Role of Teaching English in Saudi Tertiary Education - Coursework Example

Role of Teaching English in Saudi Tertiary Education Role of English in Saudi Tertiary Education English is the language of the entire humankind. With the scientific advancement in addition to e-learning method, English Language has appeared as among the world's most significant means of official contact within the current computer-generated and digital period. An extremely essential cause for taking English as a universal language is that the humankind's familiarity is generally conserved in English. It is a contemporary as well as fashionable language so the majority of public utilize it. As a result, English is the most favored language even within the areas where the home language is believed to be as vital as the traditions. However, when it adds up to the “link language issue” (Al-Zaid, 1982), it is English that takes care of the concerns of cross cultural contact. In particular, “Teaching of English as a foreign language is always difficult” (Al-Zaid, 1982). As it comes to the regions, where English has an extremely inadequate function it turns out to be further essential as well as conscientious to educate and become skilled at it. Teaching of English language within the Gulf States on the whole and Saudi Arabia specifically, takes concentration of a lot of investigators as well as academicians mainly when the concern is mainly linked to the classroom conditions. Teaching of English in a good number of technological academies of Saudi Arabia provides two functions: (1) it supports the basis of English and (2) afterwards sets the foundation for particular English, which will be utilized during the years of the learners' area of expertise, for instance, commerce, medicine, information technology and so on. “English teaching is taught even at the school levels” (Abd-el Wassie, 1971), although it does not benefit from as much vital component within the set of courses as in several other developing nations. In spite of a good scheduling, purposive set of courses, appropriate course books, competent professors as well as efficient management, the teaching-learning procedure at times appears to be unproductive, particularly the case of expertise improvement is not considered as adequate as it ought to be. In this regard, a study may be verified to be somewhat supportive towards exposing the real foundation, as well as development of a number of productive and well-matched policies of teaching English as an overseas language. It is generally supposed that the poor outcome in English is mostly because of the conventional approach to education of English “right from the school level” (Kohls & Knight, 1994). During such state of affairs, the idea of Hybrid education “can be proved to be at least of some help” (Kohls & Knight, 1994) particularly when all the efforts to develop the condition of English become unsuccessful or useless. As revealed previously, English has been accepted by more or less every ethnic group and it is not restricted any longer to the countries like the United Kingdom and United States of America as a large amount of the individuals who apply English as a way of contact exceeds a lot more than the quantity of the individuals who converse in it like their mother tongue. The example of India is the accurate case in point. There are a lot of other countries in which English has an enormously significant function in the general growth of the nation, and “Saudi Arabia is one of them” (Kohls & Knight, 1994). “Pedagogues and language masters have different views regarding the teaching/learning of English” (Holes, 1984). A number of them are of the view that education of English can be made simply if people decode the “target language into the mother tongue” (Holes, 1984), whereas the other faction affirms that the education must be done the way primary language is taught with the intention that the expertise may be centered. A number of professors declare that the education of the characteristics like expressions, connotation, structure, language rules and so on, are more significant as compared to the abilities: paying attention, understanding, and inscription along with verbal communication. Nevertheless, result based teaching must constantly be focused. Language educators being the admirers of special learning premises of psychology have selected a small number of goals, and recommended different advancements, techniques, approaches, for instance, verbal method, conditional education, auditory lingual technique, communicative method, bilingual method, the impartial method and so on for the success of language goals (Benesch, 2001). The majority of contemporary educators hold the scheme of conditional method at the same time, as there are still a small number of those who teach subsequent syntax conversion technique. Teaching Techniques in English Language There are a lot of teaching techniques which are utilized by a verbal communication professor within the class with the intention of attaining the learning goals that are the most vital feature of a component lecture arrangement. The significance of syntax conversion / direct technique / acoustic lingual method / bilingual method / unrestrained advancement to language education or computer supported English education relies on the goals as well as the circumstances. At times, single technique / method can produce outcome, although in a special state of affairs, it may totally stop working (Allen, 2000). As a result, it is individual accountability of the English verbal communication educator to decide on the most suitable one, and if considered necessary, develop a well-matched approach to educate successfully. The Research Perspective Literature concerning the English language education in general is accessible in large quantities, although studies on the current research are somewhat uncommon. Nevertheless, researches that are “directly or indirectly related to the proposed project have been reviewed in order to arrive at a place to conceive research hypotheses and design of the studies” (Cowan, 1958). The current assessment is a review of a number of the studies that surround the foundation for the research in addition to its diverse features: Arab students of English come across setbacks in both verbal communication as well as writing. This reality has been evidently affirmed by a lot of investigators. For instance, the scholars in Jordan learn English within their resident nation, where the local language is Arabic. Foreign language educators have long been bewildered by a scale of plentiful “psycho-linguistic theories”. One method is the conventional way to foreign language education as well as knowledge. This included the syntax conversion technique, which extended by the last part of the eighteenth century within Germany, although afterwards utilized within the “rest of the bilingual world” (Cowan, 1958). The subsequent method is the direct way that expanded during the last part of nineteenth century as a substitute method as the syntax conversion technique got a huge amount of condemnation As assessing the associated research material / text, it has been observed that a number of studies, generally exposition, have shed light on the Saudi attainment of particular linguistic characteristics of L2, for instance, “Morpheme acquisition Order, Temporal Conjunctions, English Derivational Morphology, Tense and Aspect and Second language Relative Clauses” (Alshumaimeri, 2010), and research material on the ‘psycho linguistic theories’ of language attainment, particularly on the subject of the Saudi student of English do not appear to be present. There are a large number of setbacks that are faced by Arab scholars during their path of teaching the English language. In Saudi Arabia, in view of the fact that Saudis converse in their local language at home as well as in their contact with their acquaintances, friends, and co students, there exist hardly any possibility to gain knowledge of English by means of everyday communication. A recent study revealed that for the most part Arab scholars generally drop within their writing expertise. It is also discovered that the majority of English lecturers as well as University representatives criticized regarding the constant weakening of the “mastery in the English language among the students” (Ryding, 2005). It is also discovered that nearly all Jordanian learners registered in EFL courses have bad verbal communication abilities, as they generally commit simple lexical blunders. Related setbacks were reported in Sudan as well, because the majority of scholars registered in English courses generally “commit serious syntactic errors in the composition of English passages” (Omar, 1994). For the most part, learners were poor in the areas of: “(1) tenses, (2) verb (3) structure, (4) and subject-verb agreement” (Omar, 1994). Quite a lot of setbacks were as well viewed during the learners’ utilization of tense such as tense replacement, tense order, and tense sign; in addition to doubt regarding the use perfect tenses. During an broad scale research, on the subject of the setbacks being faced by Arab learners, it is examined that these setbacks are classified into two: (1) for the most part, blunders made are linked with the affable articulation, morphology, understanding of the utilization of sentence structure, and spelling; (2) a large amount of Arab scholars have trouble in expressing themselves with satisfaction and knowledgeably either when dealing with academic topics or common day by day concerns. Nearly all studies discovered that Arab scholars’ setbacks in gaining knowledge of English generally is a result of the following causes: (1) college graduates do not have enough data about the institution of higher education they registered in; (2) there is insufficiency within the English language program of study presented by a number of colleges as well as other institutions of higher education; (3) terrible education method; (4) setbacks with suitable verbal communication settings; and (5) “lack of individual momentum on the part of the students” (Hommady, 2011). As a result of the common difficulties faced generally by Arab scholars “in Jordan, Saudi Arabia, Egypt” (Hommady, 2011), it is an argument that the encompassing discontentment with the general productivity of Arab students within English courses was a result of poor necessary standards within