Hani Ali Ahmed Elamin

91 Pages·2017·1.05 MB·English

Difficulties Encountered by EFL Sudanese Teachers in Applying
Communicative Approach:
A Case Study of Secondary Schools, Wad Medni Greater Locality, Gezira
State, Sudan )2017(

Hani Ali Ahmed Elamin

2018

1
Difficulties Encountered by EFL Sudanese Teachers in Applying
Communicative Approach:
A Case Study of Secondary Schools, Wad Medni Greater Locality, Gezira
State, Sudan )2017(

Hani Ali Ahmed Elamin

B.A. Faculty of Education in English Language Hassaisea- University of
Gezira (2012)

Submitted to Award the Degree of Master
in
English Language Teaching( ELT)
Department of Foreign Languages
Faculty Education of Hassaisea

March / 2018

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Difficulties Encountered by EFL Sudanese Teachers in Applying
Communicative Approach:
A Case Study of Secondary Schools, Wad Medni Greater Locality, Gezira
State, Sudan )2017(

Supervision Committee:
Name Position Signature
Dr. Amna Osman Ahmed Alnor Main supervisor ………….
Dr. Elgaili Majoub Ahmed Fadl Elmula Co-supervisor …………
Date: March /2018

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Difficulties Encountered by EFL Sudanese Teachers in Applying
Communicative Approach:
A Case Study of Secondary Schools, Wad Medni Greater Locality, Gezira
State, Sudan )2017(

Examiner Committee:
Name Position Signature
Dr. Amna Osman Ahmed Alnor Chairperson ………………..
Dr. Shawgi Abd Albagi Ali External Examiner…………
Dr. Alhaj Ali Adam Ismail Internal Examiner………….
Date of Examiner 19/3/2018

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Dedication

My family, mother soul, father's, sisters and brothers

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Acknowledgements
I wish to express my sincere gratitude and thanks to my main supervisor Dr.
Amna Osman for her assistance, guidance, great advice and good supervision
throughout this study. Deep gratitude and best thanks are extended to my co-
supervisor Dr. Elgaili Majoub Ahmed Fadl Elmula. My special gratitude is to
my family for their support during this study.

