EFFICACY OF METHODOLOGICAL PRACTICES UNDERTAKEN BY SAUDI ENGLISH TEACHERS IN PUBLIC SCHOOLS DURING THEIR FORMATIVE PHASE

Majed Othman Aba Hussain, Muhammad Iqbal, Imran Khan

Abstract


The main focus of this article is to evaluate the practices involving various approaches and methods that the novice Saudi English Teachers (SETs) employ in classrooms, and to see how far these are successful in attaining the desired results. It also takes into cognizance the chasm between the measures taken by Saudi Ministry of Education to modify the curriculum to develop communicative competence and the actualization these measures in the classroom pedagogy. The dichotomy eventually brings to bear upon the learning outcomes of the students who fail to achieve the required proficiency in communicative skills. The study necessitated a qualitative approach (grounded theory) in which previous literature was ransacked. Data was gathered through structured interviews, surveys and documents analysis. The rudimentary results showed that SETs rely more on conventional teaching methods despite the States thrust on Communicative Language Teaching (CLT) that tends to be more student-centered, cooperative and collaborative.

Keywords


communicative competence; grounded theory; teaching approaches; teaching methods.

Full Text:

PDF

References


Alabdualkarem, M. (2007). Teaching English as a foreign language in Saudi Arabia. Riyadh: Obekan Press.

Alseghayer, K. (2011a). English teaching in Saudi Arabia: Status, issues, and challenges. Riyadh, Saudi Arabia: Hala Print Co.

Alseghayer, K. (2011b). Scatter views about English language learning and teaching. Riyadh, Saudi Arabia: Hala print Co.

Berns, M. (1990) Context of competence: Social and cultural considerations in communicative language teaching. New York: Plenum.

Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. London: Sage.

Bowers, B., Nolet, K., Roberts, T., & Esmond, S. (2007). Implementing change in long-term care: A practical guide to transformation. New York City, NY: Commonwealth Fund.

Breen, M. P., & Candlin, C. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguitics, 1, 89-112.

Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1994). Teaching English as a foreign language (2nd ed.). London: Routledge.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Pearson Education Inc.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Chowdhury, M. K. (2012). Communicative language teaching approach at higher secondary level in Bangladesh Teachers perceptions and classroom practice. Language in India: Strength for Today and Bright Hope for Tomorrow, 12 (2).

Christopher, D. (2012). The Routledge international handbook of teacher and school development. London: Routledge.

Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and teacher education, 25(6), 814-825.

Fareh, S. (2010). Challenges of teaching English in the Arab world: Why cant EFL programs deliver as expected? Procedia-Social and Behavioral Sciences, 2(2), 3600-3604.

Flowerdew, J., & Peacock, M. (2001) Research perspectives on English for academic purposes. Cambridge: Cambridge University Press.

Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.

Hadley, A. O. (2001). Teaching Language in context (3rd ed.). Boston: Heinle & Heinle.

Hong, P., & Pawan, F. (2015). The pedagogy and practice of western-trained Chinese English language teachers: Foreign education, Chinese meanings. London: Routledge.

Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.

Hu, G. (2002) Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture, and Curriculum,15(2), 93-105.

Hymes, D. (1971) Competence and performance in linguistic theory. In R. Huxley and E. Ingram (Eds.), Language acquisition: Models and methods (pp. 3-28). London: Academic Press.

Larsen-Freeman, D. (2001). Techniques and principles in language teaching. New York: Oxford University Press.

Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambdrige University Press.

Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Maria, J. (2006) Classroom L2 vocabulary acquisition: Investigating the role of pedagogical tasks and form-focused instruction. Language Teaching Research, 10(3), pp.263-295.

Molina, G. T. Cado, M. L. P, & Agull G. L. (2013). Current approaches and teaching methods. Bilingual programmes. University of Ja, Faculty of Humanities and Education, 4, 1-56.

Newby, D., (2011). Competence and performance in learning and teaching: Theories and practices. Proceedings of the 19th International Symposium on Theoretical and Applied Linguistics.

Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers perceived difficulties in implementing CLT in Turkey. Unpublished Master thesis, University of Illinois, Urbana, USA.

Punch, K. F. (2009). Introduction to research methods in education (1st ed.). London: Sage.

Rahman, M. M. (2011). English language teaching (ELT) in Saudi Arabia: A Study of learners needs analysis with special reference to community college, Najran university. Language in India, 11(4), 367-461.

Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). New York: Cambridge University Press.

Riyadh, Saudi Ministry of Education. (2015). English language teaching, development initiative. Retrieved from http://elt.tatweer.edu.sa/

Welker, R. (1992). The teacher as expert: A theoretical an historical examination. New York: SUNY Press.

Wilkins, D. A. (1976). Notional syllabuses. Oxford: Oxford university Press.




DOI: https://doi.org/10.25134/erjee.v7i2.1774

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 English Review: Journal of English Education