set of courses commencement as well as plan, inadequate classroom interaction, sluggish improvement in the learners’ communication talents, with several others. One key basis why Arab scholars have trouble in gaining knowledge of the English language is the reality that English topics are simply studied in colleges, and that as well in an extremely unethical way as recognized by a large amount educators. The concentration on English is placed when a number of intelligent learners are registered in the colleges as well as other institutions of higher education. In Saudi Arabia, English educators are generally Arabs; maybe this is a benefit in view of the fact that they may be capable to communicate better about their methods in education as they can converse with their apprentices in their local Arabic language (Prochazka, 1988). The educator generally provides information in written rather than directly communicating them to their apprentices. In giving topics to apprentices, the educator claims that they be fulfilled either within their classroom or at their residence. As component of the training technique in the majority of Arab colleges, educators do not actually require their apprentices to improve or adjust their works. The learners are generally left without help in improving or creating outlines of their personal works devoid of any guiding principle. This substantiates the majority of examinations of investigators that educators generally depend on the individual benefit of their apprentices to gain knowledge of English language. In various instances, “this practice might work as this could inculcate in the minds of the students the value of independence or self-reliance, but in most cases it would hamper the academic development of the students” (Abdulkareem, 2009). One of the interpretations is that lecturers do not generally report on the works of their apprentices, to make sure if they have done better or not. There is as well a regular perceptive or observance that providing comments or statements on learners’ works is set aside only for students within lesser ESL levels, and not to individuals within top levels. Such comments are generally restricted to technicalities, sentence structure, as well as terminology. As praiseworthy as feasible, educators who may be requested to teach within Saudi Arabia “must be indigenous English speakers or L1” (Bacherman, 2009). Although being an indigenous English speaker is not constantly an assurance that one is competent enough to teach in the Kingdom of Saudi Arabia. For the most part, academicians expressed their reservations on the topic of the disorganized methods being used by a large amount of colleges as well as other institution of higher education in viewing the requirements of aspirants. They notified that there are educators who might be “fluent in English but they lack the qualifications to teach ESL students” (Bacherman, 2009). Language education method regularly thinks that the majority of the problems that students face during the learning of English are a result of the level to which their national language varies from English - known as a contrastive scrutiny method. It has been an observation that the majority of English Language students regularly commit linguistic blunders of sentence structure as well as articulation as an outcome of the intervention of their L1.This is traditionally identified as L1 shift or inter lingual blunder. In this context, it is observed that individual components that are related to his national language will be easier for him and those components that are diverse will be complicated. Bilingual interventions are those instances of variation from the standards of either verbal communication, which take place in the speech of bilinguals due to their acquaintance with more than a single language. “The fact that every one of the students from a variety of different countries spoke with accents created a degree of non intelligibility and made them laugh at one another. One student said, ‘I speak English but my Korean friend does not understand me because of my accent. I also do not understand Chinese spoken with an accent. I ask my Saudi friend before I reply to my professor. If we talk in Arabic first, and answer my professor, he says, ‘very good’” (Al-Osaimi, 2010). “To draw attention towards the setbacks of Arab students of English, the following are examples taken from different countries. In Jordan, for example, many studies have been conducted to investigate lexical, syntactical and phonological errors committed by Jordanian school learners of English” (Audi, 2011). One of the linguistic regions within which scholars in the secondary series commit blunders is the writing skill. There are common chorus of disapproval with reference to the constant weakening of the principles of English aptitude of learners with school instructors, university lecturers and everyone who is related with the field of English language education. It is found out that Jordanian EFL scholars commit many lexical blunders while talking in English. There are three major kinds of mistake in the verb expression: (1) verb development, (2) proper use of tense and (3) subject verb concurrence. These