Aspects of English grammar to be reinforced in the teaching of English as a second or foreign language (Published)
This paper unravels aspects of English grammar to be reinforced in the teaching of English as a second or foreign language. The data sources for the study are the following: the broad corpus which consists of 392 BEPC exam essays (2014 and 2015), 46 class test essays (15 in 2016, 15 in 2017 and 16 in 2018) and the narrow corpus which consists of a series of ten (10) designed tests altogether intended for 100 Troisieme class pupils (administered in 2019). The framework used for this study is the Communicative Effect Taxonomy in error analysis as developed by Hendrickson (1976). Findings revealed that Troisieme pupils’ English is strewn with global errors, local errors and ambiguous errors. Actually, 20 global error types (including the choice of the wrong auxiliary), 14 local error types (including the V-ed form attached to irregular verbs) and 9 types of ambiguous errors (including the use of the preposition ‘at’ in place of ‘about’) were identified in the broad corpus and highlighted in the narrow corpus. By doing so, Troisieme pupils’ communicative proficiency as well as their linguistic proficiency was found to be low, and their communicative proficiency was found to be lower than their linguistic proficiency. From the above aspects of English grammar to be reinforced in the teaching of English as a second or foreign language were unveiled. The essence of it all is to improve communicative and linguistic proficiency in English.
An Evaluation of EFL Students’ Attitudes toward English Language Learning In Terms of Several Variables (Published)
The present study sheds light on the attitudes of Al-Balqa Applied University students towards learning English as a foreign language. The study also investigated the effect of the learners’ gender and field of study on the attitudes they hold. The random sample of 176 students consisted of 68 (38.6%) males and 108 (61.4%) females. 67 (38.1%) of the respondents were majoring in the scientific faculties, and 109 (61.9%) were enrolled in the different faculties of humanities. The descriptive and inferential statistics revealed that the sample students held positive attitudes towards learning English. Gender was found to be an effective variable since females proved to be more positive in their attitudes. No differences were assigned to the students’ academic field of study.
Impediments to Integrating Language Skills in Young Learners’ EFL Classes: Whys and a Way Out via Mini-Sagas (Published)
It is deeply believed that integrating language skills in English as a foreign language classes can contribute a great deal to the success of the teaching-learning process. But, such a pedagogical strategy at times poses a daunting challenge for a high percentage of non-native teachers, namely those teaching primary school sixth graders. In this setting, relying on a questionnaire that was administered to twenty primary school teachers teaching English to grade-six pupils, this paper aims at laying emphasis on exploring the reasons behind the difficulties those teachers encounter in integrating the four language skills in English as a foreign language classes. The results of the questionnaire have shown that there are a number of objective reasons that lie at the root of the issue, in particular the absence of training sessions, the nature of the syllabus, and the fact that English seems to be viewed and taught merely as a school subject of secondary importance. The paper, therefore, puts forward how those teachers can defy the impediments to using the integrated approach to teaching the language. Pedagogically speaking, it gives an insight into how teachers can get round the issue theoretically through mini-sagas and via a practical example lesson including explanatory notes. The study has revealed that sensitizing those teachers to the benefits of the integrative approach to teaching English, and using mini-sagas effectually as a starting point for the use of such an approach can help them get familiar with it through other diverse pedagogical procedures according to the learning activities intended to be performed and the learning objectives planned to be achieved, which can contribute to the success of the teaching-learning process.