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Difficulties Encountered by EFL Sudanese Teachers in Applying
Communicative Approach:
A Case Study of Secondary Schools, Wad Medni Greater Locality, Gezira
State, Sudan )2017(
Hani Ali Ahmed Elamin
Abstract
There is no general agreement among linguists abound what called the best method
of teaching English language. The communicative approach as one of this method is based
on the idea that learning language successfully comes through having to communicate real
meaning. This study aims to identify the difficulties and challenges that face EFL Sudanese
teachers in applying communicative approach in secondary schools and show the
importance of communicative approach in teaching English language in secondary schools,
find suitable solutions for the difficulties that face EFL teachers in secondary schools. The
study followed the descriptive analytical method. The data of the study were collected by
means of a questionnaire which was distributed to (30) teachers of English language in
secondary schools Wad Medni Locality. The study used the Statistical Package for Social
Science (SPSS) programme for analyzing the data. As a results of the analysis, many
findings are achieve: A good classroom atmosphere and collaboration between student and
their teachers facilitate applying communicative approach, classrooms are not equipped
enough to carry out communicative approach activities, students are affected by traditional
ways of teaching English at secondary schools, students should aware of with importance
of using language for communicative purpose, EFL teachers are not well trained in
applying communicative approach, the most of the teachers do not well knowledge of
using communicative approach, EFL Sudanese teachers have difficulties in applying
communicative approach, SPINE series motivate EFL Sudanese teachers to apply
communicative approach, time devoted to FL classes do not sufficient so little enable
teacher to conduct classroom activities. The study recommends that: Developing of the
language four skills should be considered in designing language text books to achieve high
quality of communication, teachers should be trained in method of teaching, teachers
should use the most appropriated methods and techniques to attract student attention,
teacher should use ICT to motivate students during the English language classes, using of
communicative activities among learners solute most of their learning problems.
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:لصاوتلا ةقيرط قيبطت يف نادوسلا يف ةيزيلجنلاا ةغللا يملعم ةجاوت يتلا تابوعصلا
)2017(نادوسلا ،ةريزجلا ةيلاو ،يندمدو ةيلحم ،ةيوناثلا يندمدو سرادم ةلاح ةسارد
نيملاا دمحا يلع يناه
ةساردلا صخلم
نم ةدحاوك لصاوتلا ةقيرط نأ ،ةيزيلجنلاا ةغللا سيردت يف قرطلا لضفأ يلع ماع قافتا كلانه سيل
كلذو يقيقحلا ينعملا لقن للاخ نم ققحتي ةيزيلجنلاا ةغللا ملعت حاجن ةركف يلع تماق قرطلا هذه
يملعم هجاوت يتلا بعاصملا ةفرعمل ةساردلا هذه تفده .لصاوتلا ةيلمع يف ملعتملا كارشإ وأ عضوب
لولح داجيإ ،يوناثلا يوتسملا يف لصاوتلا ةقيرط قيبطت يف مههجاوت يتلا تايدحتلاو ةيزيلجنلاا ةغللا
املعم )30(يلع اهعيزوت مت يتلا ةنابتسلاا ةطساوب تانايبلا عمج مت .يوناثلا يوتسملا يف لكاشملا هذهل
يليلحتلا يفصولا جهنملا ةساردلا تعبتا .يربكلا يندمدو ةيلحم يف ةيوناثلا ةلحرملا يف ةيزيلجنلاا ةغلل
ديدعلا يلا ةساردلا تلصوت .ةيعامتجلاا مولعلل ةيياصحلإا مزحلا جمانرب ةطساوب تانايبلا ليلحت متو
ةقيرط قيبطت لهسي هذتاسلااو بلاطلا نيب نواعتلاو ةديج ةيسارد ةئيب دوجو :اهنم جياتنلا نم
سيردت قرطب بلاطلا ريثأت ،لصاوتلا ةقيرط قيبطتل ةئيهمو هدعم ريغ ةساردلا لوصف ،لصاوتلا
،لصاوتلا ضرغب ةغللا مادختسا ةيمهأب بلاطلا ةيعوت ،ةيوناثلا ةلحرملا يف ةيديلقتلا ةيزيلجنلاا ةغللا
ةيزيلجنلاا ةغللا هذتاسا مظعم ،لصاوتلا ةقيرط قيبطت يلع نيبردم ريغ ةيزيلجنلاا ةغللا ةذتاسأ
نوهجاوي نيينادوسلا ةيزيلجنلاا ةغللا هذتاسا ،لصاوتلا ةقيرط قيبطتو مادختسا ةقيرط نوفرعيلا
،لصاوتلا ةيلمع قيبطت يلع هذتاسلاا ذفحت SPINE ةلسلس ،لصاوتلا ةقيرط قيبطت يف تابوعص
ةساردلا يصوت .لصفلا لخاد نيرامتلا قيبطتل هذتاسلال يفاك يغ ةيزيلجنلاا ةغللا سوردك تقولا
هدودجب قيقحتل صوصنلا يف اهقيبطت رابتعلاا يف عضوب مامتهلاا بجي ةعبرلاا ةغللا تاراهم ريوطتل
مادختسا ،هذتاسلاا يلع ةيزيلجنلاا ةغللا سيردت قرط يلع هذتاسلاا بيردت بجي ،لصاوتلا نم ةيلاع
سوردلا ءانثا بلاطلا زيفحتل تامولعملاو لاصتلاا ةينقت مادختسا هذتاسلاا ،بلاطلا ةابتنا بذجل قرطلا
.ةيميلعتلا مهلكاشم مظعم لح يلا يدؤت بلاطلا عم لاصتلاا ةطشنا مادختسا

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Table of Contents
No Subject Page
Dedication Iii
Acknowledgments Iv
Abstract(English) V
Abstract(Arabic ) V
List of Table Vi
List of Figure Vii
CHAPTER ONE: INTRODUCTION
1.0 Background 1
1.1 Statement of the Problem 1
1.2 Objectives of the Study 1
1.3 Questions of the Study 2
1.4 Hypotheses of Study 2
1.5 Significance of the Study 2
1.6 Methodology of the Study 2
1.7 Limitations of the Study 2
CHAPTER TWO:LITERATURE REVIEW
2.0 Introduction 3
2.1 Definition of Communication 3
2.2 What is Communicative Competence? 3
2.3 Origins of CLT 4
2.4 How Do The Roles of the Teacher and Student 5
Change in Communicative Language Teaching?
2.5 The Syllabus of CLT 5
2.6 The Weaknesses of CLT 11
2.7 Major Features of Communicative Language 12
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Teaching
2.8 Characteristics and Principles of Communicative 18
Language Teaching
2.9 The Communicative Approach, Teachers' Attitudes 21
and Practical Problems
2.10 Communicative Techniques 23
2.11 Previous Studies 35
CHAPTER THREE: METHODOLOGY
3.0 Introduction 38
3.1 The Study Design 38
3.2 Population 38
3.3 Sample of the Study 38
3.4 Instrument 38
3.5 Questionnaire Design 38
3.6 Procedures of the Questionnaire 39
3.6.1 Reliability of Questionnaire 39
3.6.2 Validity of Questionnaire 39
CHAPTER FOUR: DATA ANALYSIS AND
DISCUSSION
4.0 Introduction 41
4.1 Testing of Hypotheses 56
CHAPTER FIVE : CONCLUSION, FINDINGS
AND RECOMMENDATIONS
5.0 Introduction 57
5.1 Conclusion 57
5.2 Findings 57
5.3 57
Recommendations
REFERENCES 58
Appendix 64
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