mistakes in tense comes under five group: (i) sequence of tense, (ii) replacement of tense, (iii) indicator of tense, (iv) removal, and (v) disorder of perfect tenses. In connection with subject verb concurrence, three forms of mistakes were recognized. These take account of the third- person singular indicator applied unnecessarily, and the wrong type of the verb selected (Al-Liheibi, 2011). Arab learners face some difficulties linked with accent. A number of these difficulties are associated with nervous tension while others are connected to accent. Nonetheless, the majority of these difficulties can be pointed towards the variations in accent between English and Arabic. Current situation in Kingdom of Saudi Arabia is even bad as kids begin learning English during 7th Grade - initial introductory group of students. Many studies reveal that regardless of the small expertise point in English of nearly all candidates, they are acknowledged into the department. This is what takes place in the majority of the institutions of higher education in Arab world nations. English language departments admit high school / college graduates without considering their aptitude level and whether they will be capable of handling or not. The disadvantage of English language students, on the whole, has been attributed to a number of issues: (1) lack of understanding among the colleges graduates as they get admitted in the institution of higher education, (2) college and English language department program of study, (3) educational approach, (4) lack of the aimed language atmosphere and (5) the students’ enthusiasm (Wright, 1967). Enthusiasm as well has a significant role in developing as well as extending the students’ ability to communicate verbally. Attitudinal studies carried out on Arab learners, have constantly proved that Arab learners are actively involved in gaining knowledge of English and that they are fully aware of the effectiveness of being on familiar terms with English. This represents that the key incentive for getting knowledge of English is helpful, that is, to realize an objective, for instance, a line of business. It is factual that a number of students are relatively positive, although they are in a marginal amount (Erikkson & Wallace, 2006). The suggested study is as well make an effort to assess the disputes as a result of several issues, and a likely solution for the successful schooling / learning in JCC above all. Issues Influencing the Education of English There are a number of issues that have an effect on the schooling / learning procedure in Kingdom of Saudi Arabia. The learners face difficulties in learning because of the basis that they do not study English during early phases and do not apply English as means of teaching with the exception of some particular higher education fields of study (Saudi Arabian Cultural Mission, 1991). In addition, situation as well as family conditions has a fundamental part in accomplishment of educational procedure. For instance, nations like Kingdom of Saudi Arabia, where greater part of the public is not intellectual, have poor environment in schooling. Likewise, the earnings of greater part of the family units may not be sufficient. For this reason, the parents are not concerned about providing high-quality schooling environment or learning help to their kids. In a number of instances, they are ready to keep the kids in a few jobs with the intention of earning cash. This is the very fundamental basis as well as the influencing aspect in education. “Secondly, the infrastructure, viz. school buildings - classrooms, labs, and so on, may not be quite adequate” (Mackey, 2002). There can be a lot of other socio- linguistic or educational aspects that can be found associated to the schooling / learning of English in Saudi Arabia on the whole. Corrective Steps Having observed a few of the very significant aspects as well as concerns that can be found directly or indirectly linked to the schooling / learning of English, the educator can do a little needful with the intention of dealing with the issues: Investigative study Analysis is not just significant in medicinal line of work. It is equally significant in education field also particularly when the aimed group is not comfortable in the field of study (Al-Rasheed, 2006). Importance of Analysis of Language Setbacks Apparently, each compassionate educator would like to do an excellent job for his or her apprentices, which is why people converse regarding the aimed student groups. An appropriate analysis is significant in medicinal field. It is carried out just to create a correspondence, as a general practitioner will not recommend some medication for a patient suffering from a specific sickness unless he gets appropriate analysis. As a result, a successful management constantly requires analysis, and ‘trial and error’ might not be the correct method. The subsequent step that a prepared educator is believed to take is the development of some specific approaches based on the analysis. It will guarantee the success of the management that the educator will offer as a cure of the educational complexities (Saudi Arabian Cultural Mission, 1991). Pioneering Approaches Within the perspective