Investigating Students’ Learning Strategies of Medicalvocabulary: Case Study of the Faculty of Medicine, Karari University- Sudan (Published)
The aim of this study is to examine the students’ learning strategies of medical vocabulary at the faculty of medicine, Karari University- Sudan. The researchers use a questionnaire and an interview for collecting the data. Then, they adopt the descriptive analytical method to analyse it by utilising the SPSS programme. Some findings are as follows: Most students of medicine (87%) at the above faculty rarely employ cognitive, memory and determination strategies. Moreover, they never use metacognitive and social strategies in learning medical vocabulary. The following are some of the researchers’ recommendations. First, programmes of learning medical vocabulary in an integrated way, that is to say learning content through the target language, should be developed for the benefits of the students of medicine at Karari University. Second, regarding the students of medicine weakness in the productive medical vocabulary attention should be paid to the teaching of such vocabulary.
Sustaining Secondary Teachers’ Intrinsic Motivation in Teaching EFL: A Case Study of Khartoum State- Sudan (Published)
The aim of this paper is to explore and sustain intrinsic motivation which is often missing in EFL secondary teachers and without it success in learning is improbable. In order to solve the above problem, the paper is conducted in some secondary schools of Khartoum State making use of two tools: direct observations and an attitude scale in order to obtain valuable information. Then, the researcher uses the descriptive method to examine the data in detail. Afterwards, he uses the SPSS programme to compute it. Some of the findings are as follows: Intrinsic motivation is enriched by; an inner desire to instruct EFL, good relationship between EFL teachers and their students, a high emotion of effectiveness in the classroom and an environment that leads to students’ motivation. The researcher recommends that, those responsible for secondary education should take intrinsic motivation issues seriously and revise certain policies to enhance teachers’ motivation.