Introduction

Presently, the world is characterized by an increasing growth of contacts, which have led to increased communication between individuals with varying cultural backgrounds and linguistics (Gomez, De Finade, & León, 2017). Communication occurs in distinct situations and different designs. It is the case as in communication; people carry with them unique cultural and linguistic features that are all prevalent in their interpersonal communication (Cao, Yamashita, & Ishida, 2016). Many studies on intercultural communication have been conducted, which have led to the attainment of significant findings and formulation of theories. Most studies focused on illustrating the perceptions of native English speakers on the difficult conversations with the non-native English speakers. Studies showed that helping took place when the non-native speakers were viewed as customers, fellow human beings, or as group members. The helping behavior was signified by the actions that enhanced understanding among those interacting and helped the non-native speakers in the completing outlined tasks and goals (Zhang & Elder, 2011). On the other hand, the non-helping behavior took place when the non-native speaker was referred as being an out-group member in acting against the actual expectations and cultural norms.

Intercultural interactions are in a position of provoking feelings of misunderstandings. The disagreements are present when the non-native and native English speakers are conversing (Meierkord, 2013). Similarly, language barriers are considered as the key factors that support the interactions between the native and non-native speakers. Nonetheless, different relational, contextual effects have an increased influence on all interactions regardless of the fluency and proficiency in the speakers’ languages (Ivanov, Lange, & Suendermann-Oeft, 2016). For instance, variations in pronunciation, accent, and phonation are demonstrated as having limited influence on the content information is presented messages. However, increased effort is needed by the listeners in processing all the messages contents. As a result, there is the need for examining different contextual factors that influence the perceptions of interactions where there are accents. Various studies have been constructed to illustrate the strategic, contextual, and the role relational designs that are associated with aiding behaviors of the native English speakers in conversations with the non-native English speakers.

Various factors affect how the non-native English speakers interact across and within language groups. There are problems related to interactions exhibited between the native and non-native speakers (Ward & Gallardo, 2017). These problems are such as the designs to employ in establishing common grounds more so concerning the referents of the American and English slang culture. It is difficult for the non-native speakers to be smoothly engaged in informal interactions with the native English speakers. Fluency and highly spoken scores fail to indicate smoothness and comfort in the formal communication. Non-native speakers express a lack of confidence in the colloquial English that forces them to have a preference for spending breaks, meals and different unstructured time with the members of their language community (Young, & Gales, 2016).

Other than that, there are considerable difficulties associated with the conversations between the native and non-native speakers. For instance, the communication between the native and non-native speakers with poor speaking abilities requires a lot of patience, energy, and time more so on the part of the interlocutor. Such struggles increase the level of frustrations to the communicating parties (Cao, Yamashita, Ishida, 2016). As such, there is an increased likelihood of communication avoidance that impedes familiarity in the case where the relationship was not yet established, and there is zero interest between the parties. The study focuses on analyzing the difficulties that are associated with the conversations between native and non-native speakers.

Literature Review

Introduction

            The concept of native speakers has been controversial as it is defined in diverse ways. According to Litman, Young, & Gales (2016), national origin represents a fundamental framework that is utilized in describing the native speakers, which is assumed that limited nations across the globe have qualified in producing actual native English speakers. As a starting point of the different studies made on difficulties associated with native and non-native speaker conversations, native speakers are defined as the speakers of the original language that individuals learn, more so in the corresponding mother tongue nation and continue utilizing their dominant language. Diverse difficulties are resulting from the conversations between the native and non-native speakers. Different kinds of literature have to discussed based on the complications arising from communication levels between the native and non-native speakers. Before, discussing the difficulties stemming from the conversations, there is a need to describe the different contextual levels that influence interactions between the native and non-native individuals. Lastly, various kinds of literature have been reviewed to ascertain the difficulties resulting from native and non-native speakers’ conversations. Studies from international students’ context have been evaluated to identify the problems faced by the international students in engaging in conversations and in learning within nations that have adopted utilization of unique languages. Additionally, there are suggestions of areas that researchers should focus on in future studies conducted on the similar topic. For instance, scholars should consider coming up with strategies that can be adopted in eliminating the difficulties resulting from conversations between the native and non-native speakers.

