Communication Problems Facing Arab Learners of English (original) (raw)
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Journal of Language Teaching and Research, 2020
Saudi students of English at the tertiary level King Khalid University, encounter so many difficulties in real communicative situations due to the influence of the traditional methods of teaching English at the intermediate and secondary schools. The researcher conducted a questionnaire consists of eight questions in order to find out the main difficulties of the learners. The sample of the pilot study was ten students and the actual population of the study was ninety students from level four and eight. The learners' responses indicate that they lack the needed skills of communication strategies which usually lead to communication breakdown. For example, they change the topic when they feel there are some gaps in their speech. This literally means that students resort to risk-avoiding instead of risk-taking. The findings of the study point out the extent to which the Saudi students' first language influences their tendency of using some of the target language communication strategies. It is recommended that the linguistic competence should be taught implicitly whereas the functional competence should be taught explicitly during spoken English classes which may compensate for their lack of exposure to the target language.
Learning a language other than the learner’s mother tongue is not an easy task, especially when the target language has different linguistic and structural features as is the case with Arab students learning the English language. This paper presents the findings of an investigation conducted at Newcastle University which aimed to explore the difficulties that Arab postgraduate students encounter in learning the English Language. The analysis illustrates that the students under investigation face a major challenge in using the target language communicatively and effectively in authentic situations.
English Language Teaching, 2021
This paper examines the linguistic barriers that impede English language communicative proficiency of the students of English language in the college of sciences and humanity studies, Thadiq, Shaqra University, Saudi Arabia. The paper gives the specific linguistic problems that detain attaining a perfect English language communicative competence. The paper also examines the teaching strategies that help students reach competency in oral skill. It concludes with some suggestions that help students to achieve a higher proficiency in English language communication.
Of the four English language skills, speaking enjoys a superior status. Accordingly, it should be given high priority while teaching. In spite of its importance, teaching English speaking skill to Arab EFL learners has always been an exacting task for Arab teachers of English because it is considered a foreign language, i.e. not widely spoken or used in everyday interactions. For such a reason, Arab teachers of English are required to persistently implement new teaching strategies to tackle the problems regarding speaking skills in the classroom. Although a number of studies have been carried out to investigate the difficulties related to teaching English language skills to the Arab students in the Arab World, the current study is regarded the first study which highlights the problems in learning and teaching English speaking skill in the Saudi School in Kuala Lumpur where English is actively spoken as a second language. The main objective of this paper is to investigate the common problems which affect the teaching of English speaking skills to the Arab learners in the Saudi School in Kuala Lumpur. Additionally, it aims at exploring the areas of difficulty that prevent the Arab students from learning to speak in the English classes. This research also scrutinises the role of Kuala Lumpur ESL context on the Arab students' English language speaking skills. The current study adheres to qualitative method, and its data were collected via classroom observations and face-to-face interviews with four teachers of English and four students selected purposively. Findings included areas like learning and teaching difficulties. The study suggested some techniques to improve the teaching quality and enable the students to overcome their lack of speaking ability such as implementing communicative approach in the English classes.
Jordanian Students' Difficulties in Speaking English Language in the Class
The basic element in acquiring any language is to speak that language; therefore we can consider the ability to communicate the English language orally is the most significant skill but many second language learners face constraints in mastering this skill particularly. In this study we attempt to highlight the problems face Jordanian students in speaking English language in the class, and examine the strategies used by the Jordanian teachers to motivate their students to speak the language in the classroom. The data of this study will be collected by using(open-ended) questions which will be administered to a few Jordanian teachers via E-mail. The findings will be made to help Jordanian students to overcome their difficulties in speaking English language in the class.
what are the aspects affecting the usage of English language: Students Perspective in Saudi Arabia
The widespread use of the English language and the globalization of the worldhave made it mandatory for the English learners' to be more efficient in oral communication. Speaking is one of the most important skills to be developed and enhanced as means of effective communication. Many language learners find it difficult to express themselves in spoken language. Therefore, college students are required to have high oral English competence. We find that undergraduate students are generally facing problems to use the foreign language and express their thoughts effectively and confidently. They face many psychological obstacles or cannot find the suitable words and expressions. The inaccurate articulation and inadequacyof an English learner is an indication of the problem. Therefore a need was felt to discover the reasons behind this worrying trend. Due to the scarcity of research in Al-Quwaiyiyah, Saudi Arabia, it would be a timely study to redress this issue. The present study aims to explore the speaking problems of a cross-section of undergraduate students foundation level (Prep year), Nursing and Laboratory students in Communicative English in Al-Quwaiyiyah Riyadh, Saudi Arabia. Our results demonstrated that most of the students like to communicate in English and be a part of the English-only environment; however they acknowledged some key factors that prevented them from speaking English. Fundamental factors included linguistics, individual, social, psychological and institutional which were largely based upon their beliefs, assumptions, needs and desires. This paper aims at establishing the need to focus on the factors affecting on language learners' English speaking skill. It may also help teachers and educators to understand the underlying factors that compel students to speak their first languages instead of English. The study identified the main learning difficulties in English speaking as observed by the students. Finally, some suggestions expected to be significant remedies to overcome the problem based on the results of the study.
