Sudanese EFL Learners’ Oral Communication Problems
(A case Study of Fourth Year Students, English language Departments
in Khartoum and Juba Universities)
A thesis submitted to the University of Khartoum, in partial fulfillment of
the requirements for the degree of M.A. in English language.
By:
Ahmed Adam Abdellah
(B.A. in English language and literature, Omdurman Islamic University,
2002)
Supervised by:
Dr. Mohamedein Yousuf
Assistant Professor
Department of English Language, Faculty of Arts
January, 2011
Dedication
To my beloved parents, wife and the whole family
Acknowledgements
My gratitude is to my supervisor, Dr. Mohamedein Yousuf, head of
Department of English Language, Faculty of Arts, University of Khartoum,
for his valuable comments and patience.
I am also grateful to all my professors and staff members of the
Department of English Language, Faculty of Arts, University of Khartoum.
I would like also to express my thanks to the 4th year English language
students, Faculty of Arts in Khartoum and Juba Universities, for allowing
and helping me collect the research data through conducting my interview
and observation. My thanks are also due to staffs in Khartoum and Juba,
Universities who have participated in answering the interview questions of
this study.
My particular thanks are sent to my colleague Martin Sebit, the typist in
Khartoum Monitor newspaper, for his technical support in typing this
research.
My first and final thanks are due to Creator (Allah).
ii
Abstract
English
Name: Ahmed Adam Abdellah
The title: Sudanese EFL Learners’ Oral Communication Problems
This study attempts to investigate the Sudanese EFL learners’ oral
communication problems. Since oral communication is an important part of
the aim of learning languages, this study intended to investigate the
problems that face Sudanese EFL learners when they communicate orally in
English, and the causes of these problems. It also aims to suggest solutions,
and strategies which can help Sudanese EFL learners to overcome these
problems.
The research data have been obtained by using two instruments: the
interview and classroom observation. The data have been computed and
statistically analyzed (by using the Statistical Package of Social Science
(SPSS) Program, version12.)
The research findings have shown that the main problems that face
Sudanese EFL learners in oral communication are problems of
pronunciation, weakness of speaking skills, difficulty in communication, and
Lack of fluency. The findings have also revealed that most of the subjects
think that the main causes of Sudanese EFL learners’ oral communication
problems are: lack of practice speaking in English, the negative effect of the
Arabic environment, the shyness of students to speak in English, shortage of
native English language teachers in Sudan and the influence of mother
tongue. Some methods of teaching English are not suitable for developing
the oral skills of the students, and most of the textbooks do not have enough
oral activities. In addition, the results have shown that the strategies that
Sudanese EFL learners have to adopt to overcome these problems and
develop their oral communication skills are: more Practice of speaking
English, more reading and listening to English texts. Other strategies
include: teaching by native English teachers, changing the methods of
teaching at all educational levels (adopting communicative method of
teaching) and the modification of the Sudanese textbooks at all levels of
education to include more oral communication activities.
The study mainly recommended that: Sudanese EFL learners have to do
more practice speaking and listening to English language inside and out side
the lecture- room in order to improve their oral communication skills.
Sudanese syllabus designers have to increase the oral activities in English
iii
language text books at all levels of education to improve the oral skills of
Sudanese EFL learners.
iv
‫ﻣﺴﺘﺨﻠﺺ اﻟﺒﺤﺚ‬
‫اﻻﺳﻢ‪ :‬اﺣﻤﺪ ادم ﻋﺒﺪ اﷲ‬
‫اﻟﻌﻨﻮان‪ :‬ﻣﺸﺎآﻞ اﻟﻤﺨﺎﻃﺒﺔ اﻟﺘﻲ ﺗﻮاﺟﻪ اﻟﻄﻼب اﻟﺴﻮداﻧﻴﻴﻦ اﻟﺠﺎﻣﻌﻴﻴﻦ اﻟﺬﻳﻦ ﻳﺪرﺳﻮن اﻟﻠﻐﺔ‬
‫اﻻﻧﺠﻠﻴﺰﻳﺔ آﻠﻐﺔ أﺟﻨﺒﻴﺔ‬
‫ﻳﻌﺘﺒﺮ هﺬا اﻟﺒﺤﺚ ﻓﻲ اﻟﻤﻘﺎم اﻷول دراﺳﺔ ﺗﻘﻮﻳﻤﻴﺔ و ﻣﺤﺎوﻟﺔ ﻟﻠﺘﻌﺮف ﻋﻠﻰ ﻣﺸﺎآﻞ اﻟﻤﺨﺎﻃﺒﺔ اﻟﺘﻲ‬
‫ﺗﻮاﺟﻪ اﻟﻄﻼب اﻟﺴﻮداﻧﻴﻴﻦ اﻟﺠﺎﻣﻌﻴﻴﻦ اﻟﺬﻳﻦ ﻳﺪرﺳﻮن اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ آﻠﻐﺔ أﺟﻨﺒﻴﺔ‪.‬‬
‫و ﺑﻤﺎ إن اﻟﻤﺨﺎﻃﺒﺔ هﻲ ﺟﺰء أﺳﺎﺳﻲ ﻟﺘﻌﻠﻢ اﻟﻠﻐﺎت‪ ،‬ﻓﻘﺪ هﺪف هﺬا اﻟﺒﺤﺚ إﻟﻲ اﻟﺘﻌﺮف ﻋﻠﻲ ﻧﻘﺎط‬
‫اﻟﻀﻌﻒ و اﻟﻤﺸﺎآﻞ اﻟﺘﻲ ﺗﻮاﺟﻪ هﺆﻻء اﻟﻄﻼب ﻓﻲ ﻣﺠﺎل اﻟﻤﺨﺎﻃﺒﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ‪ .‬إﻣﺎ اﻷهﺪاف‬
‫اﻻﺧﺮي ﻟﻬﺬا اﻟﺒﺤﺚ‪ ،‬ﻓﻬﻲ ﻣﻌﺮﻓﺔ ﻣﺴﺒﺒﺎت هﺬﻩ اﻟﻤﺸﺎآﻞ ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ اﻗﺘﺮاح اﻟﺤﻠﻮل اﻟﻼزﻣﺔ و‬
‫اﻻﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﻲ ﻳﻤﻜﻦ ﺁن ﻳﺘﺒﻨﺎهﺎ هﺆﻻء اﻟﻄﻼب ﻟﺘﺠﺎوز هﺬﻩ اﻟﻤﺸﺎآﻞ‪.‬‬
‫ﺟﻤﻌﺖ ﻣﻌﻠﻮﻣﺎت هﺬا اﻟﺒﺤﺚ ﺑﻮﺳﻴﻠﺘﻴﻦ‪ :‬اﻟﻤﻘﺎﺑﻠﺔ و اﻟﻤﻼﺣﻈﺔ اﻟﻤﻴﺪاﻧﻴﺔ‪ .‬و ﻗﺪ ﺗﻢ ﺗﺤﻠﻴﻞ وﺣﻮﺳﺒﺔ‬
‫اﻟﺒﻴﺎﻧﺎت إﺣﺼﺎﺋﻴّﺎ ﺑﺎﺳﺘﺨﺪام ﺑﺮﻧﺎﻣﺞ اﻟﺤﺰﻣﺔ اﻹﺣﺼﺎﺋﻴﺔ ﻟﻠﻌﻠﻮم اﻻﺟﺘﻤﺎﺋﻴﺔ )‪.(SPSS‬‬
‫أوﺿﺤﺖ ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ ﺑﺎن ﻣﺸﺎآﻞ اﻟﻤﺨﺎﻃﺒﺔ اﻷﺳﺎﺳﻴﺔ اﻟﺘﻲ ﺗﻮاﺟﻪ اﻟﻄﻼب اﻟﺴﻮداﻧﻴﻴﻦ اﻟﺠﺎﻣﻌﻴﻴﻦ‬
‫اﻟﺬﻳﻦ ﻳﺪرﺳﻮن اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ آﻠﻐﺔ أﺟﻨﺒﻴﺔ هﻲ‪:‬ﻣﺸﺎآﻞ اﻟﻨﻄﻖ‪ ،‬ﺿﻌﻒ ﻣﻬﺎرات اﻟﻤﺨﺎﻃﺒﺔ و‬
‫ﺻﻌﻮﺑﺘﻬﺎ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﻟﻀﻌﻒ اﻟﻄﻼﻗﺔ ﻋﻨﺪﻣﺎ ﻳﺘﺤﺪﺛﻮن ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ‪ .‬آﻤﺎ أﺛﺒﺘﺖ اﻟﻨﺘﺎﺋﺞ أﻳﻀﺎ ﺑﺎن‬
‫ﻣﻌﻈﻢ اﻟﺬﻳﻦ ﺷﻤﻠﺘﻬﻢ اﻟﺪراﺳﺔ ﻳﻌﺘﻘﺪون إن اﻟﻤﺴﺒﺒﺎت اﻷﺳﺎﺳﻴﺔ ﻟﻬﺬﻩ اﻟﻤﺸﺎآﻞ هﻲ‪ :‬ﺿﻌﻒ ﻣﻤﺎرﺳﺔ‬
‫اﻟﻤﺨﺎﻃﺒﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﻣﻦ ﻗﺒﻞ اﻟﻄﻼب‪ ،‬اﻷﺛﺮ اﻟﺴﺎﻟﺐ ﻟﻠﺒﻴﺌﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺘﻲ ﻳﻌﻴﺶ ﻓﻴﻬﺎ‬
‫اﻟﻄﻼب‪،‬ﺷﻌﻮر اﻟﻄﻼب ﺑﺎﻟﺨﺠﻞ ﻋﻨﺪ اﻟﺘﺤﺪث ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﻟﺨﻮﻓﻬﻢ ﻣﻦ اﻟﻮﻗﻮع ﻓﻲ اﻷﺧﻄﺎء‪ ،‬ﻗﻠﺔ‬
‫اﻷﺳﺎﺗﺬة اﻟﻤﺘﺤﺪﺛﻴﻦ ﺑﺎﻻﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ أﻗﺴﺎم اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﺑﺎﻟﺠﺎﻣﻌﺎت اﻟﺴﻮداﻧﻴﺔ‪ ،‬اﻟﺪور اﻟﺴﺎﻟﺐ ﻟﻠﻐﺔ‬
‫اﻟﻌﺮﺑﻴﺔ ﻓﻲ ﺗﻌﻠﻢ اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ‪ ،‬ﺑﻌﺾ ﻃﺮق ﺗﺪرﻳﺲ اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ آﻞ ﻣﺮاﺣﻞ اﻟﺘﻌﻠﻴﻢ ﻓﻲ‬
‫اﻟﺴﻮدان ﻻ ﺗﺴﺎﻋﺪ ﻋﻠﻲ ﺗﻄﻮﻳﺮ ﻣﻬﺎرة اﻟﻤﺨﺎﻃﺒﺔ ﺑﺎﻻﻧﺠﻠﻴﺰﻳﺔ ﻟﺪى اﻟﻄﻼب‪،‬إﺿﺎﻓﺔ إﻟﻰ أن ﻣﻌﻈﻢ ﻣﻨﺎهﺞ‬
‫اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ آﻞ اﻟﻤﺮاﺣﻞ اﻟﺪراﺳﻴﺔ ﻓﻲ اﻟﺴﻮدان ﻻ ﺗﺤﺘﻮي ﻋﻠﻲ ﺗﻤﺎرﻳﻦ آﺎﻓﻴﺔ ﻟﻠﺘﺤﺪث ﺑﺎﻟﻠﻐﺔ‬
‫اﻻﻧﺠﻠﻴﺰﻳﺔ‪ .‬آﺸﻔﺖ اﻟﻨﺘﺎﺋﺞ أﻳﻀّﺎ إن ﻣﻌﻈﻢ اﻟﺬﻳﻦ ﺷﻤﻠﺘﻬﻢ اﻟﺪراﺳﺔ ﻳﻌﺘﻘﺪون إن اﻟﺤﻠﻮل و‬
‫اﻻﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﻼزﻣﺔ اﻟﺘﻲ ﻳﻨﺒﻐﻲ ﺁن ﻳﺘﺒﻨﺎهﺎ هﺆﻻء اﻟﻄﻼب ﻟﻠﺘﻐﻠﺐ ﻋﻠﻲ هﺬﻩ اﻟﻤﺸﺎآﻞ و ﺗﻄﻮﻳﺮ‬
‫ﻣﻬﺎرة اﻟﻤﺨﺎﻃﺒﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ هﻲ‪ :‬ﻣﺰﻳﺪّا ﻣﻦ اﻟﺘﺤﺪث ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ و اﻻﺳﺘﻤﺎع إﻟﻴﻬﺎ و ﻗﺮاءة‬
‫ﻧﺼﻮﺻﻬﺎ‪ .‬أﻳﻀﺎ اﻟﺘﺪرﻳﺲ ﺑﻮاﺳﻄﺔ أﺳﺎﺗﺬة ﻟﻐﺘﻬﻢ اﻷم هﻲ اﻻﻧﺠﻠﻴﺰﻳﺔ‪ ،‬ﺗﻐﻴﻴﺮ ﻃﺮق ﺗﺪرﻳﺲ اﻟﻠﻐﺔ‬
‫اﻻﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ اﻟﻤﺮاﺣﻞ اﻟﺪراﺳﻴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﻟﺘﻄﻮﻳﺮ ﻣﻨﺎهﺞ اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ آﻞ اﻟﻤﺮاﺣﻞ اﻟﺪراﺳﻴﺔ‬
‫ﻓﻲ اﻟﺴﻮدان و إدﺧﺎل ﻣﺰﻳﺪّا ﻣﻦ ﺗﻤﺎرﻳﻦ اﻟﻤﺨﺎﻃﺒﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ‪.‬‬
‫ﺗﻮﺻﻲ اﻟﺪراﺳﺔ ﺑﺘﺸﺠﻴﻊ ﻋﻠﻲ اﻟﻄﻼب اﻟﺴﻮداﻧﻴﻴﻦ اﻟﺠﺎﻣﻌﻴﻴﻦ اﻟﺬﻳﻦ ﻳﺪرﺳﻮن اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ آﻠﻐﺔ‬
‫أﺟﻨﺒﻴﺔ ﻣﻤﺎرﺳﺔ ﻋﻠﻰ اﻟﺘﺤﺪث ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ و اﻹآﺜﺎر ﻣﻦ اﻻﺳﺘﻤﺎع إﻟﻴﻬﺎ داﺧﻞ و ﺧﺎرج ﻗﺎﻋﺔ‬
‫اﻟﻤﺤﺎﺿﺮات ﻟﺘﻄﻮﻳﺮ ﻣﻬﺎرة اﻟﻤﺨﺎﻃﺒﺔ‪ .‬ﻋﻠﻲ ﻣﺼﻤﻤﻲ ﻣﻨﺎهﺞ اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ اﻟﺴﻮدان ﺗﻄﻮﻳﺮهﺎ و‬
‫زﻳﺎدة ﺗﺪرﻳﺒﺎت اﻟﻤﺨﺎﻃﻴﺔ ﻓﻲ آﻞ اﻟﻤﺮاﺣﻞ اﻟﺪراﺳﻴﺔ ﻣﻦ اﺟﻞ ﺗﺤﺴﻴﻦ ﻣﻬﺎرة اﻟﺘﺤﺪث ﺑﺎﻻﻧﺠﻠﻴﺰﻳﺔ ﻟﺪي‬
‫اﻟﻄﻼب‪.‬‬
‫‪v‬‬
Table of Contents
Subject
Page
Dedication…………………………………………………………………………
Acknowledgements……………………………………………………………….. (ii)
Abstract (English)………………………………………………………………… (iii)
Abstract (Arabic)………………………………………………………………….