Contextual Levels Influencing Interactions between Native and Non-native Individuals

Influence of Accent

            According to Ivanov et.al (2016), accents are utilized in signaling both the out-group and in-group membership through the provision of auditory cues that are associated with class, ethnic, and regional membership. Accents prompt positive and negative attributions through the process of stereotyping. Stereotyping which is an evaluative function requires standard and language norms that provide the basis for judging the different ways of exhibiting activities between interactions. Such beliefs encourage the perception that certain cultures are naturally correct while others are incorrect and unnatural. The interactions between non-native and native speakers yield increased influences that result to stereotyping and accounting for factors that increase misunderstandings among the intercultural conversations. The expectations of the non-native and native speakers evoke different strategic behaviors among the interacting parties. There is then the description of salient features present in the native and non-native speaker interactions

Roles and Membership

            The functions of the group members are the last contextual level influencing the interactions between the native and non-native speakers. The group members consist of social and human levels. Individuals communally identify with others as group members of the same human species under the human level (Gao & Fussell, 2017). Once group and individual identifications are established is the creation of in-group and non-group cohesion and stereotyping. The prominence of any of the group over the others relies on the relational rules negotiated in different contexts. For example, the membership of identifying customers ends up trapping national identity when the sellers are interested in making sales. In the case where the customers go against the expected norms, then the sellers perceive their nationality as being highly salient. As such, the seller terms the customers as being a member of an out-group. The perception of people and others as belonging to certain groups comprises of the educational process. In fact, the greatest deal of the knowledge of the members of the society concerning the community is entire regarding categories. It is the classes that access the commonsense knowledge among groups in accomplishing normal activities such as identifying their membership. Membership is enacted by individuals within categories in supporting the interpretation of actions and performances assigned to different categories. Therefore, in the case where the interlocutors employ the categories, then memberships are established which results to expectations that affect the competencies among the interacting parties.

Components of Native and Non-native Speaker Interactions

            The non-native speakers utilize perfect grammar. The initial things learned from new languages are the primary construct of the grammar. Individuals start by improving the language with the usage of perfect tense and putting objects and subjects in their actual areas. A lot of immersion and practice is required in learning the natural slang and abbreviations of other languages. Common euphemism is another component of the native speakers. Gao & Fussell (2017) postulated that euphemisms are utilized in language to soften any difficult topics. For instance, in the United States’ English, animal euthanasia is commonly referred to as dog euthanization. In English language, euphemisms are utilized making them be accepted as actual default terms. The non-native speakers are typically surrounded by unfamiliar and new euphemisms which a greater challenge when it comes to learning new languages at the same time affecting communication speed between the native and non-native speakers.

Additionally, non-native speakers mimic accents unintentionally. Accent mimicry is a highly annoying quirk when it comes to communicating with native and non-native speakers. Learning how to speak and understanding new languages requires increased attention to the native speakers in trying to understand their accent and intonation. Other than that, there is the component of native speakers sputtering. Native speakers babble as it is easy for them to blend words. They are also used to speaking their language, and other speakers can understand them as well. As such, the native speakers take advantage of their quick speaking skills and forget to pace themselves to be easily understood when they are conversing with the non-native speakers. Therefore, there is increased difficulty of exchanging ideas between the native and non-native speakers. Lastly, the non-native speakers are not in a position to tune out. As outlined earlier, most of the language learning process requires attentive listening. Before getting accustomed to the new languages, individuals highly strain in listening and in ensuring they hear all the crucial parts of the sentence. It is the case as they lack the advantage of native speaking skills that would aid them in filling blanks in the case where they miss pieces of their conversations. Thus, with conversations between native and non-native limit the intensity in which the non-native speakers can communicate and also, they are also required to be extra attentive during the conversations.

Difficulties in Conversations between the Native and Non-native Speakers

            Derwing (2017) argued that one of the key factors affecting the interactions between the native and non-native speakers is the lack of a common cultural ground. Cultural grounds avail shared an understanding of requiring conversations alongside interactional processes in different cultures. Derwing (2017) discusses that the difficulties in the interaction processes could only be minimized by the creation of a better cultural awareness. However, cultural awareness fails to avail the full meaning of cultural norms from other nations. Instead, it leads to the understanding and the recognition of different standards and areas that lead to interaction differences. Adaptations that follow from cultural awareness in acting by the native speakers can also aid in the interactions with all the non-native speakers.

