1.0 introduction English language has been introduced into education in Sudan by the condominium rule (1898-1956). The objectives of teaching English language during that time were restricted to developing reading and writing skills (Bashir :1970 :19). Approaching the independence of the country, an international commission was invited to provide advice on education. This international commission (referred to as The 1955-International Commission) recommended, a change in the School Certificate Examinations to test speech and the comprehension of spoken English in the secondary schools (Ministry of education: 1957:12). However, this recommendation did not take place. Ironically, what the report called for, to be adopted in the …show more content…
Recently, the objectives of teaching English language have been changed to meet the domestic needs, and in conformity with modern trends in teaching English language. However, concerning testing learners’ oral communicative competence, we are still lagging behind the modern trend. This point needed investigation to find out why testing learners’ oral communicative competence systematically in the Sudanese Secondary Schools has been neglected. 1.1 Questions of the study The present study mainly addressed the question: to what extent, is testing learners’ oral communicative competence in the Sudanese Secondary Schools not adopted due to the lack of awareness of its importance to the Sudanese teachers of English? 1.2 Hypotheses of the study The present study hypothesized whether testing learners’ oral communicative competence systematically in the Sudanese secondary schools is neglected due to the lack of awareness of its importance to the Sudanese teachers of English. 1.3 Objectives of the study The present study attempted to realize the following objectives: 1- To find out the reasons behind the negligence of testing learners’ oral communicative competence systematically in the Sudanese secondary schools. 2- To forward some recommendations that will be conducive to
One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.
The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6 months (Syrja (2011 p. 35)) shows two male students. One student with proficiency answering the teacher’s questions about the other student and the other student is silent. The stage two Early Production Stage (can last six months to 1 year
As a Student and Future English graduate my purpose of this research is to uncover the top reasons and effects of the lack of Basic literacy skills in some of the English department Teachers and future graduates as well as some of the obstacles and hardships their students Might face as a result. Also, I will be offering solutions and ways to overcome and avoid them, My research will be demonstrated in AL-Asmari kindergarten and the 5th Al-khafji primary & intermediate school and the 2nd Al-Khafji High school and at last at the University of Hafer Al-Batin.
The assessment evaluated above was used in a 5th grade language arts class where students were assessed on their understanding and application of the eight parts of speech. The students had to know the eight parts of speech to answer every question correctly. The assessment was taken by 17 regular 5th grader students, 2 ESOL and one ESE. Proper accommodation was given for ESOL students and ESE student, such as extended time to complete the test. From the 20 students taking the assessment, 9 students were girls and 11 students were boys. The assessment has a high validity, for the questions are intended for students to identify the proper part of speech in each sentence.
The English Curriculum (2014) values the position speaking, listening, reading and writing have as independent lessons. However, all four sectors combined are recognised as a positive developmental factor in the intellectual growth of students. It is expressed within the English curriculum how significant spoken language is; in relation to child development and also in terms of student’s progression throughout the wider curriculum. Researchers such as Owen and Burnett (2014) state that spoken language reinforces other key expertise such as reading and writing. Therefore, teachers must encourage continual development of student’s capabilities and confidence in relation to verbal language. This section of the assignment shall focus significantly
Every people who meet each other will speak a language to prove that they are exists in their community. There are five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, and fluency that may be assessed: (1) comprehension, for oral communication certainly requires a subject to respond to speech as well as to initiate it; (2) grammar, it is needed for students to arrange a correct sentence in conversation; (3) vocabulary, it means the appropriate choice of words which is used in communication; (4) pronunciation, it is the way for students to produce clearer language when they speak. and; (5) fluency, it can be defined as the ability to speak fluently and accurately (Mora,2010, Syakur, 1987 cited in
English Language Learner are students who are still developing proficiency in English. They represent one in nine students in U.S. classrooms from pre-kindergarten through grade 12. As I researched the testing of English Language Learners, I came across many key points they will help me as well as my cohorts in assessing these students and to better understand their educational necessities. The most critical point is that the various assessments for English Language Learners must be valid and fair. Though this is no easy feat, it is vital to improving the educational opportunities of language-minority students.
Oral language skills are the foundation of a student’s learning that is acquired naturally and if these skills are not strong there can be complications further down the track with their reading and writing. Although oral language is not the only means for communication it does help with the ability to produce meaningful speech. Initially language originated as a
The Communicative Approach emphasizes the ability to communicate the message in terms of its meaning, instead of concentrating exclusively on grammatical perfection or phonetics. Therefore, the understanding of the second language is evaluated in terms of how much the learners have developed their communicative abilities and competencies.
A communicative language testing system does not only require learners’ knowledge of a language but also need the students apply their knowledge to meaningful communicative situation. This test is quite matching with the standards above. The test lasted 50 minutes for written paper, 10 minutes for speaking and 20 minutes for listening which measures the amount of students’ knowledge in relation to the syllabus they have been studying during the course. It is designed and developed by a group of teachers of the academy who directly teach the language to testers. Therefore, the content of the test can be said to be able to test what has been actually presented in the textbook. They are consistent with the knowledge introduced in the
To answer the question of the current study, the teachers were requested to name the criteria that they cared about as the main features of English speaking competence for assessment goals.
The area of English is being taught in this assessment and will be viewed. The General Capabilities of Literacy, ICT Capability, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding and Intercultural Understanding will involved assist me to decide where to start. And past years before Year 5 standards, current Year 5 standards and Year 6 standards will also assist me in deciding what these students need to be successful learners.
The school implemented a “talk table” to bridge the gap in oral language development (Woodard, Haskins, Schaefer, Smolen, 2004, p. 92). The research method the school decided to use was observations of the students’ progress, surveys, and pretest and posttest. The teacher in charge of each classroom was responsible for carefully observing and recording the students’ progress throughout the program. The teachers utilized their state’s curriculum standards as a grading scale of how well the students were doing and to monitor the progress they were making. Close to fifty teachers participated in the research project. Teachers had to go through a special course in the “Let’s
However, pre-service teacher training programs do not prepare teachers to meet the needs of these learners (Samson & Collins). For those few states that do mandate teacher coursework in English language learner pedagogy, teacher preparation courses are underdeveloped, focusing on oral language development (Samson & Collins). In his seminal work in second language acquisition, Cummins (2000) identified two domains of language proficiency, basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). CALP is the indicator of true biliteracy. Biliteracy models that support a child’s first language lead to faster academic proficiency in a second language (Escamilla et al. 2014). Teachers who do not understand second language acquisition will be unable to provide content knowledge to support biliteracy (National Research Council, 2010). Professional development that increases teacher academic and content knowledge of second language acquisition is the first component of literacy reform.
For the purpose of this assignment I chose Feruza, an Eritrean high school graduate. She was born and raised in Eritrea and came to live in Jeddah only five years ago. She studied English in an elementary school in Eritrea and continued studying it in an Eritrean International High School. She is not happy at all with what she has learnt during those years. She explained that during her elementary school years her teachers heavily focused on writing while neglecting speaking. When she continued her learning process here in Jeddah, her high school teachers focused only on speaking but not at the level she was expecting.