(v)
Table of Contents…………………………………………………………………. (vi)
List of Tables…………………………………………………………................... (x)
List of Figures…………………………………………………………………….. (xi)
List of Abbreviations…………………………………………………................... (xii)
Chapter One: Introduction
1.o. Overview……………………………………………………………………... (2)
1.1. Statement of the Problem…………………………………………………….. (2)
1.2. Aims of the Study……………………………………………………………
(3)
1.3. Research Hypotheses………………………………………………………… (3)
1.4. Research questions…………………………………………………………… (4)
1.5. Significance of the Study………………………………………….................. (4)
vi
1.6. The Methodology of the Study ………………………………………………
(6)
1.7. Limitations and Delimitations of the Study …………………………………. (7)
1.8. Organization of the Study……………………………………………………. (7)
Chapter two : literature Review
Section (A): Review of Literature
2.1. Introduction………………………………………………………................... (10)
2.2. Definition of Communication………………………………………………
(10)
2.3. Process of Communication…………………………………………………
(12)
2.4. Types of Communication…………………………………………………….
(16)
2.4.1. Written Communication……………………………………………………
(16)
2.4.2. Visual Communication…………………………………………………….. (18)
2.4.3. Audio-Visual Communication…………………………………………….
(21)
2.4.4. Oral Communication……………………………………………………….
(26)
2.4.5. Types of Oral Communication…………………………………………
(31)
2.4.5.1. Conversation…………………………………………………................... (31)
2.4.5.2. Formal Speech……………………………………………………………
(33)
2.4.5.3. Classroom Interaction……………………………………………………
(39)
2.4.5.4. Meeting………………………………………………………................... (44)
2.4.5.5. Interview…………………………………………………………………. (50)
2.4.6. Effective Listening…………………………………………………………. (54)
vii
Section (B): Previous Studies
2.5.1. Introduction………………………………………………………...............
(58)
2.5.2. Review of Literature………………………………………………….......... (58)
Chapter Three:: The Methodology of the study
3.1. Introduction……………………………………………………….................
(74)
3.2. Research Population and Sample ……………………………………………
(74)
3.3. Instruments………………………..................................................................
(75)
3.3.1. The Interview…………………………………………………………….
(76)
3.3.1.1 Students’ Interview………………………………………………………
(76)
3.3.1.2. Teachers’ Interview……………………………………………………
(77)
3.3.2. The Observation……………………………………………………………. (78)
3.4. Procedure …………………………………………………………………… (79)
3.5. Data Analysis………………………………………………………………… (80)
Chapter Four: Analysis and Discussion of the Results
4.1. Introduction……………………………………………………….................
(82)
4.2. Analysis of Students’ Interview…………………………………………….
(82)
4.3. Analysis of Teachers’ Interview…………………………………………
(89)
viii
4.4. Analysis of Researcher’s Classroom Observation…………………................ (95)
Chapter Five: Conclusion
5.1. Introduction………………………………………………………................... (99)
5.2. Conclusion………………………………………………………………….... (99)
5.3. Summary of Findings…………………………………………….................... (99)
5.4. Recommendations……………………………………………………………. (102)
5.5. Suggestions for Further Studies……………………………………………… (103)
-Bibliography…………………………………………………………................... (105)
-Appendices………………………………………………………………………. (113)
ix
List of Tables
Table Title and Number
Page No
1-Table (3.1) information about students’ interview
77
2-Table (3.2) information about teachers’ interview.
77
3-Table (3.3) information about the researcher’s classroomobservation.
4-Table (4.1) the oral communication problems of Sudanese
EFL learners as mentioned by the students.
5- Table (4.2) the students’ views about the causes of the
problems.
6- Table (4.3) the strategies that Sudanese EFL learners have to
adopt to overcome the previous problems.
7- Table (4.4) whether the students speak English inside and out
side the lecture-room.
8- Table (4.5) the students’ answers to whether they had ever
been taught by a native English teacher.
9- Table (4.6) the students’ answers to whether their textbooks
contain oral communication activities.
10- Table (4.7) the students’ answers to the question of whether
their lecturers give them opportunities for oral participation in
the lectures.
11- Table (4.8) Distribution of the sample according to
University.
12- Table (4.9): Analysis of teachers’ interview statements.
79
82
83
84
85
86
88
89
90
91
13- Table (4.10) the best strategy to be adopted by Sudanese
94
EFL learners in order to improve their oral communication skills
in English.
14- Table (4.11) Analysis of the statements of the observations. 95
x
List of Figures
Figure title and No.
Page No.
Figure (1) Distribution of the sample according to position.
90
Figure (2) Teachers’ Evaluation of Students’ Oral Communication 91
in English.
xi
List of Abbreviations
B.A.
Bachelor of Arts
EPA
English for Academic purposes
EFL
English as a Foreign Language
En.
English language
ESL
English as a Second Language
et al
And Others
FL
Foreign Language
L1
First Language
L2
Second Language
M.A.
Master of Arts
MT
Mother Tongue
NL
Native Language
NVC
Non-Verbal Communication
Ph.D.
Philosophy Doctorate
RP
Received Pronunciation
SL
Second Language
SPINE
Sudan Practical Intergraded National English
xii
SPSS
Statistical Package for Social Sciences
T.A.
Teaching Assistant
TL
Target Language
U.of.K
University of Khartoum
xiii
Chapter One
Introduction
-1-
Chapter One
Introduction
1.0.Overview:
This chapter is the introduction of the Study. It covers statement of the
problem, aims of the study, research hypotheses, and research question. In
addition, it includes significance of the study, the methodology of the study,
limitations and delimitations of the study and the organization of the
research.
1.1. Statement of the Problem:
From the previous experience as English language teacher in secondary
schools in Sudan, and from the current experience as a Teaching Assistant,
the researcher observed that the majority of Sudanese English as Foreign
language (EFL) learners are weak in oral communication in English.
Many of Sudanese EFL learners have no needed skills for normal
conversation, participating orally in the classroom discussions and
interactions. Also they lack the skills of participating in meetings, speaking
to small group, making presentation, etc. Even those who used to participate,
most of them are not fluent.
-2-
Of course, the Sudanese EFL learners, to improve their oral
communication skills in English language need to overcome these problems,
and this is why the researcher tries to investigate this problem.
1.2. Aims of the Study:
This research is mainly intended:
1-to find out the Sudanese EFL learners' weakness and Problematic areas
which hinder their oral communication in English Language.
2- to study the causes of these problems and their effects on EFL learners’
oral communication.
3- to provide suggestions and strategies which may help the Sudanese EFL
learners to overcome the problems which face them when communicating
orally in English Language.
1.3. Research Hypotheses:
This study will test the following hypotheses:
1-The main problems that face Sudanese EFL learners when they
communicate orally in English are: weakness of communication skills, and
pronunciation problems.
2- The major causes of the above problems are: lack of practice speaking in
English, the negative effect of the Arabic environment, shortage of native
-3-
English language teachers, methods of teachings English language, and
Sudanese English language textbooks have no enough oral activities.
3- The main strategies that Sudanese EFL learners have to adopt to overcome the above problems are: more practice speaking in English and more
reading and listening to English texts.
4- To develop Sudanese EFL learners’ oral communication skills, there is a
need for: English language native teachers, adopting communicative method
of teaching and modification of Sudanese English language textbooks at all
levels of education.
1.4. Research questions:
This study tries to answer the following questions:
1-what are the problems that face the Sudanese EFL learners, when they
communicate orally in English?
2-what are the causes of these problems?
3-what are the best solutions, suggestions and strategies that the Sudanese
EFL learners have to adopt to overcome these problems?
1.5. Significance of the Study:
The significance of this study is derived from the importance of English
language and its distinguished situation around the world in general, and in
Sudan in particular. Nowadays English language has become an
-4-
international language. It is the first language around the world, and it is the
language of science and technology. There are millions of people who use
English language as first language (L1) or second language (L2). No doubt
the Sudanese people need to communicate with these people who speak
English language around the world.
English language in Sudan now is an official language. In addition,
English language is regarded as the second language (L2) in the country
many years or even decades ago.
According to the above reasons, it can be said that
this research is
significant for Sudanese EFL learners; because it may help them to
overcome their oral communication problems. Also it is important to the
Sudanese Ministry of Higher Education and Scientific research, because this
research may assist in changing the policies of English language learning at
the universities. Moreover, the study is significant to Sudanese ministry of
education, because it may help to develop text books of English language in
both basic and secondary levels of education. Moreover, the departments of
English language in Faculties of Arts and Education at the Sudanese
Universities can benefit from this research; because it sheds lights on the
problems that face the Sudanese EFL learners in oral communication. Also
the research tries to find certain strategies and suggestions for solving these
-5-
problems. For example, the study may help these departments to adopt the
best methods of teaching that may lead the EFL learners to overcome their
oral communication problems.
1.6. The Methodology of the Study:
This research will use a structured interview and observation in collecting
its data. i.e. it will get its data through randomly interviewing some
Sudanese university students of English language in English departments, as
well as some Sudanese University teachers of English Language. Tape
recorder will be used in interviewing the students. This procedure will help
in the process of discovering the oral communication problems of the
Sudanese EFL learners through analyzing the transcriptions of their speech.
The researchers will also use structured interview with some teachers from
Khartoum and Juba Universities, with different scientific degrees. The
interview will include both male and female teachers. The aim of this
interview is to know the teachers’ point of view as experts about the
problems of Sudanese EFL learners in the area of oral communication, and
to know the causes and the suggestions that they propose to overcome these
problems.
Also the observation method will be used in the process of collecting the
data of this research. The researcher will attend some lectures with the target
-6-
subjects to observe the nature of their classroom participation and
interaction. The classroom is regarded as one of the most important
communication contexts, especially in the process of Second Language and
foreign language Learning.
It is important also to mention that the data will later be analyzed by one
of the methods of data analysis.
1.7. Limitations and Delimitations of the Study:
This study is limited in the sense that:
A- it only covers the oral communication. i.e. although there are written,
visual, and audio-visual communication; the study will focus on the oral
communication.
B-concerning the delimitation of the research, the study will be narrowed
and bounded in the sense that it will not cover the phonological aspects of
the oral communication of the Sudanese EFL learners.
1.8 Organization of the Study:
The organization of this study will be as follows: Chapter one is an
introduction, Chapter two covers the literature review of the research,
Chapter three is the methodology of the study, Chapter four is the
discussion, interpretation, and analysis of data and chapter five is conclusion
-7-
of the study. The conclusion covers the summary of the research, its findings
and recommendations.
-8-
Chapter Two
Literature Review
-9-
Chapter Two
Literature Review
Section (A): Review of Literature
2.1. Introduction
This chapter is the literature review of the study. It contains two sections.
Section (A) is the review of literature and section (B) contains previous
studies. Section (A) starts with the definition of communication in general,
process of communication, types of communication, and effective listening.
Under the types of communication, the chapter sheds lights on four main
types
of
communication
namely:
written
communication,
visual
communication, audio-visual communication, and oral communication.
Under oral communication, the chapter will deal with some kinds of oral
communication: conversation, formal speech, classroom interaction,
meetings and interviews. Also as well-known the other important part of oral
communication is effective listening.
2.2. Definition of Communication
As communication is the supreme aim and objective of any language
learning situation, Sudanese EFL learners need to exert ultimate efforts to
master skills of communication in English language, which represents their
target language (TL).
- 10 -
To start, let us ask: What is communication? Crystal and Varley (1994: 4)
state that communication is an act of sending and receiving of messages. It
refers to any message, not just the highly structured symbolic messages of
language. For them communication is a broader concept than language, and
language is included within what is meant by communication. (Cited in
Bloomer et al (2005:15).
As Hornby (1995: 229) points out the verb “to communicate” means to
make something known, and to pass or transmit something. It also means to
exchange information, news, ideas, etc with somebody. Deverell (1974) sees
that communication as something more than writing correct English, precise
reporting and dealing with correspondence. Although all these are part of it
and the mechanics of writing and speaking must be mastered. For him
communication may be said to have two aspects: “As an exchange of
opinions and ideas, it is concerned with human relations. It is also a matter
of skills in conveying information from one person to others.” Deverell
(1974:8).
Moreover, Widdowson (1984:86) says that communication is achieved
when the speaker formulates particular proposition content and illocutionary
intent in such a way as to make them accessible on the one hand and
acceptable on the other. Cited in Adel Alkarim (1999:9). According to
- 11 -
Chadha (2003), communication is derived from a Latin word ‘communicare’
which means ‘to impart’ ‘to share’ and ‘to make common’. It may be
defined as an exchange of facts, ideas, opinions or emotions between two or
more people.
Brown (2000) defines communication saying that it may be regarded as a
combination of acts, a series of elements with purpose and intent.
“Communication is not merely an event, something that happens; it is
functional, purposive, and designed to bring about some effect, some
change, however subtle or unobservable, on the environment of hearers and
speakers.” (2000:250).
2.3. Process of Communication
Communication is a process. According to Chadha (2003), a
communication process gets start as soon as we decide to convey a fact, an
idea, an emotion, or an opinion to others. According to him the
communication process has many components:
The person who starts the communication is called the sender or the
source. The matter he communicates is called the message. This
message is encoded in a suitable set of symbols and transmitted to
other person/persons called ‘Receiver’ through appropriate medium or
channel. The receiver receives the message, decodes it i.e. understands
or interprets it and gives a suitable response called ‘feedback. (2003:1)
For Chadha communication is a two way process, at least two persons are
involved and they also keep switching their roles. Also according to him to
- 12 -
complete the communication process some response or feedback from the
receiver to the sender is required. ‘Without feedback the sender has no way
of knowing whether his message has been received and understood.’ Chadha
(2003:2).While giving feedback the receiver assumes the role of the sender
and the sender becomes the receiver.
According to Chadha, it is essential to have a common frame of the
reference for any kind of communication to take place. The sender and the
receiver must have common interest, objective and understanding of the
medium used. They must have the willingness and motivation to carry on
communication. There must be a high level of co-operation between the
sender and the receiver, otherwise; the desired response will not be evoked
by communication.
Bloomer et al (2005:16), point out six major components of verbal
communication.
The
following
model
summaries
the
process
of
communication and is known as Jacobson’s model of linguistic
communication:
Context
Message
Addresser ----------------------------------addressee
Contact
Code
- 13 -
In this model, which is sometimes known as a ‘code model’, a message
giver (addresser) transmits a message to a receiver (addressee). The message
is put into words (the code). There must be a point of contact linking the
addresser and the addressee. There will be a psychological link between
them as well as a physical contact whether that by face to face or at a
distance. The importance of context is in determing the form of the message
that has already been noted above.
Osman (2003) also indicates that communication implies more than one
person. ‘There must be some one to transmit a message, some one to receive
it.’ (2003:5).
As Hassan (1999) points out, communication is achieved by means of a
variety of resources. Participants in the communication can draw both on
language and on non-verbal resources in the same way.
Communication as Byrne (1986) notes, is a two way process between
speaker and listener or reader and writer. And all have a position function to
perform. Field (1985) and Widdoson (1979) added that in order for
communication to take place there should be an information gap, and the
participants have to bridge this gap. So by the end of the interchange,
participants are both in a position of the total amount of information.
Since communication is a process, it is insufficient for the
students to simply have knowledge of target language
- 14 -
forms, meaning, and functions. Students must be able to
apply this knowledge in negotiating meaning. It is
through the interaction between speaker and listener or
reader and writer that meaning becomes clear. The
listener gives the speaker feedback as to whether or not
he understands what the speaker has said. In this way, the
speaker can revise what he has said and try to
communicate his intended meaning again, if necessary.
Hassan (1999:20).
For Barrett (1973:4), what is involved in the act of speaking is the
process of communication. The process of human oral communication is
characterized by a dynamic interpersonal exchange. It is a process that is
ongoing and continuous; it is dynamic, in that it is under ever-changing
conditions and ever-changing predispositions of people.
Barrett (1973) reviews the basics of the process, with an example of one
person communicating orally with another: the sender of the message says
something to another, the receiver. The sender encodes his message to the
receiver, using words, vocal expressions, and perhaps physical movement.
He presents the message in symbols. The receiver understands the symbols
decodes or interprets the message. But it does not stop there, for the receiver
makes a response of some kind (feedback). “We send messages and receive
feedback in the three ways: verbally-with word; vocally with voice not
shaped into words ‘hm-mm’ ‘eee! ‘sss’ and dozens of other expressions
which cannot be produced with our regular alphabet; and visually- through
- 15 -
the sight waves as gestures, bodily movements, winks of the eyes, frowns,
and other physical action” Barrett (1973:4)
2.4. Types of Communication
There are different types of communication. Communication can be
broadly classified into four types: written communication, visual
communication, audio-visual communication, and oral communication.
These days communication is possible through a vast variety of media.
According to Chadha (2003:3), for communication to be effective, the
communicator has to be very careful and judicious in the choice of medium.
It depends on factors like the urgency of the message, the time available, and
the intellectual and emotional level of the receiver. Let us go a little deeper
to explain each type:
2.4.1. Written Communication
According to Ghadha (2003), messages conveyed through written forms
like letters, circulars, memorandums, notices, reports, articles, books,
newspapers,
magazines,
essays,
e-mail,
etc.
constitute
written
communication. For him success of a professional communicator depends
very greatly on his skill in written communication. Since written
communication is more structured and formal in nature, it is taken more
seriously.
- 16 -
It was said that on an average 70 percent of person's waking time is spent
communicating _ either reading, writing, speaking or listening. According to
Raimes (1983), a learner of any language can easily speak it, but it is not
very easy to write it, because writing is not only speech written down on
paper. Learning to write is not a simple and natural task. You need to be
taught how to write the same language that you speak. There are many skills
that the learner of language needs to know, before beginning writing.
Written language generally demands standard forms of grammar, syntax and
vocabulary. ‘It is not like speaking it relies on the words on the paper to
express meaning. Hence, it needs the use of punctuation, good spelling, and
planning.’ (1983:4).
There are many advantages and disadvantages of written communication.
Chadha (2003), points out written communication by its very nature that has
advantages of accuracy, better understanding, permanent record, legal
validity, assignation of responsibility, and wide range of information. In the
same time it has disadvantages and limitations. With all its numerous
advantages, written communication suffers from some drawbacks. It lacks
spontaneity, it is time consuming, with delayed feedback, and is more
expensive.
- 17 -
Deverell (1974) says that for written communication, writing correct
English, to coach students in grammar, the analysis of sentences are not
enough, they need more:
To communicate one must practice and learn by one’s
mistakes. One cannot come to grips with report-writing until
one has sat down and wrestled with the actual problem of
making
certain
representations
to
one’s
higher
management…the foundations of successful communication
are practice and unsleeping self-criticism. (1974:7)
Also in the written communication Deverell (1974:74) gives a high
importance to word order , use of tense, agreement, spelling , punctuation,
capitalization, hyphenation, abbreviations, numbers, vocabulary , etc.