Conversations with the native speakers with poor speaking abilities require a lot of patience, energy, and time on the side of the interlocutor. Such increased efforts result in frustration to the conversing parties which lead in increased avoidance of communication which impedes familiarity. There is limited relationship creation between native and non-native speakers due to the struggles associated with understanding the native speakers and also, the increased inability of the non-native speakers in understanding the intonations and accents of the native speakers. Awareness of the demands of the interlocutor further causes the non-native speakers to be highly self-conscious on how they converse with others (Ward & Gallardo, 2017). The non-native speakers are hardly motivated in learning more from the native speakers as they are discouraged from being proficient in understanding and learning new languages. Thus, the interaction between the native and non-native speakers is limited, creating uncertainty in the relationships between the two speakers and further inhibits them from developing close interpersonal relationships. In contrast, increased awareness of the situation of both the conversing parties would help both sides in developing healthy relationships.

Gomez, De Finade, & León (2017), argued that international students are forced to deal with psychological burdens in the language learning processes and in interacting with both the native and the non-native speakers. The foreign and second language researchers have indicated that language learning is highly correlated with anxiety and there is a substantial relationship between oral competence and concern in the foreign language institutions settings. The anxiety of language learners in the international settings varies from that of the non-native language speakers. Unlike in the foreign classroom settings, international students experience stress while relating to actual communications with the native speakers.

Pan, Yamashita, & Wang (2017), outlined that there is limited anxiety in the classroom performance and the relating testing situations unlike in the event of communicating. Anxiety in interactions arises due to the extremity between the language barriers. Pan et.al (2017), reported that the international students whose oral communications have limited confidence tend to remain quiet during conversations. In a class, such students also stay quiet and gain the courage to ask questions after class or in other cases rely on the written materials availed by the tutors. Due to the complexities associated with understanding the actual meaning of the native speakers, the non-native students fail to engage in conversations. Similarly, the language learners participate in different forms of pretending behavior to support the existence of their conversation. Here, the non-native speakers claim to understand what is being said and yet they do not. Cao et.al (2016), said observed faking behavior, which she referred as being a fake in the conversation between the native and non-native speakers conversations. Though pretending was active in supporting the continuation of conversations in a smooth way, it was not as effective as the participants were not in a position to develop common focus initiated in the conversation. On the other hand, Ivanov, et.al (2016), supported the same idea by outlining that pretending results in placing all the burdens of communications to the interlocutor, who is the native speaker.

In a different study conducted by Young, & Gales (2016), the international students appeared to experience their social status variations immediately when they arrived in the United States. Differences in social status experienced by the international students related to the disengagement encountered by the elderly during their aging processes. While the attainment of physical abilities among the older is unavoidable during the aging process, studies suggested that failing to hear is an issue that affects the elderly psychologically, undermining their self-image effectiveness. Due to disengagement, the older people end up adopting the pretending behavior which enables them to make up for all their inhibited communicative abilities. Young, & Gales (2016), noted that the strategy of pretending among the elderly in aiming to understand conversations is highly ineffective when looked out regarding usefulness in helping to comprehend close conversations. However, pretending has increased the possibility of helping the old both socially and psychologically in hearing and in ensuring a smooth conversation. Despite the utilization of similar strategies, there is a fundamental difference between the international and elderly persons. The hearing disengagement among the elderly possesses language proficiency alongside sufficient cultural backgrounds. On the contrary, the international students have the serious hearing ability, but they have limited or no communication skills and host nation cultural backgrounds.

From another international student study conducted by Wong, Mok, & Chung (2017), anxiety was outlined to be as a result of past conversations. For instance, as native speakers in their nation, and now international students had experienced conversations with the non-native speakers. But on moving abroad, the international students’ statutes changed to those of the non-native speakers. At the time, they recall their experience as native speakers based on what they felt while as native speakers alongside how they perceived the non-native speaker’s interlocutors at the time of their conversations. The Greater fear is expressed by the native speakers that recognized the non-native speakers negatively, fearing that they would also be perceived negatively.

Wong et.al (2017), noted that language proficiency is an essential factor that results in psychological pressure in the event of communication between the native and non-native speakers. A study by Ivanov et.al (2016) indicates that language proficiency hardly affects the satisfaction levels of different group interactions. The relationship between the satisfaction levels and contribution levels during conversations from the native speakers such as a restatement of words and slow talking has a positive correlation. The non-native speakers are forced to perfect their hearing to avoid the unpleasant outcomes that result from miscommunication. Wong et.al (2016) agreed with Ivanov (2016), by stating that receiving and understanding information correctly is a crucial aspect during conversations, but it is challenging to attain due to the language barrier created between the native and non-native speakers. In most cases, people fail to understand whether they have achieved the required information in the right manner, which results to repetition.

