine ability to communicate and express ideas.

Consider how a child learns a first language within the family. The child does not follow a written curriculum, memorize vocabulary lists, or sit for grammar tests before beginning to speak. Learning takes place through repeated listening, observation, and simple daily interaction.

Is it reasonable, then, to ask someone who is starting to learn English from the beginning to undertake the journey under the pressure of strict memorization, rules, and examinations? This contradiction makes clear the need to reconsider how language learning begins.

The starting point should reflect the natural process of learning itself rather than being confined to rules and tests alone.

Drawing on more than twenty years of experience teaching English in several institutes in Yemen, I believe that the most effective way to teach beginners is to introduce a preparatory stage before entering the formal curriculum. This stage may include three to five foundational courses centered on listening, visual engagement, and interaction, without emphasizing writing or requiring learners to memorize vocabulary lists.

These courses rely on images, simple dialogue, and short video clips that represent real life situations. The aim is to help learners move gradually from recognizing letters and sounds to understanding natural everyday conversations.

At this stage, the focus is on training the ear and the tongue to acquire the language naturally, free from the pressure of examinations or the fear of failure.

These preparatory programs should be designed by specialists with genuine experience in teaching English to non native speakers, ensuring that learning progresses in a gradual and structured manner.

Once this stage is completed, the transition to the formal curriculum becomes smoother and more effective, as learners have already developed a practical foundation that enables real use and meaningful understanding of the language.

Another challenge many students face is their limited ability to engage with the language outside the classroom. Learning should not end at the classroom door. It requires individual practice that reinforces skills and deepens comprehension.

Here, the teacher’s role becomes especially significant. A teacher’s responsibility does not stop at delivering the content of the textbook. It also involves continuous guidance, encouragement, and the cultivation of confidence.

Teachers must consistently seek methods and approaches that help students grasp the material clearly, transforming learning into an authentic experience that continues beyond the lesson rather than an activity that ends when the class is over.

Teaching English as a foreign language requires viewing it as an integrated set of skills rather than as content to be memorized. Language consists of core skills that form its backbone, complementary skills that enhance them, and elements such as body language and non verbal communication. Together, these components enable learners to use the language naturally and effectively.

The core language skills fall into two interconnected categories. Receptive skills include (listening and reading), while productive skills include (speaking and writing). These skills are closely linked and cannot function in isolation from one another.

To improve speaking, learners must increase their exposure to listening. To develop writing, they need to read more extensively. In this way, linguistic competence develops gradually and in a balanced manner.

The secondary skills consist of grammar in its various forms and applications. Grammar supports the core skills by providing a logical framework for the language. Another important aspect relates to body language, including gestures and non verbal expressions that help clarify meaning and enhance communication between speakers.

Together, these elements transform language into a fully interactive experience rather than a system limited to words alone.

Students must understand that the primary goal is to train the mind to think in English consistently, not only during classroom hours.

When returning home, learners can review the day’s lesson by asking themselves what they studied in the class and attempting to recall the details and dialogues. It is also beneficial to speak with a classmate by phone to discuss the lesson and practice what has been learned in a practical way.

Students should dedicate daily time to listening to short videos, podcasts, or programs that match their interests and proficiency level.

It is important to imitate what they hear by repeating sounds and sentences clearly and consistently. This repetition helps internalize linguistic structures and patterns. As learners progress, they become better able to understand grammatical details and language structures with greater clarity.

The key is to keep the language alive in the learner’s mind and emotions, with particular focus on listening and speaking, as these two skills form the pathway to natural use and comprehension.

This does not mean neglecting reading and writing, as they play an important role in reinforcing knowledge and enriching vocabulary.

Every effort a student makes becomes part of this ongoing journey. The teacher, in turn, is a partner who guides and encourages, helping to transform learning into a meaningful experience that opens doors to communication and understanding.

In this way, learning a language becomes more than memorizing words. It becomes a living journey that grows with the learner day after day.