of contemporary education, approaches founded on fresh as well as refined software or theoretical plans are constantly required to take care of the everyday schooling / learning conditions within which the students face troubles, and devoid of a few approaches, they possibly cannot accomplish the target (Saudi Arabian Cultural Mission, 1991). Difficulties faced by Arab scholars in the way of learning English language are present in a large amount. To begin with, Saudi scholars are not “exposed to listening / speaking activities in their daily life interaction not at home, nor at school / college / university, nor in market or public places” (Saudi Arabian Cultural Mission, 1991). Such situations diminish the strength and exploit the development of the students. As a result of their individual attempts, a few scholars attain a significantly excellent level of fluency in verbal English. However, they sadly fall back in other dynamic ability that is writing. A research indicates that the majority of Arab learners generally “fumble in their writing skill” (Saudi Arabian Cultural Mission, 1991). Another study exposes that a large number of learners registered in EFL courses have poor verbal communication ability, because they generally commit many lexical mistakes. It is further revealed that the majority of English teachers as well as representatives of institutions of higher education protests regarding the permanent weakening of the mastery in English language between the learners. Apart from verbal- auditory setbacks, they as well face difficulties due to the act of evaluating as well as comparing the “foreign language items with those of their mother tongue. As no two languages have one to one correspondence it leads to commission of errors” (Al-Almai, 2009). The type of an Arabic sentence extensively varies from that of English. For instance, in the majority of cases, Arabic language does not acquire ‘is, am and are’ types of verb as ‘be’. As a result, when a learner translates ‘ana waladun’, he tumbles into straight conversion that translates “I boy’. Without a doubt, conversion may provide the reason of getting knowledge of a second / foreign language, although needs lots of time in addition to extensive continued practice. Besides, each expression of the mother tongue cannot be interpreted. Evidently, at times conversion seems out of place. The phrase ‘traffic jam’ can be translated by a novice as ‘murabbah al-maroor’ or ‘muroor al-murabbah’. “The translator took ‘jam’ as ‘sweet foodstuff’ rather than ‘many people or vehicles’. By doing so, ‘meanings’ may be conveyed, but the chances of distortion or incongruity are quite bright” (Abu Nasser, 2009). Additionally, one can state that understanding as well as knowledge of lexical items with assistance of mother tongue leads to incorrect utilization of expressions in the aimed language. For instance, a person may apply ‘son’ as well as ‘boy’ interchangeably as in the mother tongue there is single lexical entry to signify both the expressions. As a result, the expression ‘walad’ in Arabic may be interpreted to son and boy equally. Accent or sound arrangement is the primary as well as the leading feature of the aimed language within which the students suffer from setbacks (Saudi Arabian Cultural Mission, 1991). The following are those particular features within which Saudi students face particular complexities during the course of education. It is significant to keep in mind that gaining knowledge of a second language incorporates a lot more than learning the expressions as well as the accent of a language. Contact failures take place not merely because of the more regularly implicit sentence structure in addition to accent complexities but because when an individual become skilled at a language, he gain knowledge of a traditions as well. A number of Saudi students of English intermittently write out an English expression into Arabic, although they do not do so frequently (Saudi Arabian Cultural Mission, 1991). In addition, they are not supposed to do so because the English alphabet is simpler as compared to Arabic given that they become skilled to a significant level. On the other hand, there are several phonemic characteristics that are particularly linked with English, and cannot be applicable to some other languages for a lot of reasons. Sentence structure of a second or foreign language is more significant as compared to any other language feature. Nonetheless, in a number of nations, it is understood incorrectly that if a person gain knowledge of sentence structure, he become skilled in a language. The significance of practical sentence structure can never be lessened. English has a comparatively huge amount of tenses with a number of rather slight distinctions, for instance, the variation in the “simple past ‘I ate’ and the present perfect ‘I have eaten’” (Saudi Arabian Cultural Mission, 1991). English has a significant amount of articles, together with the specific article ‘the’ as well as the indistinct articles ‘a’ and ‘an’. Every now and then, English nouns are applied devoid of an article; this is known the ‘zero articles’. A few of the variations among definite, indistinct and zero article are extremely simple