Keeping conversations open is another difficulty associated with conversations between the native and non-native speakers. Ishihara & Cohen (2014) noted that the levels of uncertainty to the converting partners decrease there is increased time that is spent for interacting. The process of creating a relationship between the communicating parties, enables individuals to consider spending more time to be in a position to increase the intimacy levels. Close intimacy levels hard to attain between the conversing parties s interactions between native and non-native speakers increase uncertainty due to language barriers, which limits the ability to build strong communication ties. Increased familiarity among individuals is vital in developing communicating relationships. On the contrary, in cases where either of the conversing parties has to interact, then relationship development is paralyzed, hindering the continuation of conversations.

Erman & Lewis (2015) argued that conversations between the native and non-native speakers are faced with the difficulties of social pressures. Individuals always attain some influence from their society due to the commonality developed in the community. According to Erman & Lewis (2015), are raised to be socially adjusted at all ages and to perceive others as being universal. All persons attain the universality unconsciously in their societies, and the social validity is encountered where there are different ideas. Native and non-native speakers aim at engaging in conversations to accomplish common grounds. Unfortunately, the non-native speakers fail to express their opinions based on their social requirements but by the social demands of the native speakers. Pressure exists where the non-native speakers are tone between which requirements to exhibit while conversing.

Also, Gries & Adelman (2014) outlined that the conversation difficulties between the native and non-native speakers are showed through the responses showed the responses of all the participants. There may be tolerance of failing to exhibit responses based on the conversation on the subject. However, constant response action representation results to violence which is showed by the variations in the expected outcomes. Such varying behaviors lead to increased feelings of frustrations among the native speakers. For example, the international travelers may experience general unpleasant feelings, such as the experience of crisis that is characterized by anxiety, frustrations, and inadequacy. Gries & Adelman (2014), provided that learning can only reduce the frustrations and adapt all issues and matters of the host nations in demonstrating all the intercultural competencies. Competency represents the general impression that results from extreme communicative behaviors. Hwang, Brennan, & Huffman (2015), suggested that the communication competencies comprises of the knowledge of all the behaviors that are essential within the context of interacting and demonstrating on the utilization of knowledge. Individuals must not only understand what to do in particular context but should also behave by the context to be perceived as being competent. Non-verbal communications are poorly represented in the lack of competency during conversations between the verbal and non-verbal speakers, hence exhibiting roles performances poorly.

The decisions of participating in aiding behaviors are outlined by the ascription of native speakers in the out-group and in-group of non-native speakers. According to Donaldson (2017), the categorization of individuals is based on the context and the activities that are associated and expected from the entire membership role. Further, Donaldson (2017), provided that the native speakers are in a better position of identifying the normative conversational practices that are supposed to be exhibited in particular contexts. On the same, the native speakers have expectations that the non-native speakers should perform competently and appropriately regardless of the role salience such as food server or contextual influence such as business settings. In the case where there are expected violations, all the non-native speakers are regarded as being in the out-group membership. In conjunction with Donaldson (2017), Hanawa, Song, & Tang (2017), perceived that violations of the expected norms highly led to increased frustrations among the native speakers. In specific, in the case where the native speakers critique the performance quality which leads them to withdraw, quit and result in increased difficulties in taking up conversations with the non-native speakers that as being part of the non-native speakers under the out-group members. Further, they are classified as those that profoundly violate all the outlined conventional role norms. According to Ahmad (2017), the stated trend is prevalent is prevalent in most non-business and business contexts. For instance, in the business settings, the native speakers have increased expectations that the non-native speakers perform with increased competence by understanding that all the roles of the workers are to assist all the customers.

Meierkord (2013) explains that accent is one of the biggest challenges affecting communication between native and non-native speakers. The author suggests that the non-native speakers have an accent from their mother tongue which affects their pronunciation of words. He further alludes that the non-native accents may result in misunderstanding during a conversation between the individuals and native speakers. Conklin and Schmitt (2008) also add that most non-native speakers have an issue with word pronunciation because they transfer phonological rules used in their mother tongue to their new language.  The authors also add that accent is most common among the non-native speakers because they implement strategies that are like those used in the primary language or their mother tongue. Native speakers do not have an accent because they are familiar with the language since it is their primary language (Conklin & Schmitt, 2008). Therefore, the natives fail to understand some words spoken by the non-natives who have an accent. Meierkord (2013) explains that the non-native’s accent results in some words losing their meaning or having another meaning thus resulting in misunderstandings. According to the author, there is a misconception between the native and non-native speakers that cause difficulties in communication. It is therefore certain that accent results in misunderstandings thus making communication challenging between the native and non-native speakers.