2.4.2. Visual Communication
Chadha (2003), indicates gestures, facial expressions, tables, charts,
diagrams, posters, printed pictures, slides, neon signs, signals, etc. constitute
visual communication. pointed out, it is needed to make efficient use of nonlinguistic forms of visual communication in personal, social and professional
life.
Chadha (2003:6) adds that mime is an old art in which ideas and emotions
are communicated through facial expressions. Traffic signals can very
effectively control our movements on the road. Similarly posters and slides
can convey powerful ideas and have great mass appeal. A simple cartoon in
a newspaper often makes more effective comment on a situation than an
- 18 -
entire article. A picture, it is said, is worth more than thousand words. Visual
communication can be very effective in advertising and publicity. It can be
used to transmit elementary and simple ideas, orders, and warnings. Visual
communication can be very effective if used in combination with other
media.
Barrett (1973) states that we can receive the feedback of the message
visually through the sight waves as gestures, body movements, winks of the
eye, and other physical actions. “Communication involves much more than
the use of words and sounds. All of our behavior is called into the act of
shaping messages. Sometimes as the old saying goes ‘actions speak louder
than words”. Barrett (1973:5). Sometimes nonverbal acts are more powerful
than the verbal acts. As we relate interpersonally to others, we ought to be
aware of all nuances of a message: the gesture serving as punctuation, the
sad look in the eye which contradicts the happy words of the mouth and so
forth. True understanding requires sensitivity to all stimuli and their
meaning.
Semiotics is also a big part of visual communication. Chandler (2002:1),
simply puts, semiotics or semiology is “the study of signs” Cited in Bloomer
et al (2005). According to Chandler (2002), almost anything can become a
semiotic sign: what colour clothes you wear or how you speak, what food
- 19 -
you eat, or how fast you walk. Each of these behaviours can be interpreted
as transmitting some message, whether intentionally or unintentionally.
At the heart of the semiotics lies notion of a sign and symbolic system.
In communication, signs are organized into systems within which each sign
has a conventional meaning. In other words, each sign has became
associated with a meaning (a conventional meaning) which can be
transmitted or re-used from one context to another.
Also Crystal (1997:403), points out that visually based sign language has
a capacity to express the same complex and highly structured messages as
speech, as in deaf sign language. Cited in Bloomer et al (2005:20).
As mentioned by Bloomer et al (2005) body gesture, facial expression,
patterns of touch and the communicative use of body odour (perfume,
aftershave) are not strictly language. A term much preferred by
communication specialists is non-verbal communication (NVC). It is used
especially for (facial expression, body gesture), and proxemic (physical
proximity) behaviour.
According to Brown (2000) we communicate so much information
nonverbally in conversations that often aspects of the conversation are
negligible. This is what Hall (1959) called ‘silent language’. For Brown
Kinesics (body language), eye contact, Physical proximity, artifacts
- 20 -
(nonverbal messages of clothing), kinesthetics (touching), etc. are all
important in the process of conveying a message.
2.4.3. Audio-Visual Communication
Modern science has enabled the people to communicate through different
audio-visual techniques. Telecasts, short films etc. fall under the category of
audio-visual communication. According to Chadha (2003:7), audio-visual
communication is a powerful combination of sound and sight waves.
Information communicated through audio-visual medium can be retained for
a long period. The techniques of narration and depiction are employed
simultaneously. This medium of communication is especially suitable for
mass publicity and mass education. In mass education progarmmes
conducted by universities, this type has been found quite effective.
Most often more than one type of communication may be used
simultaneously
to
make
communication
effective.
Face-to-face
communication, for example, combines, the oral type, with the visual. Good
speakers use a variety of gestures and facial expressions to convey their
messages. The use of overhead projectors, graphics and charts is popular
with speakers in seminars and meetings. Similarly teachers use black board
frequently while delivering their lectures.
- 21 -
As Barrett (1973), points out visual aids are all materials which can be
seen, while audio aids are those which produce sound. Chiefly they are tape
recorders, record players, and musical instruments.
Guidelines for using an audio aid are essentially the same as those
for using a visual aid. First of all, employ the device to help you
reach your goal. Plan your use of the aid, and sustain audience
contact. Practice sufficiently to avoid wasteful pauses and any
distracting activity. Barrett (1973:111)
According to Lonergan (1984), the outstanding feature of audio-visual
aids, including video films is their ability to present complete
communicative situations. The combination of sound and vision is dynamic,
immediate, and accessible. This means that communication can be shown in
a context, and the many factors of communication can be perceived easily by
viewers and language learners.
The speakers in dialogues can be seen and heard; other participants in the
situation can be seen. The language learner can readily see the ages of the
participants; their sex; perhaps their relationships one to another; their dress,
social status, and what they are doing and perhaps their mood or feelings.
Further, paralinguistic information, such as facial expressions or hand
gestures is available to accompany oral clues of intonation.
- 22 -
Similarly, the setting of the communication is clear: the language learner
can see on the screen where the action is taking place. This information may
help to clarify whether the situation is very formal, or perhaps informal.
Of course, these audio-visual features of video films are found in cinema
films and television broadcasts too. The power of television as a medium is
acknowledged by all, even if its benefits and disadvantages are a matter for
controversy. According to Lonergan (1984:4), Video films in language
teaching have advantages and drawbacks which spring from the power of
television as a medium. At their best, video presentations will be
intrinsically interesting to language learners. The learner will want to watch,
even if comprehension is limited. The material should be motivating; the
learner should want to see more, to ask question, to follow up ideas and
suggestion. By generating interest and motivation the video films can create
acclimate for successful learning.
According to Deverell (1974), some visual aids make the processes of
communication more effective without introducing anything fundamentally
new into it. An example of this is the use of microphone to make the human
voice more audible. Other aids contribute a new element. A model or a
diagram is an instance of this. It states something which could not be shown
in words.
- 23 -
A peal to the visual sense through the medium of pictorial symbols can
make a dramatic impact through when words would not even be read. If for
instance a complex stores issue and control procedure is being explained or a
new piece of equipment is being demonstrated, a diagram, a photograph, a
model or a film will help people to grasp what is being conveyed to them.
Aids of many kinds prove particularly helpful when one is talking on a
technical matter e.g. engineering, scientific or administrative, etc topics.
These aids can be used to capture attention when a topic is first
introduced, always bearing in mind that an arresting opening must be
followed by some further message of value or interest if attention is to be
retained. They have an incidental advantage in providing evidence that the
demonstrator or speaker has been willing to go to trouble to make
comprehension easier for his listeners.
Visual aids must be well used so that they can not draw attention away
from the message to be presented. To avoid this kind of outcome, Deverell
(1974: 206), says that it is a matter of common sense, discretion, and true
judgment of how much of a topic can be conveyed in a single session:
Illustrations should be kept simple. Lines and colour should be bold.
Details should be ruthlessly edited. A moving aid or model will hold
attention longer than a static one but when one passes to another matter it
is wise either to remove the model or at least screen it, or it will continue
to attract attention to the exclusion of what is being said or further
illustrations. Deverell (1974: 207).
- 24 -
Where the type of visual or oral aid is likely to be unfamiliar to the
viewers or listeners; it is advisable to give some preliminary explanation of
the nature of the aid.
According to Deverell (1974) the main types of aid are: boards which are
still the most versatile aids for teaching and training. Plastigraphs, i.e.
coloured plastic sheeting is fastened to a flat surface. Photographs: These
can be useful especially if they have been blown up to a size large enough to
be displayed to a group of people. Tape recorders: tapes and cassettes are
sufficiently widely known to require little explanation here. Overhead
projectors: In a very short time the overhead projector has become an
indispensable aid to teaching and to many kinds of exposition in industry
and business. Filmstrips: These are effective visual aids. Either can be
accompanied by a recorded commentary or by a ‘live’ speaker. Films: They
are also effective in communication. Graphs, charts, and diagrams: graphs
save time. Models: a wide variety of these is used from the small scale to
the large cut-out model which may be articulated so that parts of it can be
moved. And closed circuit television has a wide potential as a training aid
and many more applications of it remain to be made.
Hassan (1999:55)
believes that
utilizing
aids
for
presentation,
demonstration, and reinforcement is important. They include: chalkboard,
- 25 -
pictures, posters, drawing, charts, maps, objects, cloth and magnetic boards,
plastic figures, and writing. They also involve projected visual such as
filmstrips, projectors, overhead projectors, and slides. Second, the oral aids
comprise radio programmes, taped materials, and the language laboratory.
Third, audio-visual aids consist of films, videotapes, television and
computers.
As Hughes (1989) indicates, games are also important in communication.
They are many sorts and levels such as card games, board games, and pencil
games. They are used for stimulating interest in foreign language,
reinforcing learning, explaining concepts or illustrating meanings, promoting
conversation in groups, and providing cultural background. Cited in Hassan
(1999:56).
2.4.4. Oral Communication
As Chadha (2003) points out, oral communication includes face-to-face
conversation, telephonic conversation; radio broadcasts, interviews, group
discussion, public speeches, meetings, seminars, etc. Use of different forms
of oral communication is most common and proficiency in oral
communication can be a great asset to any individual. But for most of the
learners of EFL it was said that the most difficult skill of their TL for them is
oral communication.
- 26 -
A person’s success as a professional communicator depends to a great
extends, on your communication skill. Oral communication will take more
of your time. A person will be called to participate in meetings and group
discussions, deliver speeches, conduct or attend interviews, discuss
important matters on the telephone or simply have face-to-face interaction
with people. Your skills in formal as well as informal forms of oral
communication will be on test. As Chadha (2003:292) mentions, you will
secure quicker promotions, achieve honour and prestige, if the
communication skill is of a high order. Some of us have inborn flair for
communication while others can acquire it by training and practice.
According to Deverell (1974), the main fields of oral communication are:
face-to-face communication, interviewing of all kinds, formal and informal
speech, meetings of many kinds, and the use of the telephone and similar
media for transmission of the voice. The skills employed are those of
speaking and listening.
Deverell (1974:108) gives many advantages of oral communication: to
most of us conversation has a more human, more direct appeal than
writing_reading, the direct exchange in speaking and listening gives an
opportunity for the interchange of information and views. In face-to-face
situation, sensitivity to the attitudes and moods of other parties gives the
- 27 -
speaker the chance to adapt his approach. Physical presence gives incidental
advantages such as the opportunity to consolidate words with gestures, to
underline statements with facial expression. In addition, information can be
repeated in order to make sure it is understood, if there is any doubt whether
the first statement has made an impact. Also there is a chance to supplement
written information, and the immediacy of the spoken word gives a sense of
urgency.
Chadha (2003:6) also gives many advantages of oral communication: it
saves time, quick an immediate feedback is possible in a case of oral
communication. Moreover, oral communication promotes better relations
and is more persuasive, and it does not involve big expenditures.
Barrett (1973:168), says that such action will enable you to present
yourself as yourself and to obviate the fear that some seem to have: ‘ If I do
not make some English errors, my friends will think I am not one of them; if
I change my speaking habits , I will not be able to talk with some people’.
Barrett(1973) about oral communication says: for clarity, use simple and
precise language, for liveliness, use sense-appealing and figurative language
, for variety, use diversified and fresh language, for acceptability, use
standard language and that which is appropriate for occasion, and use your
language i.e. don’t try to imitate others.
- 28 -
Johnstone (2002), points out that face-to-face oral communication
involves the use of the articulatory organs and muscles to produce sound,
which must then be converted into neural impulses via the ear. When people
have difficulty of speaking or hearing, they sometimes replace one body
medium with another, using hand and facial gesture instead of the voice, as
in the language of the deaf, or looking at lips rather than listening to sound.
Mohammed (2007:23) says that if we consider the basic four skills of
language (listening, speaking, reading, and writing) speaking seems to be
clearly the most important language skill. Those who know the language are
generally referred to as the ‘speakers’ of that language as if
speaking
included all other skills, and many, if not most, foreign language (FL)
learners are primarily interested in learning to speak.
According to Rivers (1981: 221), cited in Mohammed (2007:26), students
of a foreign language will not learn to speak fluently merely by hearing
speech in class, although this is very important for providing them with
some necessary input and acquainting them with certain forms and the flow
of authentic speech, as well as for giving them practice in the receptive side
of communication.
Douglas (2001: 271), cited in Farouq (2008:33), believes that there are
various types of oral production that students are expected to perform in
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class. These are: imitative, carried out for focusing on certain elements of
language through generating (human tape recorder speech). Responsive:
short, meaningful, and sufficient replies to teacher and students’ questions.
Intensive: includes speaking tasks that are designed to practice some
phonological or grammatical aspects of language. Transactional (dialogue):
carried for the purpose of exchanging information. Interpersonal (dialogue):
carried for mere social purposes and it may involve: ellipsis, colloquial,
slang and casual register. And extensive (monologue): carried in the form of
oral reports or short speeches.
Ahmed (1999:23) believes that the art of speaking is the most important
aspect in learning SL and FL. The success is measured in terms of the ability
to carry out conversation in the TL in different situations. That is to
understand the speaker(s) and have the ability to express oneself intelligibly
and accurately without hesitation.
According to Chadha (2003), there is formal and informal oral
communication. Informal oral communication takes place whenever people
get together. For most part, this form of face-to-face communication is
flexible and unorganized. Its success depends upon our relations. Free and
frank exchange of ideas, warmth and empathy, simplicity and mutual
confidence can make any informal face-to-face communication successful.
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Formal oral speech is well organized and needs exertion of efforts and well
preparation.
2.4.5. Types of Oral Communication
There are different types of oral communication. Let us shed lights to
conversation, formal speech, classroom interaction, meeting and interview.
2.4.5.1. Conversation
According to Hornby (1995:254), conversation is informal talk, especially
involving small group of people or only two. Bloomer et al (2005:39), define
the conversation as spoken language or talk. According to Wikipedia
Encyclopedia (2007), cited in Farouq (2008), conversation is a form of
communication between two or more people on a certain topic. Certain
factors such as balance of speech distribution and mutual interest between
speakers affect the success of the process of conversation. Nolasco et al
(1987:5), refer to conversation as ‘a time when two or more people have the
right to talk or listen without having to follow a fixed schedule, such as an
agenda’. Any participant can say what he/she likes without restriction on
amount of time or topic.
EFL learners need to adopt conversation as a strategy for developing their
oral communication skills in English.
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According to Farouq (2008:35), the main function of conversation is
social, such as negotiating of status, social rules and the creation and
maintenance of social relationships. The other functions include the
exchange of information and carrying out joint actions.
Cook (1989) believes that conversation proceeds according to certain
principles or maxims that contribute in the process of development of
conversation. Grice (1975), (cited in Cook 1989), called them co-operative
principle. According to this principle we interpret language, including
conversation on the assumption that its sender is obeying four maxims. We
assume he or she is intending to: be true (the maxim of quality), be brief (the
maxim of quantity), be relevant (the maxim of relevance), and be clear (the
maxim of manner).
Using the above assumption, combined with general knowledge of the
world, the receiver can reason from the literal, semantic meaning of what is
said to the pragmatic meaning-and induce what the sender is intending to do
with his or her words.
Cook (1989:34) says that the co-operative and politeness principles of
conversation reflect a dual purpose in human intercourse: to act efficiently
together with other people, and to create and maintain social relationships.
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Ur (2001), says that the idea of encouraging students to express
themselves freely in the FL has come in to the prominence in recent years as
a result of the growing emphasis on communicative abilities. Encouraging
fluency can take place through conversation:
One conventional way of doing this is the ‘conversation
class’ , where a group of students sit down with a teacher – a
native speaker if they are lucky –and are required to talk with
him/her…so the first thing to do is to bring interesting
subjects of conversation to the classroom. Teachers
increasingly hold topic-centered discussions or debates as a
framework for fluency practice. Ur (2001:4)
2.4.5.2. Formal Speech
Sudanese EFL learners will face situations in which they are demanded to
deliver formal speech in English, their TL. As it is one type of oral
communication, it is important to learn or to know the skills of formal
speech.
According to Chadha (2003), the most difficult kind of oral
communication for most people is a formal speech. As Chadha says, most
people feel uncomfortable when asked to speak formally before an audience.
They tend to get nervous as they cannot easily overcome ‘stage fright’.
People generally try to avoid giving a speech if they can. But Chadha points
that people must realize that ability to deliver effective public speech can
help them reach the top. Great public speakers are known to have changed
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the course of the history by their powerful speeches. They could stir or move
passions, move people to tears and control their actions.
Delivering of the speech needs exertion of many efforts from the speaker:
We can certainly deliver impressive speeches if we make
proper efforts. We are required to learn good speaking
techniques and put them into practice. A good speech appears
to be spontaneous but we must remember that a great deal of
hard work goes into preparation for the speech and making it
sound as impromptu and natural. Chadha (2003:293).
