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Due to the advancements in communication systems, the relation among nations has been increased markedly. As a result of this, learning English language has become a controversial issue in the global village. All in all, we should own up to the fact that learning English as a foreign language has become a key factor in our lifelong. It goes without saying, having a strong basis in this language can uplift us towards prosperity. However, every country has its own language. This arrangement can cause some difficulties to a person who wants to learn a foreign language and has to speak it fluently. For example, in Algeria , there are around 48 states and around 4 languages are spoken by people. English is a foreign language to Algerians. It is true that acquiring this new language skills is by no means an easy task. Algerians encounter several challenges in the learning process of this foreign language. This essay shall discuss about the difficulties of Algerians when learning English language and the ways to overcome these problems. However, in my opinion, such difficulties can be tackled by a well-rounded education system. First of all , the ineffectiveness of the Algerian educational system process ; There are many research studies in the field have revealed that some EFL/ESL instructional programs in developing countries like Algeria which do not speak English failed to provide students with the necessary skills that help them analyze, interpret and synthesize information. Students sometimes find a difficulty adapting their own preferred learning styles to those adopted by their teachers (Burke &Smith;, 1996). Additionally, it was found that students who came from countries where English is not a medium of instruction have difficulty in oral production, comprehension, pronunciation, and using the correct lexis (Ballard & Clanchy, 1991). Another predominant issue is that Algerian learners do not find any institute to learn this foreign language because occidental languages are not popular in my country so there are rare coaching centres which provide courses to have a proper command on English language. Even the available ones lack to the effectiveness and the necessary materials for teaching this foreign language. In addition to that Algerian learners are not able to learn this foreign language properly in their own nation as the trainers who are teaching them have a touch of local language while teaching any foreign language. Hence, people are not able to learn exact accent of the language. There is a general agreement among second language researchers that teachers of second/foreign language should be prepared adequately and equipped with essential strategies and techniques. Accordingly, they attempt to explore some effective social interactional strategies to help L2 learners acquire the social dimension of the target language as well as other language skills (Alptekin, 2002; Barnett, 1994: Blez, 2002; Gee, 2004a; Hartmann, 2000; Liwa, 2006; Ryan & Carroll, 2005). Moreover, most individuals do not have partners to practice the language. The reason is that most Algerians prefer to speak local language and are not aware of English instances of foreign language. It was reported by many researchers of second language acquisition that social factors have an essential role in facilitating L2 learning and developing learners’ communicative competence and other language skills ( Knuston, 2006; Kramsch, 1993; Thanasouls, 2001). In this regard, Gee (2005) suggested that a language is composed of a set of dynamic Discourses, rather than fixed rules. Based on his theory of sociolinguistics, second-language proficiency depends on a learner’s exposure to different social discourses. According to Gee, the exposure to different social settings facilitates the proficiency and encourages the engagement in similar social interactions. Additionally, Gee distinguishes between primary and secondary discourses. He argues that primary discourses are acquired in the family environment during childhood while secondary discourses are acquired in society. In this sense, he believes that learning a new discourse involves learning various forms of the language for different usages and different ways of behaving and believing. Despite the aforementioned difficulties, I strongly believe that everyone can master English as a foreign language when a couple of feasible steps are taken. Firstly, it is more important than anything to start learning English language at a young age. By incorporating its programmes in the primary school curriculum, children can easily be exposed to this language and eventually acquire its skills without difficulties. Secondly, the Algerian government can financially subsidise schools to run student exchange programmes that help adolescents to get experiences abroad and make friends overseas while improving their English language in a delight way.