Non-native speakers majorly use body language to explain their ideas which may be challenging because their meaning may be misapprehended by the natives who share a different culture (Biesenbach-Lucas, 2007).  The author explains that when people use their non-native language, they find it extremely difficult to express their ideas thus they rely much on body language to emphasize their points. Due to cultural differences between the native and non-native speakers, misunderstandings may occur. Best and Tyler (2007) agrees with the Biesenbach-Lucas (2007) idea that non-native speakers use excessive body language that results in some misunderstandings between them and native speakers. Beat and Tyler (2007) further suggest that misunderstandings occur since the two groups of people share a different culture. The difference in the cultures of the native and non-native speakers results in the variations in the meanings of body language. Beat and Tyler (2007) further concluded that since a body language may have a different meaning between the native and non-native speakers, then the excessive use of body language by the non-native speakers’ results in misinterpretations of information.  Moussu and Llurda (2008) also alludes that non-natives tend to be very careful during conversations to avoid making mistakes. Over consciousness results in the use of hand gestures and raising of shoulders which the natives find abnormal. Moussu and Llurda (2008) explain that most native speakers find the non-natives weird and unusual for using too much of body language. Discrimination thus exists during conversations between the natives and non-native speakers. It is thus clear that the challenge of misinterpretation of information and discrimination between non-native and native speakers due to excessive use of body language is a major communication problem between the two groups.

Grammer is also a major challenge between the native and non-native speakers because it causes anxiety during communication as per Mauranen (2012). The author explains that most non-native speakers have difficulties with their grammar thus creating tension among them since they have to think before formulating sentences. Non –native speakers have problems with their grammar thus the natives may not understand them during conversations. As per FernandezDobao (2012) some native speakers may not know that the non-native speakers struggle to communicate with them. Some of them laugh at the non-native speakers giving them anxiety whenever they talk. The non-native speakers are forced to construct sentences making sure they are grammatically correct before talking to avoid embracing themselves. Excess tension brought about by grammatical errors results in an inadequate communication between the natives and non-natives. Best and Tyler (2007) brings the idea that grammar problems also lead to misinterpretation of information. The authors stated that grammatical errors sometimes result in a change of meaning of a sentence thus resulting in misunderstanding. Therefore, natives and non-natives have a challenge communicating due to grammar problems that lead to misinterpretation of information.

Inhibition and low participation is also a major problem affecting communication among the natives and non-natives. A study conducted by Zhang and Elder (2010) in the USA realized that students that were non-natives had inhibition problems thus affecting the communication among the natives and non-native students. The study also found that Chinese students living in the USA had difficulties conversing with the American students because they did not believe in their abilities to speak English.  Mauranen (2012) agreed that inhibition results in low participation of some individuals especially the non-native parties during communication. The author explained that the non-native persons have a low self-image thus are extra conscious during conversations. The high rate of inhibition during the conversation results in low participation of non-native speakers. Best and Tyler (2007) explained that low turnout by one party during a conversation leads to the conversation growing tedious. The native party losses psych thus resulting in a bad communication. It is thus clear that communication between native and non-native speakers faces the challenge of one of the parties having low participation due to inhibition problems.

Native speakers are faced with the challenge of coming up with helping behaviors such as empathy, mindfulness and sharing the blame for misunderstandings that occur during conversations with the non-native speakers (Gut, 2009). The author illustrated that native speakers also face difficulties conversing with non-native speakers that have problems with accent, pronunciation, and grammar. He stated that the native speakers have to show empathy by understanding that the non-native speakers come from different cultures. The non-native parties also have to understand that different cultures and language interfere with the ability of the non-native individuals to learn another language. Zhang and Elder (2011) also added that mindfulness is challenging because the native speakers have to keep understanding the other non-native side which is a difficulty. Taking the blame for the misinterpretation of words due to poor grammar or accent is difficult for the native. It is true that conversations between the natives and non-natives face the challenge of the native coming up with behaviours to help understand the communication problems that the non-native party faces.