There are many steps of the formal speech. Consider these steps of formal
speech making, as given by Chadha (2003:293): Selection of topic: select a
topic which you can easily manage. You should be sure that you posses
adequate knowledge of the subject and that you are genuinely interested in
it. While selecting the topic keep in mind the interest of the audience. The
topic also should be important and relevant. Barrett (1973:27) says
‘In the preparation of speeches, the first, and sometimes most difficult job is
finding a subject. ‘What shall I talk about?’ is probably the question students
most frequently ask.’ He adds that the answer instructors most frequently
give and indeed the only proper answer is ‘the choice is yours, talk about
what you would like to talk about’. The next step is Collection of
information: Once the topic for the speech has been determined begin the
task of collecting relevant information. You may have to conduct some
research, consult available literature or seek the help of some of your
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colleagues and associates. Analyze and classify the information under
appropriate headings. Note the details you would like to give on each idea
and examples you would give to illustrate or prove your point. Preparation
of speech: organize the information into a three tier-structure (introduction,
body, and conclusion). Various parts of the speech must be properly linked –
one paving the way for another. Preparation of note: A speech could neither
be completely memorized nor should it be read. Memory can often fall us
causing embarrassment. Similarly if a speech is read from the prepared text
it would sound artificial and would not evoke the desired response. Speaker
should, therefore, prepare notes of the intended speech. These notes can be
in the form of headings, main points, key phrases or words written on cards.
The effect of a speech presented with the help of relevant notes can be
powerful as the speaker can review and modify his presentation whenever
the situation so demands. Rehearsals: even the most experienced speakers
like to rehearse or to repeat and practice their speeches before they actually
deliver them before the audience. Rehearsals help the speaker in gaining
confidence and overcoming the weakness. Some speakers take the help of
colleagues and friends while others simply stand at a front of a mirror and
speak. One can also use an audio or a video tape for rehearsals. Attitude: a
good speaker always has the right attitude. He has warmth and empathy for
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his audience. He is full of self confidence and also has confidence in his
audience. Also he understands his audience, their level and interests.
Appearance: audiences respond not just to the words of the speaker but also
to whatever they see. The appearance of the speaker: his dress and his facial
expressions are crucial to the effect of the speech. Dress appropriately for
the audience and the occasion. You should be clean and well-groomed.
Posture: a good speaker must always have the correct posture; because the
audiences continuously notice it. You should keep your body erect without
appearing stiff or difficult to move. You should appear relaxed and
comfortable. Your posture should show that you are alert and confident.
Movement: the way you walk also makes an impression on your audience. A
strong, sure walk to the stage gives an impression of confidence. Walk
briskly but not too fast. Very slow movement towards the stage creates the
negative image. Do not move unnecessarily while speaking. Eye contact:
eye contact with the audience can be the most powerful means of conveying
your attitude and feelings. Try to have eye contact with as many members of
the audience as possible. This will help you get their attention and also give
you a quick feedback. Facial expressions: a dull, expressionless, wooden,
face can spoil the effect of the even a very well prepared speech. An
appropriate facial expression enhances the effectiveness of your speech.
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Therefore, pay attention to the facial expressions while delivering your
speech because very often the face reveals your feelings better than words.
Gestures: gestures are natural aids to speaking; correct movement of arms,
hands, or fingers does give emphasis to your message. Some of our gestures
act as powerful symbols conveying meaning. A shrug of shoulders may, for
example, convey a sense of helplessness better than your words. But these
gestures must be appropriate. And lastly the delivery of speech: It is the most
important aspect of public speaking. Your ideas will reach the audience
primarily through your voice and pronunciation of words. You must,
therefore consciously try to improve the quality of your voice and
pronunciation. To improve your pronunciation you may have to consult a
good dictionary and also carefully listen to the speeches of the speakers
known for their good pronunciation. Also pay special attention to variations
in pitch, variations in speaking speed, pauses and emphasis, and use of
visual aids like maps, charts, pictures, slides, black-board, etc because they
can lend excellent support to the spoken word. ‘They can make your speech
more concrete, clear and explain difficult and complicated ideas effectively’
Chadha (2003:296).
Public speaking is an exciting art which can be acquired only through
hard work, regular practice, and rehearsals. The speaker needs to have sound
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knowledge of the subject, good command over language, confidence and
right attitude. You should have respect for the audience and understand their
reactions and responses. You should also posses sense of timing and realize
that the time of the audience is precious. Therefore, speak only when you
have something vital and worthwhile to communicate.
According to Barrett (1973), in the speech, including formal speech, good
language is a language that serves to unify speaker, message and audience:
In choosing language, you the speaker must consider the four
familiar elements of speaking: yourself, your speech, your
audience and the occasion. When preparing and rehearsing your
speeches, ask this question about your choice of language: ‘is this
word or phrase or sentence suitable for me to use in
communicating this thought to this audience to this occasion?’ said
another way ‘will it build foundations of understanding between
me and my listener? Barrett (1973:158).
Foundations of understanding are built from elements of style which
identify people one with another. According to Barrett (1973), four modes of
identification are clarity, liveliness, variety, and acceptability: ‘For clarity
use simple and precise language, for liveliness use sense-appealing and
figurative language, for variety, use diversified and fresh language, for
acceptability, use standard language and that which is appropriate for the
occasion. Use your language’ Barrett (1973:169).
Seely (1998), believes that how we speak is affected by: the people
involved; the subject-matter and the language required to discuss it; where
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and when communication is taking place, and our purpose in
communicating.
As Seely (1998), points out when preparing for a formal speech, it is
important to think about: purpose: is your primary aim is to inform, to
persuade, to entertain, or to interest. Audience: consider their knowledge,
education, ability to follow what you have to say, their expectations, their
practical, intellectual, and personal needs. Structure: this includes thinking
about content, priorities and ordering. Communication aids: this include
whiteboard, flipchart, overhead projector, slide, projector, audio and video
recordings, and films.
Deverell (1974:109) believes that the preparation and delivery of formal
oral speech must be a basic skill for the manager, administrator, and
members of the professions. Any one of a number of situations may confront
him-meetings of employees, trade association conferences, management
group discussions, committees, dinners and other social occasions. These are
a few such situations.
2.4.5.3. Classroom Interaction
According to Hornby (1995), the verb interact means to act or have an
effect on each other. The interact of people, to work together to
communicate. Malama et al (1988:7), define interaction not as an action
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followed by reaction, but as acting reciprocally. And the classroom as
defined by Hornby is a place where a group of persons are taught together.
Vanlier (1988), defines the classroom as a gathering of two or more persons
for purpose of learning. Cited in Mohammad (1999:4).
Sudanese EFL learners, of course need a good environment and context
for interaction as a practice to their TL. According to Cullen (1998:80), the
classroom is a unique social environment with its own human activities and
its own conventions govern these activities. Cited in (Osman 2003:4).
Malama et al (1988), state that the teacher and the students are not only
participants in classroom interaction. The text book writer is another
participant. In many classrooms, teachers closely follow procedures laid
down in a textbook. In such cases, the textbook writer can be seen as the
transmitter of a message, communicating directly with the teacher and
students in the classroom. For example:
Textbook writer → teacher and the whole class, when they are all
doing an exercise in the book together, orally.
As well known, all communication occurs in a context. As Johnson
(1998) says, the communication context can also determine the rules that
govern how speakers communicate, or the structure of communication. In
classrooms, the structure of communication is easily recognizable. Teachers
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tend to control the topic of discussion, what counts as relevant to topic, and
who may participate and when. Students tend to response to teacher directed
questions, direct their talk to teachers, and wait their turn before speaking.
Teachers can place their students in small groups so they have more
opportunities to control their own talk, to select which topics to talk about
and to direct their talk to whomever they wish.
As Johnson (1998:5) mentions, in second and foreign language
classrooms, how teachers perceive their students and how students perceive
their teachers can shape both the meaning and structure of classroom
communication. For American students classroom participation is to raise
questions or share their ideas during the class discussions. Mehan (1979:33),
cited in Johnson (1998:5), suggests that “students need to know with whom,
when, and where they can speak and act. They must have speech and
behavior that are appropriate for classroom situations and they must be able
to interpret implicit classroom rules”. Full participation in classroom
activities requires competence in both the social and interactional aspects of
classroom language-in other words, needs classroom communicative
competence. (Wilkimson: 1982) cited in Johnson (1998), mentions that
communicative competence is considered to be essential for second
language learners to participate in the target language culture. For (Canal et
- 41 -
al 1980, Hymes 1974), cited in Johnson (1998:6), classroom communicative
competence is essential for second language students to participate in and
learn from second language classroom experiences.
Differences in students’ linguistic and cultural backgrounds influence
how, when, where, and why they communicate in second language
classrooms. If students are unaware of the social and interactional norms that
regulate participation in classroom activities; they may learn little from their
classroom experiences (Cook-Gumpez et al 1982), cited in Johnson (1998).
For Barrett (1973), the people involved in the classroom in oral
communication are a collection of individuals; they met through the
registration process-by accident we may say. The individuals differ in many
ways: sex, social background, academic major, political view, age, religion,
ethnic background, life-style, aspirations, etc. Each is unique. Add to this the
instructor and his background, the room as coloured, shaped, and arranged.
The time of year and hour of day, along with the textbook and other
instructional materials. With acknowledgment of all these elements and
others, we start toward understanding group or class interaction.
Johnson (1998), points that the nature of classroom communication has
different shapes, starting from speech events, participation structures, the
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nature of teacher talk, student-teacher interaction and the effect of cultural
factors on classroom communication.
Johnson (1998:6) thinks that for students operating in SL classroom,
communicative competence is also regarded to be an essential component in
the process of second language acquisition. ‘The process of classroom
interaction determines what language learning opportunities become
available to be learned from’ (Allwright 1984: 156) Therefore “any second
language learning that takes place must in some way result from the process
of interaction the learner takes part in” (Ellis:1990:91) cited in Johnson
(1998:6). For second language students, classroom communicative
competence means not only successfully participating in classroom
activities, but also becoming communicatively competent in the second
language.
Johnson (1998:16) states, teachers in the classroom are generally
characterized as controlling most of what is said and done in classrooms:
Beyond their status, teachers’ control over the patterns of
classroom communication is generally maintained through
the ways in which they use language. In fact teachers’
control of the patterns of communication determine, to a
large extend, how, when, where, and with whom language
is to be used in the classroom. Of course, this will also
depend on how students interpret and respond to what
teachers say and do.
As reported by Pica (1987), second language and foreign language
learning must include opportunities for learners to engage in meaningful
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social interaction with the native speakers of the language. To discover the
linguistic and social cultural rules which are necessary for second language
comprehension and production. Cited in Mohammad (1999:5).
Broughton et al (1978:81), say that in the first stages of learning speaking,
the teacher should control the speech produced by students. Then less guided
and lastly in situation where students are free to produce utterances
appropriate to the situation given by the teacher. What is more important is
that the speech of the students, whether controlled, guided, or free, should be
in relation with the functional use of language. Cited in Ahmed (1999:26).
As mentioned by Ishag (2008:43), activating spoken interaction in the
foreign language classroom involves asking students to discuss and ask
questions, asking students to orally narrate the stories they have written, etc.
2.4.5.4. Meeting
According to Hornby (1995:729), meeting is an assembly or a gathering
of people for a particular purpose, especially for formal discussion. As
Chadha (2003:297) points out, when you work as a professional employee in
an organization, you are required to attend a large number of meetings
whether as a leader or as a participant. These meetings are often very
important because vital decisions are taken in them. A part from decision
making, meetings also provide opportunities for exchange of views,
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information, and knowledge. As a professional people, therefore every one
needs to acquire skill to participate in meetings and to conduct them
effectively in order to make positive contribution. Part from knowledge you
need proper attitude and effective communication skill to be successful in
meetings.
Sudanese EFL learners need to learn the skills of chairing and
participating in meeting as a part of their oral communication skills in both
their Native language (NL)) and TL. According to Deverell (1974),
organization, documentation, conduct, and administration of meetings are
forms of communication. A great deal of the success of the meeting depends
on efficient planning and respect for established procedures.
Chadha (2003) provides different techniques for conducting meetings.
You have to plan the meeting carefully to ensure its success. The following
guidelines can be helpful: Define the object: a business meeting is not just a
get-together. It is held with a specific purpose. It must achieve some
objectives. You should clearly define the objective of the meeting and then
plan accordingly. Prepare the Agenda: Time available for meetings is
always limited. It is therefore, important to prepare the agenda and inform
all the participants about it. Arrange the items on the agenda in a logical
order and specify time given for each item and try to stick to it. Try to keep
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the discussion on the track and if new items come up for discussion,
postpone them to a next meeting or take them up only at the end. Give brief
introduction: ‘Start the meeting with a brief introduction, welcome the
participants and state the main problems. State the objectives of the meeting
in simple and clear terms.’ Chadha (2003:298). Control discussion: As a
leader, you should control the discussion. Do not let one item consume all
the time. Move from one item to another systematically. As soon as
discussion of one item is over, make a quick summary and proceed with the
next. Show patience and tact: You should be a good and patient listener. As
a leader do not try to do most of the talk yourself. You should listen to others
carefully and make the best use of their views. Some participants tend to
rake up irrelevant issues or repeat what has been discussed earlier. Try to
control them tactfully. Be Impartial: as a leader, you should try to be
impartial or neutral. Do not take sides or jump to conclusions. You have to
get the best out of all participants and, therefore, you must win the
confidence of all. Provide opportunities to all: ‘One of your important
responsibilities would be to restrain those participants who talk too much
and to encourage those who talk too little. As the leader, you have to get the
best from all participants.’ Chadha (2003:299). Another difficult task for
you would be to encourage participants to speak who are otherwise reluctant
- 46 -
or hesitating to air their views. Such participants may have valuable
suggestions but do not speak probably; because they lack courage or are not
articulate for some reason. And lastly, give conclusion: Your task as the
leader is to entertain divergent views on a problem and finally help the group
in arriving at some sort of reconciliation. The objective of the meeting is,
after all to chalk out a future plan, take up a course of action or solve a
problem. You should therefore, try to summarize the views of participants
frequently and at the end give the conclusion. You should point to the
decisions which have been taken in very clear language.
Conducting a meeting successfully thus, involves the use of several skills
simultaneously. You have to be courteous and considerate. You must show
patience and impartiality. Above all, you must have initiative and the
qualities of leadership.
Deverell (1974:135) gives three fundamental requirements of valid
meeting: it must be properly convened by the dispatch of notice to
everybody who is entitled to receive it; it must be properly constituted with
the right person in the chair; it must be properly conducted, in accordance
with the regulations, rules and standing orders of the organization which
apply.
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The success of the meeting depends; to a large extend, upon the
participants. Their attitude, preparation, ability and communication skills
highly contribute in the success of the meeting. Chadha (2003), points out
techniques for participating in a meeting: prepare for the Meeting: you
should go through the agenda carefully, collect the relevant information in
order to make positive contribution. Be a good listener: be an attentive and
patient listener. Listen to the views of others carefully and try to fully
understand them before you react or offer your comments. Have an open
Mind: control your negative impulses like dislike or hatred. Respect the
views of others even if you disagree with them. Above all, keep your cool
and do not lose your temper if your own views are not accepted. Have
Flexibility: do not look or sound dogmatic and rigid. Be flexible and
accommodating. Don’t think that change of viewpoints or position in a
meeting would mean loss of face. As a matter of fact, flexible attitude will
enhance your prestige. Therefore, do not stick to a point if you realize that it
is wrong or that the other view is better. Be Relevant: ‘Do not speak on
every issue. You should give opinion only on matters which you know quite
well. Time being limited; always try to be relevant and precise.’ Chadha
(2003:300). Use Notes: If you are not an experienced speaker you may
prepare your notes and consult them during discussions. This will help you
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to make your points forcefully. And lastly follow Etiquette:
You must
observe the following etiquette of speaking in a meeting: wait for your turn
to speak, always seek the permission of the chair to speak, do not disturb the
meeting by unnecessary interruptions, do not converse with others while
some participant is giving his views, ask questions only when invited to do
so by the leader, in case of doubt or when you wish to have clarification,
raise your hand, seek the permission and then speak, and be respectful and
courteous to other participants i.e. don’t make insulting comments against
anyone.
According to Chadha (2003), since meetings are important, you should
take part in them seriously and with a sense of responsibility. You can have
positive contribution by observing the above simple rules.
Barrett (1973:168) calls for taking the advantage of every opportunity to
speak. Say ‘yes’ when asked to chair a meeting, conduct a forum, or make
an announcement. ‘Language is tied to thinking processes and, therefore, to
your ability to think before people. Experiences in speaking will add to your
ability to cope with situations that require competence in thinking and
casting ideas in to effective language’. (1973:169).
Seely (1998), distinguishes between formal and informal meetings. When
preparing a formal meeting you need to consider: your aims: what you hope
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a meeting will achieve. The competence of the meeting: what it can
practically and legally achieve. The agenda: the list of items to be
considered and discussed. When running the meeting: the role of the chair is
very important. The organization of motions and voting should be clearly
defined. Accurate minutes should be kept. Informal meetings are many,
especially in workplace. They do not need such a formal organization, but
there is still a need for sensible planning and organization.
2.4.5.5. Interview
According to Hornby (1995: 625), interview means a meeting at which
somebody applying for a job. Or a meeting at which a journalist asks
somebody questions in order to find out his views. Also a meeting between
two people to discuss important matters, usually rather formally.