English language education in Jordan: Some recent trends and challenges ABOUT THE AUTHORS
The purpose of this paper is to map out the status of English language teaching (ELT) as practised in the Arab World and, specifically, in Jordan today. The study also aims to bring into focus significant issues that need to be addressed in ELT in the Arab World. This paper presents a review of the current status of English language education, with an emphasis on the need for urgent reforms in the teaching of English in the Arab World. Further, longitudinal data in respect to classroom and workplace English proficiency are presented. English language education seems to be up-to-date teacher-centred and bound to other issues such as teaching the textbook rather than focusing on developing lifelong strategies. There is a critical need for writing national standards for English language professional development programmes that should be based on the findings of sound research. The paper highlights the significance of teaching English language through observing and reviewing the current practices.
Global Journal of HUMAN-SOCIAL SCIENCE: A Arts & Humanities - Psychology, 2020
It is a well-known fact that English is an international language and assumes great significance in various fields all over the world. Realizing this fact, the number of universities and schools in Yemen introduced English in their syllabus as a compulsory subject, and many students have been attempting to develop their ability to speak fluently in English with others. Apart from this, Yemeni parents have also realized the importance of the English language for learning Science, Technology, and developing their business in the present world. Hence, they are encouraging and insisting on their children to learn the English Language and acquiring mastery over it. However, most of the students in Yemen pay scant attention towards it. Hence, they are not able to talk or express themselves in the English language. Many factors are responsible for this state of affairs. One of the main reasons is that in Yemen teachers are teaching the English as a foreign language. Besides, the students do not have sufficient opportunities to practice English either in the classroom or outside. Consequently, the result of ELT in Yemen is far from our expectations.
Communicative competence globally becomes the aim of English language teaching and learning. So far, the aim of any English course should develop students’ communicative competence to the extent that they will be able to express themselves naturally, proficiently and appropriately. This study is conducted to check English language secondary school teachers’ knowledge about communicative competence elements and to what extent they are able to teach communicative competence elements to secondary school students. The researcher uses a non-probability sampling, taking into account the representativeness of the whole districts of Yaff’ea. Seventy English language teachers (n=70) at secondary schools in Yaff’ea responded to the questionnaire. Moreover, the researcher observed fourteen English language teachers (n=14) to check their classroom practices. The researcher followed the multi-methods research design. Data were collected by using a semi-closed ended questionnaire and a structured classroom observation. Both data were analyzed quantitatively. The validity was checked depending on the pilot study and referees whereas the reliability was checked by using a test-retest method with an interval time of two weeks. The findings of this study showed that teachers have to some extent good perceptions about communicative competence elements. However, strict contradictions were found between teachers’ perceptions and their actual practice. Moreover, the study revealed that teachers face difficulties in teaching communicative competence with different levels of complexity among its elements. Teachers neglected teaching phonology which is a basic element of linguistic competence as well as they taught vocabulary and grammar using traditional approaches. With reference to sociolinguistic competence, discourse competence and strategic competence, the study reported similar problems whether in the contradictions between what teachers believe in and what they actually do, or the overwhelmingly neglection of sub-elements. Finally, the study reflects the dominancy that teachers play and the passive orientation for learners.
Journal of Social Sciences (COES&RJ-JSS), 2020
The purpose of the study is to cast the light on Jordanian English teachers in the Southern Badia views on the importance of communicative language teaching. I t is difficult for English foreign language teachers to select an appropriate method of language teaching to achieve the learning goals and the essential outcomes of the English courses that taught in different fields such as schools and colleges. CLT has indicated the track for certain procedures and strategies to accomplish essential goals for teaching English language. Teachers in teaching English as a foreign language has adopted many methods, such as Reading Method, Structural Method, Direct Method, and CLT. They seek to find the appropriate to teach English for their students and they work hard to make teaching English more effective in their classes.