to become skilled at, although others are not, mainly in view of the fact that a student's local language might not have articles or apply them by special techniques as compared to what English does (Bortins, 2010). For the most part learners do not even take names into consideration. Even if the alphabet is in the start of a sentence, they do not consider. A number of learners make an effort to write occasionally, however the size is very tiny to distinguish amid the small and the capital alphabet. It is noted that the learners make surplus utilization of ‘and’, and do not take into account the use of ‘full stops’ as well as ‘commas’ (Saudi Arabian Cultural Mission, 1991). Within a piece of plain work, for instance, an article on relations, the learners will not possibly use ‘full stops’ as well as ‘commas’ until they approach the closing stages. The real basis because of which Arab students’ face this sort of difficulty is the variation in the outline: in Arabic, one begins reading from the right hand side whereas in English, typically reading or writing begins from the left hand side. “The ‘teens’ and ‘tens’ of English” (Brock & Levers, 2007) are likely to be reversed in their applications by local Arabic speakers. To point out why this takes place, one will just need to take a look at the Arabic expression for ‘thirteen’, which is ‘talatasher’, indicating ‘3’ and ‘10’, and subsequently on the expression for ‘thirty’, which is ‘talateen’, demonstrating the plural thing / possessive ‘een’ finishing for ‘3 tens’ (Phillips, 2002). Hypothetically, word list (or glossary) and semantics are two distinct elements of functional linguistics, nonetheless interconnected as well as reliant on one another. For the majority of the time, at the same time as teaching latest expressions, a teacher originally educates connotation (Saudi Arabian Cultural Mission, 1991). In addition, with the intention of grasping the objective, he utilizes the following as helps to the education of an expression: Synonyms If two or more than two expressions give almost comparable connotations, they may not be the precise synonyms, though believed by various Application of Synonyms The second or foreign language students suffer from setbacks at the same time as discerning the synonyms, nonetheless, there are similar characteristics accessible in the student’s mother tongue, which is Arabic (Brock & Levers, 2007). The spelling method of English is relatively un-phonetic. It is not similar to Hindi, Urdu or Arabic. Hindi is completely phonetic. There is no possibility of silent alphabets. For instance, in Urdu as well as in Arabic language, there is a possibility of silent alphabets in “Haroof shamsi like As-Shams” (Saudi Arabian Cultural Mission, 1991). During the education of spelling method in English, the following three traits cause bigger complicatedness in the procedure: Silent alphabets - examples of silent alphabets are edge, know, though, half and so on. Separate alphabets having single sound - The following groups create the similar sound: “ce (in ocean), sh (in fashion), ti (in patient), ss (in Russia), and s (sugar)” (Brock & Levers, 2007). Writing leads verbal communication - at times, spelling leads inscription along with verbal communication, although in a number of cases, verbal communication leads writing also. There are a lot of other aspects influencing education; this takes into account standard of living, regulation, reliability and promptness, enthusiasm, prospective plan, relatives’ demands, public standing, need of management, unnecessary independence, and lack of restrictions and so on. The inclination of personal study is totally absent in the learners (Saudi Arabian Cultural Mission, 1991). Conclusion Education of English is as important in Kingdom of Saudi Arabia as the total method of higher learning. Being the means of education, as well as a significant device of contact, English appears to be very essential in a rising nation like Saudi Arabia (Phillips, 2002). There are a large number of aspects that have an effect on the education of English. The concerns that are directly linked with pedagogy are of additional significance as compared to some other issues. Among others, educator issue is constantly thought about as extremely vital because he is the one who is known as the ‘mechanism of modification’ (Saudi Arabian Cultural Mission, 1991). With the intention of facing the pedagogic concerns, the educator has to be well resourced, and formulate analytical study with the purpose of investigating linguistically the character as well as form of setbacks that the Saudi students face throughout the course of study. “By doing so, it is expected that the teachers may be able to evolve some fruitful strategies for the teaching of English” (Phillips, 2002) that will be capable of lessening the complexity level as well as provide improved and utmost outcomes. References Abd-el Wassie, A. W. (1971). Education in Saudi Arabia. Macmillan. Abdulkareem, S. A. (2009). Investigating Science Teachers? Beliefs about Science and Teaching: Struggles in Implementing Science Education Reform in Saudi Arabia. VDM Verlag. Abu Nasser, F. M. 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