As a type of oral communication, surely Sudanese EFL learners can face
situations in which they need to have interview skills.
According to Mackay (77), cited in Robinson (1991:12), the ‘structured
interview’ is a kind of interview in which the interviewee is guided by the
interviewer through a questionnaire. The advantage of this is that the
interviewer is able to help the respondents with linguistic clarification and to
record their answers and explanations.
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Chadha (2003:301) believes that the success of the interview depends to a
great extend, upon the attitude, skill, and preparation of the interviewer. The
following guidelines should prove useful: plan the interview: determine the
purpose of the interview. You should determine what exactly you need and
wish to know from the interviewee. You may for example, like to test his
theoretical knowledge or practical skill. Also to know his overall
personality, attitude, ability to get a long with people or a similar concern.
Keeping in mind the purpose of the interview, you should prepare specific
questions. Welcome the interviewee: most interviewees feel a little nervous.
Help them feel normal and comfortable. Welcome the interviewee with
a
warm smile and try to win his confidence by talking to him in friendly
manner. Listen carefully: ‘Listen to the interviewee carefully. Pay him your
undivided attention. Your proper facial expressions, eye contacts, or nods of
the head will show your interest in the interviewee and his responses.’
Chadha (2003:302). Show response and courtesy: do not show disapproval if
you do not find the interviewee up to the mark. If you find his views
disagreeable do not condemn them. Do not enter into argument with him.
Show respect for his views. Allow the interviewee to talk freely: You should
let the interviewee do most of talking. If you talk more than him you are not
conducting interview. If at times he is unable to find the right expression you
- 51 -
may help him but allow him to speak freely and frankly. As an interviewer
you must have a positive attitude and must try to discover the strong points
of the interviewee.
For the interviewee Chadha (2003), also gives many guidelines that
should prove helpful: Prepare for the interview: try to acquire information
about the organization, its history, its nature of activities, its status, its future
plans, its administrative setup, etc. Formulate answers to likely questions:
You should be able to anticipate questions you are likely to be asked. You
will be asked most of the questions about your main interests, achievements,
experience, specialization, hobbies, personal traits, etc. Make a list of all
such possible questions and formulate your answers to them. This will keep
your cool and will be able to face interview boldly and confidently. Have
honesty: You must answer all questions truthfully and honestly. ‘A lie in the
interview is always detected sooner or later and then one feels really
embarrassed. If you do not know the answer to some questions frankly admit
it. There is no need to hide your ignorance or pretend knowledge’. Chadha
(2003:303). Least of all, do not speak about your knowledge and skills.
Show Courtesy: courtesy is a great virtue which is appreciated everywhere.
Remain courteous throughout the interview. Greet the interviewers
courteously when you enter the room, answer all questions politely and
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show respect to all members of the committee. Don’t lose your temper if you
feel that you are not being appreciated properly. Show interest: pay
undivided attention to the interviewer. Appear interested. Do not give the
impression that you are bored or you do not like the interview. Listen to the
interviewer carefully, maintain eye contact and try to answer questions
seriously and sincerely. Maintain composure: Do not feel nervous. Selfconfidence and composure will help you perform well in the interview. A
good posture is very essential to give good impression. Be careful that you
do not keep shifting in your seat. Be confident and look confident. Show
positive attitude: Do not criticize anything /anyone unnecessarily. Be
positive in your attitude. If you are asked questions about previous job,
avoid criticizing the organization, working or the colleagues. Mention only
the positive and pleasant aspects of other organizations. If necessary the
criticism, prove whatever you say. Use appropriate language: use of
appropriate language is most important in an interview. Use simple, positive,
and temperate language. You may express your disagreement in polite
language. Your language will reveal your attitude and personality, therefore,
be very careful in its use. Pay attention to appearance: last but not the least;
your appearance will greatly matter in the interview. Dress appropriately for
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the interview. A simple, sober dress and your well groomed, neat look will
create good impression on the interviewer.
Seely (1998), reports that preparation for interview is very important.
How to prepare for an interview includes: researching the company and the
job, analyzing your own strengths and weaknesses, making a list of difficult
questions you may be asked, working out how to answer them, and getting
ready for the interview itself.
According to Deverell (1974), nearly everybody applies interviewing to
such matters as selecting employees, promotion procedures, disciplinary
measures and the discussion of personal problems. He adds that interviewing
is a means to an end. This may be: ‘getting and giving information on
specific topics or activities or persons; reinforcing co-operative attitudes or
breaking down hostile and other undesirable ones, giving instructions; and
passing on decisions or otherwise initiating action.’. Deverell (1974:115).
2.4.6. Effective Listening
As Hornby (1995:687) mentions, to listen means to make an effort to
hear somebody or something.
Sudanese EFL learners have to focus on the effective listening for
improving their oral communication skills of the TL. The learning of any
language starts with listening skill. You can not speak unless you listen;
- 54 -
because the baby first listens to his parents and particularly to his/ her
mother and after that he/she imitates her to make his/her own utterances. If a
baby is born deaf, he can not hear and yet he can not speak.
As a child
does, the Sudanese EFL learners need to listen to different materials of
English language to develop their skill of listening, and of course to develop
their oral communication skills. If speech depends on hearing, Sudanese
EFL learners must hear English from native speakers, their teachers, and
colleagues, materials on films, on the radio, on tapes, on gramophone
records, etc. As Barrett (1973:79) mentions, ‘Speech is a joint game by the
talker and the listener against the forces of confusion.’ For the purpose of
being good speaker you have to learn to listen even to yourself:
Learn to listen to yourself. And listen to the practices of
the users of standard language. Compare your language
with theirs, and weed out unusable words and forms. But
listen to compare and to check yourself with the standard,
not to find a new style of speaking. Barrett (1973:168)
As Chadha (2003) points out, careful listening is very important quality
for effective oral communication. Do not interrupt the speaker unnecessarily.
Allow him to complete his message. Of course, you should give him the
indication that you are listening attentively and taking interest in his
message. ‘Just as a nod of your head or a proper facial expression or a
gesture can assure the speaker of your interest and attention in a face-to-face
- 55 -
communication, your words like ‘yes’, ‘O.K.’, ‘fine’, ‘good’, ‘I understood’,
‘sure’ , ‘oh’, ‘really’ can effectively convey the idea that you are listening’.
Chadha (2003:306).
According to Deverell (1974), listening skills can be improved by
training. An executive and administrative staffs depend for success on their
ability to listen and interpret what is said and sometimes what is not said!
Willingness to listen is not enough. The speaker may lack the ability to
express his thoughts or feelings or even to convey facts clearly. However,
careful listening is the beginning. ‘Even an exchange of information will not
ensure that communication has taken place. Speaker may address a meeting
or a committee for a number of minutes without conveying what he is trying
to convey’. Deverell (1974:125). What happens is that neither party is
listening when the other speaks.
Deverell (1974) gives the following positive approaches for effective
listening: pick out the dominant theme of the person speaking. When a
communication is badly conveyed, you must still make the effort to register
the message, try to receive the whole of what is said, not merely
compliments and pleasant messages but even those items which are not
pleasing or contain adverse comment on your own actions or opinions. Also
- 56 -
rid yourself of the habit of picking out one point made by a speaker and
dwelling on it while he is continuing with others, which you will miss.
As Deverell (1974) indicates, among the factors which tell against
effective listening are the following: the pressures of other activities which
seem leave little time for listening with concentration. Earlier messages
which have been received continue to interfere with the ability to
concentrate on later messages; a conversation is interrupted so that the threat
of it is lost and is never recaptured on its resumption. The receiver attempts
to listen to more than one person at a time and fails to register anything
accurately. Messages are too long, or involved in the environment in which
the individuals has to work is physically noisy and unsettling, e.g. with the
sounds of machinery in motion, traffic noises, or the movement of the
people. The speaker has an unfamiliar dialect or is not using his native
language and may therefore be hard to follow. The listener loses interest or
patience and thus his concentration, the environment also has visual
distractions, and the communicator is himself either consciously or
unconsciously distracting or misleading.
According to Deverell (1974:127), there are some methods of acquiring
experience in effective listening: make opportunities to serve as chairman,
secretary, or other officer of meetings and committees, discipline yourself to
- 57 -
listen to selected radio or television talks or discussions and write down the
main points made, listen to and summarize a group conversation, even if you
do not official participant at a meeting. It is still possible to prepare your
own report and compare it with an official report of the meeting, make a
concentrated effort when listening to a longer speech or statement not to
miss point, and lastly interest in a really long talk may be sustained by
having breaks at a appropriate intervals.
Section (B): Previous Studies
2.5. Previous Studies
2.5.1. Introduction:
This section focuses on the previous studies on oral communication. It
will shed light on some researches done in the area of EFL learners’ oral
communication. The section also discusses the main findings of these
researches.
2.5.2Previous Studies:
Many researchers are interested in the field of English Language and its
learning. They wrote many researches on English language generally, and in
the area of oral communication problems and skills in particular. More
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specifically, many of these researches have focused on EFL/ESL learners
and their oral communication problems.
Research done by Baneriee (2oo1) on EFL/ESL academic speaking
skills, and another by Bamford (2006), have found that many
ESL/EFL students' academic speaking skills in English are weak.
They found that their academic speaking skills are not strong enough
to cope with their academic study in English-medium universities.
Such students have not gained sufficient English language skills for
their academic study.
The researcher agrees with these findings, because it was observed
that most of the Sudanese EFL learners are not able to express their
opinions, comments, etc orally in English. This point is stated in
chapter one of this study, under the subtitle ‘the statement of the
problem.’
Mohammed (2007), in his PhD. thesis on ‘Interaction in Large
Sudanese University Classes’ found that the majority of English
language teachers supported the statement that large university
classes
are
not
conducive
for
maintaining
interaction
and
communication in class. According to his findings, this is due to the
fact that in the majority of these classes the seats are arranged in such
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a way that they are static and do not allow students to have a natural
way for holding conversation since they are not facing each other.
Mohammed (2007) also demonstrated that teachers as well as
students think that the present English language syllabuses in the
Sudanese universities do not contain materials that encourage oral
interaction or communication:
Most of the course taught at the universities visited by the
researcher has more than 90% of their courses in reading
and writing, whereas listening and speaking receives less
than 6% of the total courses weight. Mohammed (2007:222).
Mohammed also found that the majority of the universities do not
have English language clubs to enable the students to practice
speaking English out of class. According to him, this deprives most
students from practicing speaking in English and from developing
natural interactions in relaxed contexts.
The researcher thinks that the seating system in Sudanese
universities is really not encouraging the interaction among the
students. It seems difficult to communicate with a person you are
not facing him. It is well-known that paralinguistic features like
facial expressions, body language, node of the head, etc also play
important role in the process of communication. But the Sudanese
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university
seats’
system
is
not
helping
to
practice
these
paralinguistic features in communication.
Also it is believed that courses in different Sudanese educational
levels put a little focus on speaking and listening skills. Some
subjects of this study strongly stressed this point.
The practice of the target language is very important to develop its
skills, including oral communication skills. Sudanese EFL learners
lack English environment, so they need to create their own
environment for practicing English, beside the classroom. In many
Sudanese universities this phenomenon disappeared.
Mohammed (2oo0), in his M.A. research about ‘pair/group
interaction in oral skills courses for ESL University Students’
observed that, such students are reluctant when asked to orally
participate in co-operative interaction:
There is always an anxiety about the amount of oral practice
that less able students are getting during lectures. These
students are generally reserved and reluctant to use English.
Many of them also become embarrassed if they make a
mistake when speaking in front of the whole class, the
interaction is usually dominated by a few fluent students.
Mohammed (2oo0:2)
Mohammed (2000) found that students of low –language ability
use only short forms of participation such as 'yes', 'no','OK' and
sometimes just make a sort of murmur.
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What Mohammed mentioned is true, because; through attending
lectures with 4th year students of English Department, Faculty of Arts
at Khartoum and Juba Universities, it was observed that the
participation of Students is mainly through yes/no answers. Some of
them do not even answer by yes or no. Sometimes it is difficult to
understand what they say.
Having in mind the importance of appropriate use of language,
including the speaking skill, Sallo (1998) in his Ph.D thesis at the
University of Khartoum found that language use is governed by
contextual factors. The study shows that language use is governed by
contextual factors such as social and psychological circumstances,
attitudes, subject matters, and the type of the relations between the
interlocutors. (1998:265).
It is true that the context plays an important role in the use of the
language. Also it is well-known that the meaning of the sentence in
the context is different from its meaning out of the context. This
supports the results of the above research. In the different chapters
of the study, including the theoretical framework; it was found that
many writers and authors also believe that when you speak, your
language can be grammatically correct. Nevertheless, it may be
- 62 -
regarded as erroneous; unless it is appropriate to the situation or
context.
Sallo (1998) also noticed in his research that, miscommunication
between speakers of different sexes in a conversation is attributed to
the fact that females and males talk differently, and play different
roles. Because they belong to different sub-cultures.
The difference of the sex can cause misunderstanding in some
situations; because, in addition to the difference of the personality,
social, and cultural factors, women often tend to use indirect
language that may not be clear to the men.
Sahammat (1999) in an M.A. thesis entitled ‘the relationship between
intercultural competence and effective communication’ revealed that
intercultural competence has an effect on the process of learning
English and communication:
It has further revealed that most of the socio-pragmatic failure
and breakdowns of the students are attributed to the
intercultural in competency, which debilitates and handicaps
both their learning and communication. (1999:71).
Sahammat (1999) also during her investigation found that language
use is a cultural act that can not be achieved in abstraction from the
socio-cultural awareness:
- 63 -
Cultural orientation has been found to be an increasingly
important factor in language learning. Further more,
intercultural competence such as norms of interaction,
social conventions and values, norms of social
appropriateness, proved to be indispensable for the
authentic and naturalistic flow of language being spoken
or written. (1999:71).
Regarding the importance of the role of the native speakers for
ESL/EFL learners and their speaking skills; Sahammat (1999) further
found that native speakers usually enjoy the natural prestige of being
teachers,
because
they
provide
socio-cultural
samples
of
contextualized spoken interaction. So she recommended that native
speakers, if possible, should be invited to class room from time to
time.
The researcher also appreciates the role of the native speakers in
learning EFL. Especially in the area of development of oral
communication skills, the presence of the native speaker of English
can help the EFL learners. Through this research it was noted that the
learner of English may learn many skills if he/she finds an
opportunity to practice speaking English with its native speaker. Also
several subjects of this research when the researcher interviewed
them stressed the role of native speaker, especially in the area of
spoken English.
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Ellis (1985) appreciates the importance of interaction between the
learners of ESL/EFL and the teacher, and between the learners
themselves in teaching. ‘The quality of this interaction is thought to
have a considerable influence on learning’ (1985:76).
El-Haj (1995) in his M.A. thesis found that good learners of EFL are
distinguished from the poor ones holistically in terms of cognitive and
practice and atomistically in terms of a number of sub-strategies
belonging to different classes. He also found that the educational level
of the learner has effect on the strategies he/she uses. ‘The
educational level of the learner has been found to affect strategy use;
in that as the learner advances in educational level, he/she develops
quantitatively and qualitatively different behaviour in the use of
lexical learning strategies.’ (1995:76).
Concerning the classroom interaction in EFL classes, Flanders
(1960) in his study focused on what teachers say inside the classroom
and
the
consequences
for
pupil/student
achievement
and
involvement. Flanders’ system has been used in hundreds of
independent literary studies, and has also been criticized by a number
of different view points. Cited in Sinclair et al (1975).
- 65 -
Researchers in language classroom interaction have shown that
teachers tend to do most of the classroom talk, to convey information
to
learners
and
control
learners
behaviour.
Nunan
(1990)
investigated teacher talk in classroom and claimed that teacher talk
depends on teacher beliefs about the role of input in second language
learning. i.e. If one believes that learners learn best by doing i.e. by
practicing the target language in many different situations, the
amount of learner talk will increase compared with teacher talk. If
one on the other hand, believes that teacher talk is an important
source of comprehensible input he/she tends to increase the amount
of his/her talk in the classroom. (Cited in Mohammad 1999:12).
Suleiman (1999:98) in an M.A.
thesis on ‘ English language
teaching and classroom practices in Sudanese secondary schools’
found that teachers’ main aim behind teaching English is for
educational
purposes
and
not
for
communicative
purposes.
Moreover, they do not emphasize the functions of the language. Also
students are not given enough time to practice and produce language,
because teacher’s talking time during the lesson is more than
students’ talking time. Students are not taught how to improve their
language skills. Classroom activities are not modified and elaborated
- 66 -
so as to give learners opportunities to make more practice. Students’
native language is also much used in teaching foreign language in one
way or another.
The work of Barnes (1969) is illuminating. He makes detailed and
interesting observations on kinds of questions teachers ask and the
way in which they constrain pupils’ thinking and participation.
Formally his work differs from that discussed above in that he does
not set out to characterize or analyze all the language in the classroom
but simply those aspects which he has found to be interesting and
relevant. (Cited in Sinclair et al 1975:15).
Johnson (1995) using data from authentic classroom discourse
shows how teachers use language to control and direct second
language
classroom
communication.