Communication between the native and non-native speakers is confronted by low charisma because one of the parties lacks the fluency to tell stories and jokes according to Moussu and Llurda (2008). The authors argued that the non-native speaker has fluency issues thus making it difficult to communicate with the native speaker who is fluent in the language. Moussu and Llurda (2008) further explained that due to lack of fluency the non-native persons lacks charisma and communication becomes one sided. One sided communication results in both the parties losing interest. A study by Zang and Elder (2011) discovered that Pakistan students in the USA did not participate in class discussion due to the lack of fluency. The study realized that the students lacked charisma because they were not fluent. Most of them could only listen to jokes from their friends because they lacked the confidence to participate in cracking of jokes during their free time. It is thus clear that native and native speakers experience little charisma during communication due to the non-native participants lacking fluency.

The native speaker faces the challenge of understanding the non-native speaker due to pronunciation problems. According to Lecumberri, Cooke, and Cutler (2010), the vast majority of the sounds, dialect appears too similar, yet they are not pronounced similarly. There are individual differences in articulation. Along these lines, when individual talks any non-local language, he has to confront certain sound challenges. Moussu and Llurda (2008) explained that the Japanese language lacks the sound “r” in their dialect. Thus the Japanese ought to utilize an option sound accessible in their dialect. While articulating the sound ‘r,’ the Japanese tend to produce the “l” sound as per Moussu and Llurda (2008). Due to the pronunciation challenges Japanese face difficulties communicating in English compared to other individuals in America. Americans find it difficult understanding Japanese who have pronunciation problems due to their primary language. The pronunciation challenges result in the Americans who native English speakers are struggling to understand Japanese who speak English. Meirkord (2013) also agreed that pronunciation problems occur in the challenge of the natives finding it difficult to comprehend the non-native speaker. He explained that through a study conducted by the student with Arabic origin in the USA, it was clear that communication experiences challenges due to pronunciation. The American students demonstrated that they had a problem communicating with the Arabic students because they had a problem with pronouncing ‘’p’’as ‘’b’’. Native and non-native speakers face the challenge of understanding each other particularly when the native individuals have pronunciation problems.

Conclusion

In conclusion, during interactions between native and non-native speakers, individuals adjust, regulate and modify all their non-verbal and vocal communicative patterns in resembling the conversational partners on judging whether all persons are desirable in the groups. People tend to converge in all conversations when they are dully attracted in a similar group. On the other hand, individuals are hardly drawn to all another group, which lead them to diverge and increase the concerns on the issues of accommodating all other persons. Different studies have shown that interactions between the native and non-native speakers are associated with different difficulties. For instance, in the case where the non-native speakers are engaging in conversations with poor native speakers, a lot of time, energy and patience is required. The differences in the experience and the understanding of one’s language increases the ability and the speed in which they converse with the non-native speakers, which makes it difficult for the non-native speakers to understand what is being communicated easily. Other than that, there is the difficulty of keeping conversations open. Due to lack of proficiency among the non-native speakers and the increased ability among the native speakers, there is the challenge of sustaining conversations. While the native speakers are up on the leading on the conversation, the non-native speakers fail to contribute to the conversation due to failure to understand and to fill in gaps between the conversations. Communication between native and non-native speakers faces difficulties such as misunderstanding due to misinterpretation of ideas, anxiety during communication and inhibition which causes low participation of the parties during communication. Authors explain that the non-native speakers experience the challenge of stress because they are unsure of their abilities to speak fluently. The negative self-image among the non-native speakers results in stress during communication which is a major challenge affecting communication among the native and non-native speakers. Additionally, the issue of pronunciation and grammar errors leads to misinterpretation of ideas. It is postulated that a study in the USA realized that the native students explained that they had a problem understanding other non-native speakers from Pakistan and Japa due to their problems in pronunciation. Also, some non-native speakers have grammar errors that completely change the meaning that was intended to be passed. The grammatical errors thus result in the difficulties in communication due to misinterpretation of ideas. The issue of accent among the non-native speakers results in challenges during the conversation. Various authors explain that due to their primary languages non-native speakers have an accent making it difficult to communicate with native speakers. There is also excessive use of body language is a major challenge affecting communication among native and non-native speakers. The authors explained that excessive use of body language results in misinterpretation of information in cases where different cultures have different meanings for body languages. However, the future studies should be focused on coming up with the difficulties attained by the native speakers other than concentrating on the non-native speakers. Also, there need of establishing strategies that should be engaged in eliminating all the challenges associated with native and non-native speakers’ communications.

 

 

 

 

 

 

 

 

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