DIFFICULTIES FACING LEARNERS OF ENGLISH GRAMMAR IN IRAQI SCHOOLS

Abstract

The challenge for Iraqi students was one of learning English grammar. Despite the many reports examining this situation. But certain things do need to be explained. Due to its significance in English language study. This study therefore seeks to detect and describe these problems and identify potential solutions. Via this research, we hear about errors in writing from students. The sources of these mistakes are found in the students' writings. They are categorized. The analyst observes that current curricula are among the leading times in English teaching because they lack specific objectives and material that match those objectives and relate the teaching methods of applied curricula to content and methods.In this report, 80 students from 4 rural schools investigated errors. Much of the curricula laid out in it overlook the consistency of the work, which, along with technique examinations and vibrant images, attracts the student and makes the book and calendar a student accustomed to memorizing and graduating, rather than actual learning. The students have dedicated themselves. We're aware of the sorts of errors students produce. In terms of error amounts, the ratios varied. In the papers of students, there are mistakes, such as verbs, which were contained in significant proportions. We found that students make mistakes in many aspects of using verbal texts, whether they are "omitted or misspent." And after the verbs' faults, the remaining mistakes arrive sequentially. There are many explanations and several causes for the mistakes found in student literature, as we discussed earlier. We do not consider that conventional teaching approaches are enough to learn the language well and do not build the foundations of the language in the mind of the student. It needs more than the taught content and the next day's exam. New and efficient learning plans and methods should be developed which teach all definitions and principles of the right language and do not leave anything unprocessed. In students' thinking, too, the inspiration element must be identified.