The
nature
of
this
communication is viewed as resulting from the dynamics of teacherstudent interaction and teachers’ efforts to attain their instructional
goals. She demonstrates that teachers’ perceptions of the nature of
language learning, of classroom activities, and of norms of classroom
participation often differ from those of their students. She states that,
these differences can be a cause of misunderstanding and a barrier to
effective learning.
- 67 -
This control and direction of the teachers to classroom
communication of EFL learners may be important in the low levels of
education. While the students are developing and advancing in their
TL, teachers have to let them free to communicate, so that they can
more practice their target language.
Farouq (2008) in her M.A. thesis investigated Sudanese EFL
learners’ oral needs. Her subjects are 90 students in their second,
third, and fourth years. She used a questionnaire as a tool for data
collection. Her findings show that most subjects rank spoken English
as the most important language skill.
It was observed that many Sudanese EFL students believe that the
oral communication is the most important language skill.
In the Sudanese context of EFL, Fawzia (1983) (Cited in Farouq
2008:42) conducted a study on ‘the development of communicative
competence skills in foreign language learning’. She related the
deterioration of the Sudanese EFL students to many reasons: firstly
the negative influence of Arabicization of school subjects, with a
maximum of 4-6 teaching hours per week for English language. She
found that another reason is the shortage of productive teaching
materials and textbooks.
It is true that the process of Arabicization
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participated in the deterioration of English language in Sudan. It
reduced the chances of practicing and using English language.
Researchers interested in students’ perceptions of classroom
events agree that students actively engage to a greater or lesser
degree, in the creation of what occurs in classrooms and, thus, affect
classroom events as much as they are affected by them (Pintrich et al)
1986; Schunk 1992) (Cited in Johnson (1995:39).
The participation and engagement of the Sudanese EFL students in
the creation of classroom events is important, because, they are the
learners of EFL who have to develop their target language, through
participation in classroom events. Yet classroom is a very important
context for FEL learners, especially because they are not in Englishspeaking environment.
Pice (1987) also claimed that second/foreign language learning
must include opportunities for the learners to engage in meaningful
social interaction with the native speakers of the language to discover
the linguistic and social cultural rules which are necessary for second
language comprehension and production. Cited in Mohammad
(1999:5). Of course, no one can deny the role of the native speaker in
- 69 -
the process of language development in both cases of foreign and
second languages.
Grace and Gilsdorf (2003) investigated ‘classroom strategies for
improving students’ oral communication skills’. They noticed that
students of accountancy, at the University of Long Beach in California
State, are often weak in oral communication. They showed that using
‘communicating-to-learn’ strategies can improve students’ oral
communication skills. The result was that the students improved with
the practice, as the researcher offered. Cited in Farouq (2008:39).
Sohlan (1992) (citied in James 1994), in her study entitled ‘Fluency
and accuracy in spoken English’ conducted a survey on 'The Use of
Spoken Language in EFL classes in Malaysia’. It was an attempt to answer
the following questions: a-What is the extent to which spoken English is
used for communication in EFL classes? b-How well can our learners speak
in English?
The teachers involved in the survey were from primary and secondary
schools. The levels taught ranged from Primary level to the tertiary level.
The following findings are noteworthy at this point:
(1) 84.1% of the
respondents agreed that their learners were not able to speak well in English.
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These included all the 16 respondents who were taught in upper secondary
classes and tertiary institutions. Their students had either completed the
school English Language Programme or were almost at the end of it. (2) Of
the four language skills, 50% named speaking as the skill their learners are
weakest in, while 43% named writing. Therefore, they are the weakest in the
productive skills. (3)It is significant to note the following comparisons
between the productive skills: (i) 57.5% named speaking as the skill their
learners want more practice in, while only 4.5% named writing. (ii) 50%
named speaking as the skill their learners need more practice in, while only
10.2% named writing. 5.7% named reading while the rest 34.1%, named a
combination of skills of which speaking predominates). Though learners are
weak in writing as well, it is speaking that featured significantly as the skill
which needs most attention. (4)73.3% named speaking as the skill learners
get the least practice in at the individual level.
It is clear that the EFL learners in Malaysia are like their Sudanese
counterparts. They are all weak in productive skills but in the speaking skills
in particular. As stated in chapter one, this is the main problem in this study,
to which the researcher tries to find its solution.
- 71 -
These findings also emphasis the role of practice in the process of
developing oral communication skills of EFL learner. In addition, these
findings show that the textbooks can play a role in weakening EFL learners’
skills, including oral communication.
Majid et al (2008), conducted study on Iranian EFL learners entitled
‘Testing Oral Language Proficiency of University EFL Students’. They
selected eighty students from the University of Masjed Soleyman in Iran
based on their availability and their successful passing of conversations.
Their findings show that the performance of the subjects in the areas of
comprehension, vocabulary, and structure was fairly better compared to that
of fluency, communication, and accent. Their Results showed that the
performance of the subjects in linguistic components was better than their
performance in communicative aspects. Fluency is one of the key factors in
assessing the oral language proficiency. According to their findings most of
the subjects in the present study were hesitant and their oral performance
was discontinuous.
Having in mind the findings of this study, together with the observations
of the Sudanese situation, it can be pointed that Sudanese and Iranian EFL
learners are generally weak in target language’s oral performance.
Comparing this Iranian research with this Sudanese study, the EFL learners’
situation in Iran seems like what is in Sudan. EFL students whether in Sudan
or in Iran show the same kind of weakness of performance in English.
- 72 -
Chapter Three
The Methodology of the Study
- 73 -
Chapter Three
The Methodology of the Study
3.1. Introduction
This chapter deals with the methodology of the present research. It
contains the population and the sample of the research. This chapter also
sheds light on the methods of data collection, and why they are chosen, and
their objectives. Also it includes the procedures followed for data collection
and data analysis description.
3.2. Research Population and the Subjects:
The population of the study is Sudanese university EFL learners. The
study sample of this research is the 4th year students of English language, at
Faculty of Arts in Khartoum and Juba Universities. Khartoum University
sample includes Students of two academic years: 4th year students admitted
to university in the academic years 2010 and 2008. The total is (112) EFL
university students. They represent the classes the researcher observed. (20)
Students are randomly selected for the interview. The researcher also made
structured interview with (10) teachers from Khartoum and Juba
Universities.
- 74 -
3.3. Instruments
The data of the study were taken from two main sources: Firstly the
secondary data were taken from relevant books, researches, and journal
articles; and secondly, the primary data were collected through class room
observation and structured interview. i.e. this research adopts two kinds of
instruments of data collection: Namely structured interview and classroom
observation.
According to Hutchinson (et al) (1987) the structured interview is an
extremely useful method for data collection. It consists of questions
carefully set in advance. Hutchinson (et al) (1987) say that the interviewer
has key questions which everyone must be asked, so comparisons can be
made. Additional questions can be asked to follow up responses for
clarification. Hutchinson (et al) also added that observation can cover a
range of activities from watching a particular task being performed to
shadowing individuals at work. (To shadow someone is to follow everything
they do for a block of time such as one day a month.). For example, English
for Academic Purposes (EAP) examples of observation include attending
lectures or/ and practical sessions.
- 75 -
The objectives of these methods (interview and observation) are: to identify
and to observe practically the problematic areas of Sudanese EFL learners in
oral communication. Also the research tries to find out Sudanese EFL
learners point of view about their problematic areas, the causes, and the
strategies to improve their oral communication skills. Also to shed lights on
university teachers’ point of views about the problems that face Sudanese
EFL learners in oral communication in English, their causes and the best
solutions.
3.3.1. The Interview
For data collecting of this study, two kinds of structured interview are
used. One for students and another for Sudanese university teachers.
3.3.1.1 Students’ Interview
In this respect, (20) students are randomly interviewed from Juba and
Khartoum universities. The interview included both male and female
students. The researcher used a tape recorder to do the interview.
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Table (3.1) Information about Students’ Interview
University
Faculty
Department
Level
subjects
Date
Place
Juba
Arts
English
4th
9
4/5/2010
Hall:LT1
Khartoum
Arts
English
4th
3
18/5/2010
Khartoum
Arts
English
4th
8
31/3/2008
Lecture
room (1)
Lecture
room (1)
3.3.1.2. Teachers’ Interview
The researcher interviewed (10) teachers from Khartoum and Juba
universities. The interview included both male and female teachers. The aim
of this interview is to know the teachers’ point of views about the problems,
causes and solutions of Sudanese EFL learners’ oral communication.
Table (3.2 Information about Teachers’ Interview
Subject
No
University
Faculty
Department
position
Years
of Date
of
experience
interview
1
Khartoum
Arts
English
Professor
25
24/5/2010
2
Khartoum
Arts
English
Assistant professor
20
24/5/2010
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3
Khartoum
Arts
English
Assistant professor
15
19/5/2010
4
Khartoum
Arts
English
Assistant professor
13
20/5/2010
5
Khartoum
Arts
English
Assistant professor
12
24/5/2010
6
Juba
Arts
English
Assistant professor
11
22/5/2010
7
Khartoum
Arts
English
Lecturer
13
24/5/2010
8
Juba
Arts
English
Lecturer
10
22/5/2010
9
Juba
Arts
English
Lecturer
4
19/5/2010
10
Juba
Arts
English
T.A.
1
22/5/2010
3.3.2. The Observation
As mentioned previously, the researcher also made classroom
observation for the same sample (112 students). The classroom observation
covered 4th year EFL students at faculties of Arts, Universities of Khartoum
and Juba. Khartoum University observation includes the students registered
for the academic years 2010 and 2008.
- 78 -
Table (3.3) Information about the Classroom Observation:
University
Khartoum
(A)
Juba
Khartoum
(B)
Total
number
of
subjects
35
Male
Female
Time
Hall
of the
lecture
Position of Date
of
the
observation
lecturer
19
16
34
28
6
Room
(1)
LT1
Assistant
professor
Lecturer
43
30
13
2 hours
(4-6)
2 hours
(12-2)
2 hours
(12-2)
Room
(1)
Assistant
professor
18/5/2010
4/5/2010
31/3/ 2008
3.4. Procedure:
As indicated previously, this research adopted two methods (interview
and observation), for collecting its data from the 4th year students of English
language departments. The research also includes the interview of the
teachers.
The researcher interviewed the subjects personally and face to face using a
tape recorder. The time was (5) minutes for every interviewee to answer the
questions. The researcher went to their lecture rooms ten minutes before the
beginning of the lecture and randomly interviewed some students, and later
transcribed the results to be used in the research.
For class room observation, the researcher prepared a checklist for
observation revised by the supervisor. He attended two-hour lectures with
each group observing both the students and the lecturer. The researcher used
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blank papers during the lectures to count the frequency of each statement of
the observation, and later filled in the observation formats.
For teachers’ interview, the researcher visited the targeted universities,
interviewing any teacher he finds till the needed number reached. i.e. no
previous choice.
3.5. Data Analysis
The study used the descriptive analysis method to assess the performance
of the students; regarding their oral communication performance, using
frequencies and percentages and graphics. The study also used Chi-square
test to validate the research questions.
The data has been analyzed using version 12 of Statistical Package for
Social Sciences (SPSS).
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Chapter Four
Analysis and Discussion of the Results
- 81 -
Chapter Four
Analysis and Discussion of the Results
4.1. Introduction
This chapter is the analysis of the data, collected through interviews and
the class room observation. Twenty students and ten teachers answered the
questions of the interviews. In addition, three classes with (112) students
were observed. The results of all these are as follow:
4.2. Analysis of Students’ Interview
Table (4.1) Oral Communication Problems as Mentioned by the
Students:
Answers
Frequency
a. problem of pronunciation
7
b. Weakness of speaking skills
4
c. difficulty in communication
3
d. Lack of fluency
1
e. difficulty in speaking
1
f. no response
4
According to the table above, the main problem that faces Sudanese EFL
learners in their oral communication is the problem of pronunciation.(7)
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students out of the total (20) mentioned this. This view supports the study
hypotheses stated in chapter one.
This problem is due to the shortage of native English teachers at the
Sudanese universities, lack of practice, lack of teachers’ training and the
absence of phonetic laboratories.
Table (4.2) Students’ views about the Causes of the Problems:
Answers
Frequency
Lack of practice
9
The textbooks at all levels of education
9
don’t have enough oral activities
The effect of the Arabic environment
6
The influence of the mother tongue
4
Methods of teaching at all levels
3
Absence of native teachers
4
The shyness of students to speak
5
Lack of linguistic laboratories
1
The difficulty of phonetics (difficulty
1
of mastering pronunciation)
No courage to speak
1
The variety of English accents
1
No good aids of teaching
1
- 83 -
According to the answers in this table, the main causes of the Sudanese
learners’ oral communication problems are: “students do not practice
speaking English” and “shortage of oral activities in the Sudanese English
language textbooks”. Nine students out of 20 believe that these are the
causes. These causes agree with research hypotheses indicated previously in
chapter one. According to the above table the sub causes of the Sudanese
EFL learners’ oral communication problems are: the negative effect of the
Arabic environment i.e. the society around the Sudanese EFL learners is
Arabic speaking society. Also, the shyness of the students to speak in
English is one of the causes. In addition, the influence of the mother tongue
and the shortage of native English language teachers are other sub causes of
Sudanese EFL learners’ oral communication problems. Moreover, unsuitable
methods of teaching at all levels of education are also one of the sub causes
of the above problems.
Table (4.3) Strategies that Sudanese EFL learners have to adopt to
overcome the problems:
Answers
Frequency
More speaking
9
More reading
4
Listening and imitating native
3
English teachers
To be taught by native English
2
teachers
Changing the methods of teaching at
2
all educational levels
Development of En. At all levels
1
- 84 -
Designing of better textbooks at all
levels of education
Use of dictionary for meaning and
correct pronunciation
Studying
in
native
speaking
countries
Preparation of good libraries and
development of teaching tools
Knowledge of English culture
1
1
1
1
1
As shown in the table above, the majority of the subjects see that the main
strategy Sudanese EFL learners have to adopt to overcome these problems is
to practice speaking English. 9 students out of the total 20 agree with this
strategy. Also this strategy supports the study hypotheses. The other sub
strategies include: students need to read and listen to English. They also
need to imitate native English teachers, and to be taught by them. In
addition, changing the methods of teaching at all educational levels is
regarded as one of the strategies, etc.
Table (4.4) shows whether the students speak English inside and out
side the lecture-room:
Answers
Frequency
Yes
10
No
3
Sometimes
3
No response
4
- 85 -
According to above table, 50% of the students stated that they practice
speaking English. Most of them stressed that they speak English only in the
class. When they go out of the class they turn to Arabic language. It is
important to mention that some of these students hesitantly said yes. (3)
Students said that they don’t practice speaking English language even in the
class room, while other (3) students said that they sometimes practice
speaking English inside the class room. (4) of them did not response to this
question.
Although 50% of the interviewed students said that they practice
speaking English, it is very clear from their speaking that they really need
more practice in speaking English.
Table (4.5) Students’ Answers to whether they had ever been Taught
by a Native English Teacher:
Answers
Frequency
No
10
Yes once
2
Not responded
8
- 86 -
The above table shows that (10 students) of the interviewees mentioned
that they have never been taught by native English teachers during the four
years of study at the university. This view also agrees with the research
hypotheses that the shortage of native English language teachers is one of
the causes of EFL students’ oral communication problems.
Only (2)
students mentioned that they had been taught by a native English teacher
once during the years of the university. It can be said that the shortage of
native English teachers in the Sudanese universities is one of the causes of
the oral communication problems of the Sudanese EFL learners.
Recruitment of native English teachers can benefit the learners a lot,
especially in the area of pronunciation. The native teachers can help the
students to learn correct pronunciation, and to know something about
English language culture. It is well known that there is an association
between any language and its culture, and that the learning of language
needs knowledge of its culture. Supporting this point, Pice (1987) claimed
that second/foreign language learning must include opportunities for
the learners to engage in meaningful social interaction with the native
speakers of the language to discover the linguistic and social cultural
rules which are necessary for second language comprehension and
production.
- 87 -
Table (4.6) Students’ Answers to whether their Textbooks Contain Oral
Communication Activities:
Answers
Frequency
Yes
3
No
7
Yes sometimes
5
Not sure
5
It is clear that the Sudanese English language text books contain very little
oral communication activities. (7) Students said that there were no oral
activities in their text books, while (5) students said that sometimes you can
find oral activities in the textbooks.
Only (3) students pointed out that the
text books contain oral activities. The rest are not sure.
It will be said that the Sudanese English language textbooks need
development. That is by the addition of more oral communication activities,
in order to develop the oral skills of the learners.
- 88 -
Table (4.7) Students’ Answers to the question of whether their lecturers
give them opportunities for oral participation in the lectures:
Answers
Yes they give/ yes I participate
Yes they give/ and I sometimes
participate
Yes, they sometimes give/ and I
participate
they rarely give / no I don’t
participate
No they don’t give / no I do not
participate
No response
Frequency
5
1
2
2
1
9
As shown in the above table, there are different answers to this question.
Although (5) students mentioned that the teachers give them chances for oral
participation in the lectures, and that they participate, the rate is still low.
