Although the history of English teachings in the Kingdom of Saudi Arabia extends to nearly eighty years, where it was initially in 1348 - 1927, and it has gone through many developmental stages and key stations, spread of 1346 - 1944 to the present time. Saudi Arabia mobilized their abilities to support teaching English. Students from middle school to high school are exposed to the English language up to more than 800 teaching hours. In spite of all of that, the final outcome confirms that in the end of education year, the ability of the Saudi students in the English language is at its lowest levels; students are unable to make a brief conversation in English, and have no ability to understand the text of short reading or writ short article. According to some studies the average collection rate year for the middle school is (34.15%), and in the high schools is(31%).1 ( )
Faced with this unsatisfactory situation we find ourselves in need to answer two major questions: Where the fault lies? What led to that linguistic miserable situation? The answer for these questions, leads us to focus on the obstacles that Saudi students faced in learning English. There are many obstacles that have conducted to the creation of this educational linguistic problem. The reasons behind these obstacles can be divided into four major categories; Teacher, Students, Social reality, and the Context. In this short research I would like to have a short discussion of each category and the reasons behind it.
Students: teaching methods and learning materials are not adequate. A learner may also not know what they should study to learn English.
There are many reasons why Saudi English learners have such a difficult time learning the language...
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...ch English, they have to reconsider their priorities and plans of that teaching programs. They need to reduce the concentration on the abstract teaching to the applied teaching.
Hence, in the first two years of the college, focus should be on raising the students' proficiency level in the four language skills;listening, speaking, writing, and reading. In line with this, the focus should be also on teaching methods,and learning theories. As such in the third year, students should be given advanced materials in teaching methods, and also allow students to conduct and perform actual experiments with students to explore how the practical realities of teaching English. Last year, beside the advanced teaching materials, students should be ready for practical education to spend a full academic year in schools for training in all grades.
English is a Language that many people struggle with in the U.S. It can be a daunting task that many American’s have to face. Especially because of all of the domains that make up the English Language.(reading, writing, speaking and listening). There are many factors that can lead to the failure of learning of the English Language. One component is English being a secondary language that is not attended to correctly. Even though there is many reasons the lead to English Language Learners lack of proficiency (example Mr. O’Malley classroom), a strong instructional input, scaffolding, theory, research, ELD standard, and a intervention will not be one of them.
Do you know what it is like to have English as a second language, coming from a Palestinian-American family? Learning Arabic alone was a difficult task to achieve, but with the help of my parents and the Arabic classes my parents enrolled me into, I was able to master it in a reasonable period of time. My other task was to master English as I was enrolled in English- only schools. My parents pushed me through this process by putting me into multiple programs for foreign students, and they also pushed me into reading and writing at least one book and one essay a week, whether it was a paragraph, or more than one-page long. It required much patience and concentration, but it was a very attainable goal that required a satisfying amount of dedication.
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
This research was prepared by Rashid Ahli for the English Language subject, taught by Mr.Abass Abdulsamad.
Of the several challenges that ELL students may face at school, one of the most important to remember is that these students not only have the pressure of learning at the same pace of their peers that have most likely spoken English their whole lives, but they have to do so while attempting to understand the English language. Graves' makes a paramount point on page 411 of his text where he states "it is not that English language learners come to school with a language deficit. They come with a lack of knowledge of the particular language that is used in the schools they will be attending-English."1 Therefore, it is easy to assume that even the most ready-to-learn student will have huge amounts of trouble trying to learn everything in a language that is foreign to them.
That is why teaching Jhune English is something that the teacher and the institution can do to help
The first semester which I experienced left me a deep impression. I found myself to be an outsider in the class even though I tried my best to participate into all the classroom activities. All English teaching and learning environment is one of the challenges for me, because I haven’t such experience before.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Taking into consideration the importance of use of English the study was conducted with following specific objectives.
In conducting this study, a number of respondents will be chosen from the second year students majoring in English Language Studies in UKM, Bangi. This study employs the quantitative method by using questionnaire form previous research.
Arabic has letters quite different from the letters in English. The teacher will have to start from scratch to enable the learners have a clear foundation on the basic alphabets. As I know phonics is a major topic in English. Arabic contains the use of symbols, which could change the meaning of a word to another. This applies to English grammar as well. The tutor could use this to explain to the learners the use of the symbols in changing the meaning of some of these words.
The researcher will research how this problem is treated by the speakers and writers who have Arabic languages as their native language. The purpose of this research is to find out what type of difficulties do students in Saudi collages have in the field of subject-verb agreement in their sentences. Besides, the research is designed to identify if being a native speaker of Arabic language and earning English as a foreign language adds some precise details to this subject. Sometimes, some mistakes are more distinctive than others and some problems are related to the way of thinking that Arabic native speakers have due to their native language.
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
1. INTRODUCTION. Hasawi is a variety of Arabic whose roots refer to the family of Central Semitic Languages such as Hebrew and Aramaic. The Hasawi dialect is spoken in the eastern part of Saudi Arabia, exactly in Al-Ahsa (Al-Hasaa) province. Therefore, the dialect of Al-Ahsa, or Hasawi (HD), is also known as the Eastern Arabian dialect. In fact, it is considered the dominant dialect in the area although there are other local dialects found in the same area, such as Badawi which is spoken by some Bedouins tribes. In 2009, the number of Hasawi speakers was estimated as 200,000 in the Kingdom of Saudi Arabia ('Arabic, Gulf Spoken, Ethnologu', 2009).
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.