BARRIERS TO THE EFFECTIVE USE OF AN INDIVIDUAL APPROACH IN FOSTERING LEXICAL COMPETENCE AMONG A2 LEVEL LEARNERS OF ENGLISH

This article investigates the methodological challenges and potential benefits of applying an individualized approach to the development of lexical competence in A2-level English language learners. Given that vocabulary is a fundamental component of linguistic proficiency, it underscores the necessity of adopting flexible instructional strategies that address the diverse needs, abilities, and motivations of learners. The study examines the theoretical underpinnings of individualized learning, evaluates classroom practices through qualitative observation, and analyzes the impact of differentiated instruction on vocabulary acquisition. The findings reveal that while individualized approaches can significantly improve lexical competence and learner engagement, their effective implementation is constrained by factors such as limited resources, inadequate teacher preparedness, and the inflexibility of curricular frameworks. The article concludes by offering practical recommendations for overcoming these obstacles and fostering more effective, learner-centered vocabulary instruction.