There is a need for more oral participation of the students in the lectures,
because, in the countries like Sudan, it seems that the main chance to
practice speaking English is the classroom. The whole environment out of
the class is an Arabic environment.
4.3. Analysis of Teachers’ Interview
The following is the analysis of teachers’ interview:
- 89 -
Table (4.8) Distribution of the Sample According to University
University
Frequency
Percentage
Khartoum
6
60%
Juba
4
40%
Figure (1) Distribution of the Sample According to Position
T.A
10%
Assistant Prof
50%
T.A
Lecturer
Lecturer
40%
- 90 -
Assistant Prof
Figure (2) Teachers’ Evaluation of Students’ Oral Communication in
English
60
50
40
30
20
10
0
Excellent
Good
weak
The figure above shows that 40% of the interviewed teachers see that their
students are weak in oral communication. Although 50% of them say that
their students are good in oral communication in English, the fact remains
that there is weakness in their oral skills.
Table (4.9): Analysis of teachers’ interview statements:
Strongly
Chi- PStatement
Agree Doubtful Disagree
agree
value value
The lack of practice is an important
cause of the oral communication
weakness of the Sudanese EFL
50
learners.
The use of mother tongue by students
during the lecture is one of the causes
of the Sudanese EFL learners’
10
weakness in oral communication.
The use of students’ mother tongue
by the teacher during the lecture
weakens the oral communication 20
- 91 -
50
0
0
0
1
50
30
10
4.4
0.22
40
30
10
2
0.57
skills of the students.
A native English teacher is important
for
improving
the
oral
communication
skills
of
the
Sudanese EFL learners.
Sudanese
English
language
university courses are qualified
enough to improve the oral
communication skills of Sudanese
EFL Learners.
The weakness of oral communication
skills of Sudanese EFL learners is
due to the weakness of the English
language textbooks in basic and
secondary levels of education.
There is a need to review the method
of teaching English in all levels of
education.
Sudanese English language teachers
are qualified enough to improve the
Sudanese
EFL
learners
oral
communication skills.
40
30
20
10
2
0.57
0
20
70
10
6.2
0.04
10
80
0
10
9.8
0.01
70
30
0
0
1.6
0.21
20
30
50
0
1.4
0.5
Note: When P-value is less than 0.05 results are significant.
As it is clear from the above table, 50% of the interviewed teachers
strongly agree that the lack of practice is an important cause of the oral
communication weakness of the Sudanese EFL learners. Also the other 50%
of the teachers agree with this statement.
According to the previous table, half of the interviewed teachers agree
that the use of mother tongue by the students during the lecture is one of the
causes of the Sudanese EFL learners’ weakness in oral communication.
They also confirmed that the use of students’ mother tongue by the teacher
during the lecture weakens the oral communication skills of the students.
- 92 -
This means that the use of students’ mother tongue by the teacher has
negative effect on the learning of oral skills.
The presence of a native English teacher is important for improving the
oral communication skills of the Sudanese EFL learners. In the above table
40% of the interviewed teachers strongly agree with this statement. Also
30% of the interviewed teachers agree that the presence of native English
teacher is important for improving Sudanese EFL learners’ oral
communication skills.
The previous table shows that the majority of interviewed teachers are
doubtful that Sudanese English language university courses are qualified
enough to improve the oral communication skills of Sudanese EFL Learners.
This means that Sudanese university courses need to be changed in order to
develop and improve the oral communication skills. There is a need for
increasing oral activities in Sudanese university courses of English language.
Also most of the interviewed teachers agree that the weakness of oral
communication skills of Sudanese EFL learners is due to the weakness of
Sudanese English language textbooks in basic and secondary levels of
education. This indicates that the need of modification of the courses have to
include all levels of education. Increasing oral activities has to start from the
basic and secondary levels of education.
- 93 -
It is also clear that, all the teachers agree that the method of teaching
English need to be modified at all levels of education in Sudan.
The previous table shows that half of the interviewed teachers are
doubtful that Sudanese English language teachers are qualified enough to
improve the Sudanese EFL learners’ oral communication skills. This
confirms that the Sudanese English language teachers need more training so
that they can improve the Sudanese EFL learners’ oral communication skills.
Table (4.10): The best strategy to be adopted by Sudanese EFL learners
in order to improve their oral communication skills in English is:
ChiStrategies
P-
Percent
value value
More practice in English
60
Communicative teaching
30
3.8
0.15
Review of our English courses 10
Effective listening
0
According to the table above, the best strategy to be adopted by Sudanese
EFL learners in order to improve their oral communication skills in English
is giving the students more chances for more practice in speaking English.
60% of the interviewed teachers support this idea. This view supports the
study hypotheses. In addition, 30% of the teachers say that the
communicative teaching is the best strategy to be adopted, while 10 % of
them believe that the revision of English language courses is the best
strategy.
- 94 -
4.4. Analysis of Researcher’s Classroom Observation
Table (4.11) Analysis of the statements of the observations:
Statements
The teacher asks the class
yes/no questions
Students answer by yes/ or no
The teacher asks information
questions
The students answer and make
comments
Students listen effectively
when the teacher talks
Students speak loud enough
for the whole class to hear
Always Usually Sometimes Rarely Never
100
50
0
0
0
50
0
0
0
0
50
50
0
0
0
50
50
0
0
0
50
50
0
0
0
0
0
50
50
0
100
0
0
0
0
0
0
0
0
0
0
50
50
0
0
0
0
0
50
0
50
100
0
0
0
0
0
100
100
0
0
0
0
100
0
0
0
0
Students use their mother
tongue (LI :Arabic language)
in the class
0
The teacher uses students’ LI 100
The teacher gives students
oral activities in the class /
lecture room
Students do these oral
activities in the class
Teacher uses audio and visual
aids when lecturing
The teacher is a native speaker
of English
The teacher faces the class
while talking
Students look at the teacher
while talking
- 95 -
Note:
(10) Times or more = Always
(8-6) times = usually
(5-3) times = sometimes
(2-1) times= rarely
(0) time = never
As the table above shows, the teacher mainly asks the class yes/no
questions. In addition, the teacher sometimes asks information questions, but
the students mostly answer by yes or no i.e. there are very rare long answers
and comments from the students.
The table above also shows that, the students as well as teachers usually
use their mother tongue (Arabic language) in the class room. This can
weaken the oral communication skills of the Sudanese EFL learners. They
need a context to practice their TL. The class room is a good context for
achieving the above view. Cullen (1998:80) says that, the classroom with its
interactions and activities is a unique social environment for practicing the
target language. (Cited in Osman 2003:4).
It is also clear from the above table (4.11) that there are not enough native
English language teachers in the Sudanese universities. In some Sudanese
universities like Juba and Khartoum in which the researcher attended
lectures with 4th year students of English language at Faculties of Arts, the
researcher saw no native English language teachers. Also in interviews with
- 96 -
some of these students, the majority of them pointed out that during the four
years of studying at the university they had never been taught by native
English language teachers. So the absence and shortage of native English
teachers can also weaken the oral communication skills of the Sudanese EFL
learners. They can benefit from the presence of the native English teachers
especially in the area of Received Pronunciation (RP).
- 97 -
Chapter Five
Conclusion
- 98 -
Chapter Five
Conclusion
5.1. Introduction
This chapter is the conclusion of the study. It includes summary of the
findings, recommendations and suggestions for further studies.
5.2. Conclusion
This study was conducted for the following purposes: to find out the
Sudanese EFL learners' weakness (Problematic areas) in the field of oral
communication in English Language. To discover the causes of the
problems. To provide solutions, suggestions and strategies which help
Sudanese EFL learners to overcome the problems which face them in oral
communication in English Language.
The study used two kinds of instruments: Structured Interview and
Observation. The population is Sudanese EFL learners and the sample is 4th
year English language students in Khartoum and Juba Universities.
5.3. Summary of Findings (Results)
A number of findings were obtained. They can be summarized as follow.
(1) It was found that the main problems that face Sudanese EFL learners in
oral communication are problems of pronunciation, weakness of speaking
skills, difficulty in communication and lack of fluency.
- 99 -
(2) It was also found that most of the subjects think that the main causes of
Sudanese EFL learners’ oral communication problems are: lack of practice
speaking in English. Suleiman (1999:98) also found that Sudanese
students are not given enough time to practice and produce language,
because teacher’s talking time during the lesson is more than
students’ talking time. It is also found that most of the subjects think that
the negative effect of the Arabic environment and the shyness of the students
to speak in English cause problems to Sudanese EFL learners in oral
communication. It was also found that shortage of native English language
teachers is regarded by most of the subjects of the study as one of the causes
of Sudanese EFL learners’ oral communication problem. Sahammat
(1999) also found that native speakers usually enjoy the natural
prestige of being teachers, because they provide socio-cultural
samples of contextualized spoken interaction. So she recommended
that native speakers, if possible, should be invited to the class room
from time to time. Moreover, it was found that the influence of the
mother tongue of the students and some methods of teaching at all Sudanese
levels of education are not suitable for developing the oral skills of the
students. In addition, it was found that the textbooks at all Sudanese levels of
education have not enough oral activities. For example the researcher
- 100 -
surveyed pupil’s book (5 and 6) of Sudan Practical Integrated National
English (SPINE) Series. It was found that the contents of these books
include very little numbers of oral activities. In Spine (6) which is designed
for the students of Sudan School Certificate, there are only (17) activities for
oral discussion. They are discussion questions posed to the students from
given comprehension texts. In the same book also there are (26) activities
that pose questions (both yes/no and wh-questions) to the students from
given comprehension texts to be answered orally. In Spine (5) which is
designed for the students of the second class of secondary school, there are
only (14) activities for discussion. They are also discussion questions asked
from given comprehension texts. In addition, there are (33) activities that
pose questions (yes/no and wh-questions) from given comprehension texts
that need oral answers from the students. These activities are not enough,
and they are mainly posed under the skill of reading for comprehension. i.e.
there is not even one topic in both books that purely posted questions for the
sake of speaking skill. So, there is need for increasing the oral activities in
the textbooks of English language at the different levels of Sudanese
education.
Mohammed (2007) also demonstrated that teachers as
well as students think that the present English language syllabuses in
- 101 -
the Sudanese universities do not contain materials that encourage
oral interaction or communication.
(3) The main strategies that the Sudanese EFL learners have to adopt to
overcome these problems and to develop their oral communication skills are:
more Practice of speaking English, and more reading and listening of
English texts. Also there is need for teaching by native English teachers,
changing the methods of teaching at all educational levels (adopting
communicative method of teaching) and the modification of the Sudanese
textbooks at all levels of education to include more oral communication
activities.
5.4. Recommendations
Based on the research findings, the study recommends the following
points:
(1) Sudanese EFL learners have to practice speaking and listening more
English language inside and out side the lecture room in order to
improve their oral communication skills.
(2) Sudanese syllabus designers have to increase the oral activities in
English language text books at all levels of education to improve the
oral communication skills of Sudanese EFL learners.
- 102 -
(3) Sudanese universities need to bring native English language teachers
for Sudanese EFL learners’ classes.
(4) Sudanese EFL learners have to stop using their mother tongue during
the lectures. They have to communicate in English language; the
target language
(5) Sudanese EFL learners have to try to break the barrier of shyness or
fear of speaking in English, and to use their target language as much
as possible outside the lecture-room.
(6) Sudanese English language teachers can adopt the communicative
approach of teaching to improve oral skills of Sudanese EFL learners.
5.5. Suggestions for Further Studies
The area of EFL in Sudan still needs more researches. So the researcher
suggests the following:
1-A similar study can be conducted to cover bigger number of Sudanese
EFL learners and to cover almost all Sudanese universities.
2-The same study can be conducted to include basic and secondary school
levels of education.
3-A similar study can be conducted to cover others elements such as nonverbal communication.
4-The same study can be conducted to cover other levels at the university.
- 103 -
5- A similar study can be conducted regarding Sudanese EFL learners with
learning disabilities.
- 104 -
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- 105 -
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Appendices
- 113 -
Appendix (1):
University of Khartoum
Faculty of Arts
Department of English language
The M.A. programme-Batch (6)
Students’ interview on:
“Sudanese EFL Learners’ Oral Communication problems”
Interview Questions:
1-What are the problems that face Sudanese EFL learners, when they
communicate orally in English?
2-What about your own experience in this area?
3-What are the causes of Sudanese EFL learners' oral communication
problems?
4-What are the strategies that Sudanese EFL learners, including you have to
adopt to overcome these problems, in order to improve their oral
communication skills?
5-Do you practice speaking English inside and outside the lecture-room?
6- During these four years of your study at the university; had you ever been
taught by a native English teacher?
7- Do your textbooks contain oral communication activities?
- 114 -
8- Do your lecturers give you opportunity for oral participation (interaction)
in the lectures? If yes, do you participate?
- 115 -
Appendix (2)
University of Khartoum
Faculty of Arts
Department of English language
The M.A. programme-Batch (6)
Teachers’ interview on:
“Sudanese EFL Learners’ Oral Communication problems”
Interview for some Sudanese University English language Teachers,
Faculties of Arts, and Education Departments of English.
Dear lecturer, the researcher kindly asks you to answer the following
questions; because your point of view highly contributes to this research.
The answers you give will be treated confidentially for the purposes of this
study only.
Your
university…………………Position…………………….years
experience…………………..
Please put a circle round the letter that represents your opinion
(1)How well can Sudanese EFL learners orally communicate in English?
a- excellent
b- very good
c- good
- 116 -
d- weak
of
(2) The lack of practice is an important cause of the oral communication
weakness of the Sudanese EFL learners.
a- strongly agree
b-agree
c-doubtful
d- disagree
(3) The use of mother tongue by students during the lecture is one of the
causes of the Sudanese EFL learners’ weakness in oral communication.
a- strongly agree b- agree
c- doubtful
d- disagree
(4) The use of students’ mother tongue by the teacher during the lecture
weakens the oral communication skills of the students.
a- strongly agree b- agree
c- doubtful
d- disagree
(5) The existence of a native English teacher is important for improving the
oral communication skills of the Sudanese EFL learners.
a- strongly agree b- agree
c- doubtful
d- disagree
(6) Our Sudanese English language university courses are qualified enough
to improve the oral communication skills of Sudanese EFL learners.
a- strongly agree b- agree
c- doubtful
d- disagree
(7) The weakness of oral communication skills of Sudanese EFL learners is
due to the weakness of our English language textbooks in basic and
secondary levels of education.
a- strongly agree b- agree
c- doubtful
- 117 -
d- disagree
(8) We need to review our method of teaching English at all levels of
education. I.e. we need to focus on communicative method of teaching in
order to improve the oral skills of the Sudanese EFL learners.
a- strongly agree b- agree
c- doubtful
d- disagree
(9) Sudanese English language teachers are qualified enough to improve the
Sudanese EFL learners’ oral communication skills.
a- strongly agree b- agree
c- doubtful
d- disagree
(10) The best strategy for Sudanese EFL learners to improve their oral
communication skills in English is:
a- more practice in English b- communicative teaching
English courses
d- effective listening
- 118 -
c- review of our
Appendix (3)
University of Khartoum
Faculty of Arts
Department of English language
The M.A. programme-Batch (6)
Researcher’s classroom observation on:
“Sudanese EFL Learners’ Oral Communication problems”
Note: the researcher marks the box that indicates his observation during the lecture.
The university…………………Date of observation………………
Place of observation (hall)………………...Total of attendants (….)
Number of male students (….), number of female students (…..), time of the lecture
(….hours, from…..to…..), the position of the lecturer ………………….. Lecture’s
topic.....................................
Statements
Always
Usually
1-The teacher asks the
class yes/no questions.
2- students answer by
yes/or no.
3- The teacher asks
information questions.
4-The students answer
and make comments.
5-studnets
listen
effectively when teacher
talk.
6- Students speak loud
enough for the whole
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Sometimes
Rarely
Never
class to hear.
7-Students use their
mother tongue (L1:
Arabic language) in the
class.
8- The teacher uses
students’ L1.
9-the teacher gives
students oral activities
in the class/ lecture
room.
10-students do these
oral activities in the
class.
11- teacher uses audio
and visual aids when
lecturing
12-The teacher is a
native
speaker
of
English.
13- The teacher faces
the class while talking.
14- Students look at the
teacher while talking
Note:
(10) Times or more = Always
(8-6) times = usually
(5-3) times = sometimes
(2-1) times= rarely
(0) time = never
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Appendix (4)
Juba University
Faculty of Arts
English language Department
Interview transcription of 4th year students
Date of interview: Tuesday May, 4, 2010
Place of interview: Khartoum North, Kodoro, Juba University, faculty
of Arts, Hall: LT1
Note on Transcription
(A) Ellipses (…) indicate pauses
(B) Italics indicates emphasis
(1)
Male student:
Ok the most important feature that faced me is the vocal the vocal system
(…) how to produce sounds and how to pronounce a word in English that is
the most important feature that I faced (…) the causes? Well I mean the
causes but my even the background of I mean the root of the language that
we study Ah I can simply say that the language that we use here in Sudan or
the teacher who teach us are not are not native English teachers so we learn
in a wrong way and we learned the wrong way for me that is the main
reason. Well Ah for me the main strategy is to follow up(…) the right part of
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Ah I mean of Ah Ah like meeting native speakers Ah listen to (…) I mean
to study for example study from native speaking countries like Ah England ,
Australian, and also American and we can also imitate how they pronounce
how they how they speak we can take it we can take it we can take it right
way form them by the way(…) yes I do(…) yes I taught by native speaker
only one(…) yes (…) I don’t think that my textbooks content oral
communication activities no(…) Yes they give chances for participation in
the class they do(…)Yes I do(…)
(2)
Male student (Somalian student):
Ah first of all it depends on way I am (…) for example in English there are
different Ah accents (…) like British accent(…) American accent and
another accent like African accents and Indian English accent (…)Oh for me
I get my primary and secondary school in Kenya? (…) so may be I have Ah
different pronunciation from some of my Sudanese studying years so it
depends on my background of English language and where I studied it(…)
but I can say Ah I came to know that a lot of Ah(…) different accents on are
the result of the local language impact or local language influence(…) like
the Sudanese know Ah they say for example /t/ when they mean (d) (…)
they can not pronounce (d) so this is some feature that I effect the oral
communication of the Sudanese student(…) Ah actually I am not an expert
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first of all (…) nor I am a linguist(…) I am just student so as far as I can say
Ah the problem is can be solved through Ah for example Ah teaching
English Ah by English native speakers (…) for example Ah if the students
are taught form grass from primary and they taught by Ah for example white
men or may be some British speakers or native speakers may be this
problem can be solved (…) according to me but Ah I can not say (…) there I
don’t mean that the Sudanese not experts (…) but an Arabic language has
great impact on the Sudanese pronunciation or oral communication(…)yes
of course mostly Ah I speak here in the class (…) and when I go out I go to
another institute of English language so I speak English very well but may
be still I need to practice and to improve a lot(…) no I was taught by Ah
Sudanese Ah teachers (…) but when I was in Kenya I was taught by Kenyan
speakers Ah Kenyan nationals(…) who I consider next class because Kenya
was colonized by Britain (…) and there (…) we were taught form primary
school up to secondary school
we taught the English (…) but in the
university of Juba know (…) I was never taught by native speaker I was only
taught by Sudanese speakers the lecturers (…) yah we were taught oral
skills a lot (…) and we practice (…) but Ah they say (…) Ah what I mean is
that Ah the teachers some of the teachers may be Ah very experts others are
not experts depending on their on the way they taught but all in all we are
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taught very well and the teachers are very good teachers they teach us very
well they try the best and also not only it is the responsibility of the teachers
it is the responsibility of the students (…) to try to improve their oral
communication (…) yes of course we exchange what is in the class we ask
questions (…) yes I participate sometimes we have seminars sometimes we
have presentations all these are skills that we practice in the class.
(3) Male student:
Ah the problems are more (…) but firstly the medium the way of teaching is
very important(…) so Ah form the beginning from the basic school and and
Ah to teach to Ah secondary school (…) the English is must be Ah good
learnt, then will be developed when the student come to the university (…)
so (…) if there from the basic and Ah secondary school English is weak (…)
so it is be difficult latter on (…) so you have to be good from the beginning
(…) the causes Ah because Ah Sudanese learners are are always Ah (…)
focus on or use Ah Arabic more than English language (…) so the
environment is the cause the one cause of this Ah environment because the
Sudanese always Ah (…) more of them are Arabic (…) and they can’t use
an English language (…) so Ah you mean to solve these problems? Ok to
solve these problems to make Ah (…) so to improve the language (…) from
Ah (…) reading newspapers and go to libraries and listen to their music and
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Ah and the whole the media that Ah accepted (…) Yes of course I listen to
music that listen to music and Ah (…) also everything that Ah (…) Ah (…)
close to English language (…) Never(…) I never taught by native speaker
but Ah I use to hear them form the media (…) yes my text books contain
oral communication activities (…) Sometimes the lecture give chance for
oral communication in the class (…) Yes I participate.
(4)Female student:
Yes the problems that face the Sudanese students are the problems of
participation of the language of the practice of the language it is so difficult
they have to participate the language in order to improve better(…) but also
some students don’t practice the language (…) my own experience in this
issue I tell students to practice the language and to use the language as a
daily language (…) the causes of the problems it depends on our on our Ah
(…) our government our government because our government in the field of
education it can not give well educate as the other countries(…) the
strategies should be the students to participate the language to use the
language to practice the language where and when they are in order to
practice more and more the language (…) yah I use to practice I use to
practice to speak English whenever I go (…) No no since I become to study
English I have been
never teaching by any foreign teacher (…) yes
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sometimes the textbooks contain but it depending on on the on on the on the
on on upon (…) yes they use to give oral activities (…) Yah well I
participate
(5) Male student:
Ah of course there are many problems you know first of all (…) people feel
shy to talk in public place (…) and Ah even I think also the second problem
they don’t use the language they just learn English as the foreign language I
mean that they teach English in class but when they went out or go out they
don’t use the language I think this is problem (…) in oral communication
(…) I myself I don’t have any problem (…) the causes I mean that the
curriculum the the way of teaching I mean the curriculum of the Ah (…) the
way of teaching at the school or in university (…) so this is this what cause
the problem (…) ok the strategies (…) to change the way of studying (…)
from the primary school (…) up to university(…) to be in English (…) of
course I use I practice English any where (…) No I didn’t been taught by
native speaker but I use to go in Ah where I can find native speakers and talk
with them (…) of course sometimes the text books contents oral
communication activities(…) yes he give us yes he give us chance to talk
and participate with the colleagues (…) yes of course I participate (…)
(6) Male student:
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There are many problems that face the Sudanese learners of English (…)
you know that there are many pronunciation problems in English for
example instead of people they use beoble in English this is the problem
faced by the Sudanese learners of English (…) yah there are many causes for
the problems of Sudanese learners of English(…) because students some
students are not practicing in oral communication (…) we want to know the
language correctly (…) yah in order to go up students have to go to the
dictionary (…) to know the meaning of word(…) and the correct correct
pronunciation of the word (…) no I never taught by native speaker of
English (…)yes the textbooks contain oral communication activities(…) yes
they give chances for oral participation in the class (…) yes we
participate(…)
(7) Male student:
So there will be many problems that face Sudanese (…) student or Sudanese
learner (…) especially when they are Ah at At school (…) they don’t
practice English on the ground (…) they suppose to use (…) Ah English
activities (…) so the environment (…) which in the university outside the
university(…) also suppose to use English (…) because the learner become
use English on the ground (…) especially when they are presenting (…) Ah
seminars (…) when they their all activities(…) they will face the
- 127 -
problem(…) especially in interview also (…) so my own experience (…)
according to (…) us as student I practice English on the ground and up to
now I use it (…) and you know that we made you there Ah (…) in HajYousif (…) because we have English society there (…) to practice on the
ground(…) so unless the person use communication (…) it will not be
known (…) so (…) so people they use (…) practice more and more (…)
sometimes (…) they use to hear something (…) which is Ah Ah Ah use it in
BBC broadcasting for example African African Ah what is called I don’t
think so but (…) focus on Africa so any how(…) people must use (…) to to
use English or practice in different or variable activities (…) so according to
my own conception that I was taught (…) the subject is Ah (…) is call
contrastive and error analysis (…) so the first language effect directly (…) to
the foreign language (…) so whenever I Iam when we speak a Fur language
(…) so it effect directly to the foreign language (…) Ah so here there is a
word when a letter is change in English but when ever I come and say for
example people it say beoble (…) because of /p/ and /b/ so it affect directly
(…) so this is my conception I taught there in in the discourse analysis (…)
again? Yes (…) so (…) the strategies people suppose to use (…) Ah to give
(…) the new strategies in order to improve our language which is English for
example (…) because is the foreign language (…) so this is one one main
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problems one strategies another strategies people suppose to use different
activities within a community (…) on the way in everyday language they
suppose to use so according my own conception there are two strategies
people suppose to use (…) if they depend just only on the Ah on the schools
or universities they not practice the foreign language (…) so they just the
person know the knowledge but not use Ah practically on a ground (…) so
they just theoretically (…) yah I use to practice English outside Ah room
outside of my hall (…) and then (…) Ah so I have a different type of Ah
English center we are the student we suppose to use English practice as a
communication
so also have Ah there in Al-Hajyousif and you was
proposing us (…) and then even in Mayo we have (…) and then I use a
practice also through teaching because I teach basic school secondary school
in different Ah (…) no never never never taught by native just only Arabic
(…) yes? No is not contain oral communication activities but (…) we make
oral communication activities we as the students (…) in Juba University (…)
yah of course (…) in order to practice because Iam a teacher in a secondary
school (…) even I has been a teacher in Sudan open University in Kaas so I
give them chance to practice English on the ground sometimes give them to
participate in seminar or presentation (…) yah of course all my teachers all
my basic teachers give me chance in order to participate orally because (…)
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the most important thing as the student of college of English at department
(…) suppose to know English (…) English is is speakable is not just an on
what I can say writable or something else (…) yah I participate because if I
not participate this mean that I am not Ah Ah some how I am not the well
known as recognized my teacher (…)
(8) Male student:
Ok in my opinion (…) Ah Ah what you say? Ah the oral Ok the oral Ah
communication problems that are facing Sudanese students (…) who are
learning English as a second language (...) and to me the first thing (…) one
it is Ah the the syllabus themselfe that the Sudanese students are studying
(…) are one of the problems (…) the second Ah the second Ah the mother
tongue itself because Sudan is consist of Ah different races of the tribes and
everyone has his won language (…) When you came to school and you
found English you can get English that is the second language (…) we use to
practice English since they are in the class but when they go back home then
everyone use to talk his or her won language so this Ah the two factors that I
think Ah (…) my own experience is to encourage the government to produce
the good syllabus which are based in Ah in Ah standard English so when Ah
student is still in primary and the secondary school and then Ah he will be
taught standard language (…) the the oral OK (…) because of the problem
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(…) sometimes it may get depend on the the person exactly the student
themselves because Ah some of the lack of the practice (…) to practice
English is one of the problem they are not use to practice English (…) and
Ah again Ah the taking to back as I mentioned in the beginning English is
not spoken as first it is as a second and then may be they in the second part
of the country which English is not practiced (…) so also this is one of Ah
the second factors (…) OK for us the student have to adopt to study English
and came out with good Ah good standard (…) and then Ah the first priority
that student have to do is to acquire reading a lot (…) the the the novel(…)
Ah also the the grammar the syntax and and then to to to study a lot and
practice (…) different book then it will be the strategic to the student and to
overcome this problem (…) no no just it is just only in the class so when Iam
in the class when I get my classmate we introduce each others with in
English but when I go outside then when I get the majority I use to
communicate with them as mother tongue or Arabic (…) so it is one of the
problems also facing my self I if I went out from this class and I find also
who are speaking English I wish if he could help me it is also one of the
problem because the majority whom I know they don’t know English and
this is impossible to communicate with the person who don’t know that
language (…) It happened one time when we are in first year, yes one time
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when we are in the face year, but in all other time we are taught be Sudanese
teachers and not foreigners (…) no I don’t have that one I am sorry (…) no
no no no there is no chance that given for us so also it is one of the
problems then students have to practice and to be given topics and make
research and essays and if the university encourage that one then I think the
student may came out with a good standard of English (…) in the previous
classes there is no time sometimes it is one for a month or two for a month
which is not enough(…) so we have no time to make a participation (…)
(9) Male student:
Ok I think the Ah oral communication that Ah the factors that face Ah the
Sudanese (…) students of English Language (…) Ah the way I think the way
of teaching (…) the way of teaching and the lack of the lap(…) the library
(…) and the the tools of the Ah (…) teaching the Ah (…) the phonetic
phonetic subject(…) it is the very difficult to the student to understand the
phonetic to produce the (…) the the the letter (…) from the (…) correct
production (…) my own experience Ah I think Ah I have some problems
that face me (…) also in the (…) way of production of the letters of the way
the word (…) I think also the main cause is Ah the way of teaching (…) and
the lack of the (…) I think the cause of phonetic (…) phonetic is very
difficult (…) the Sudanese in order to prepare the good library and bring the
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(…) the tools (…) and Ah Ah (…) of course no I didn’t practice English (…)
I haven’t I haven’t taught by native speaker (…) no (…) they don’t contain
oral communication activities (…) no inside the class we haven’t oral
communication (…) yah I don’t participate (…)
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Appendix (5)
University of Khartoum
Faculty of Arts
English language Department
Interview transcription of 4th year students
Date of interview: Tuesday May, 18, 2010
Place of interview: Khartoum University, faculty of Arts
Hall: Lecture room (1)
Note on Transcription
(A) Ellipses (…) indicate pauses
(B) Italics indicates emphasis
(1) Female student:
Ah Ah (…) Ah (…) there are many problems for Sudanese learners of
English (…) there are problems of pronunciation accent Ah (…)
communication generally (…) Ah causes (…) the Ah (…) we didn’t learn by
native native Ah (…) speaker (…) we learn by Sudanese (…) speakers (…)
what? no I don’t practice English(…) no (…) no (…) no (…) yes
sometimes(…)
(2) Female Student:
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Ah there is the lack of communication between the people (…) may be the
people they know they they don’t know (…) Ah the language or may be they
are shame to speak(…) Ah I am not shame but there are no Ah many people
who speak English language (…) Ah may may be Ah lack of (…) of (…) Ah
of knowledge (…) may be they don’t know the English language (…) Ah
may they are shame (…) also (…) may be because there are no many people
who speak English language after the classroom (…) Ah making practice or
(…) Ah what Ah or making class of second language of English language it
is so important to improve their language (…) yah we have Ah a class of
English language (…) Ah we share many student in the different levels (…)
so we we practice (…) no(…) there is no but (…) yes there is a chance for
speaking what to speak (…) yah we have a class of English language(…)
(3) Male Student:
Ah most of the time I think that Ah Sudanese (…) Ah foreign language
learners are faced by problems like they are not (…) familiar with the (…)
with the sounds, secondly they are not common familiar with the culture
(…) of Ah (…) the English language and its speakers that is why (…) may
be Ah a little bit hard for them to communicate their won ideas (…) yah my
own experience is Ah may be the little bit different because I am was not
been teach here in Sudan I have been studded in Ah Sudia Arabia and my
- 135 -
teachers of the (…) most of the time Indian that is why I do not face the
same problems that my colleagues may face (…) of course this Ah even Ah
(…) in their syllabuses I don’t think they are provide with enough (…) with
enough Ah data that may enable them to talk (…) because they are given
about a grammar and the Ah a little vocabulary and there is no much time
given to their oral activities they can not improve it (…) yes I think that they
have to Ah to learn and practice the language more they have to be more
linked and associated with the culture (…) of the language they are trying to
learn(…) yah me I I really talk and practice it all the time I really speak even
to my self in the mirror(…) no I am not been taught but we have classes of
(…) what you call it communication classes (…) which have been here
made (…) not that much (…) not that much (…) no no(…) because you
know it most of the time it is one way communication they give you what
they want(…) yah of course we participate(…)
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Appendix (6)
University of Khartoum
Faculty of Arts
English Language Department
Qualifying Honor Programme 2008
Research on: “Strategies for Improving ESL learners' speaking Skill”'
Interview transcription
Note :(…) means pause.
The following are the results and answers of interview made by the
researcher with 4th year students, University of Khartoum, Faculty of Arts
English language department.
Date of interview: March 31, 2008.
Place of interview: University of Khartoum, faculty of Arts English
language Department, lecture-room (1).
(1) (Male subject): As you know English language is very important
language (…) there are many problems that face the students of English (…)
Now we are at fourth level (…) The problem is that now we know all the
techniques of the language, but we lack the techniques of speaking or orally
speaking (…) Right you know what make English Language to be important
(…) but lack of a lot of techniques of speaking is the problem (…)
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The causes of these problems are that we study English language as abstract
thing (…) but how to employ this abstract to oral speaking is our problem
(…)
To develop my language I always try to speak with other people (…) and try
to read any thing that can develop my language (…) I also try to listen (…)
I not always speak English (…) I rarely speak English (…)
I don't focus very much about the correctness (…) I try to send my message
how ever it could be (…)
There are some activities, but are not enough (…)
(2) (Male subject): One of the problems that face ESL learners (…) the
students who studies the Spine curriculum in secondary school or primary
school and when they come to the university really their basic in English is
very bad especially the grammar (…) and also when they speak they commit
mistakes (…) second also there is problem in pronunciation they do not
pronounce the sentence well (…) because they have very bad or very wrong
pronunciation in secondary school (…)
(3) (Female subject):
Actually we don't think about exactness (…) well yes not in class room but I
do speak English with native people and that what made me well in speaking
English (…) we had oral communication activity in last year but now we
- 138 -
haven't it (…) no there is no chance for oral participation in lecture room
(…)They are only asking questions (…)
(4) (Male subject):
I think the problem return to the university (…) I have no problem in
language in four skills (…) but the university can not give us all the four
skills to be a good student or to speak language fluently (…)
Ah you can say I think I have no problem but you can say that the problem
that faces the all students here can not more practice together and so on (…)
The cause is that students don't speak more and more and not chat in any
place (…)
This is individual problem and I will try to solve this problem in the future
(…) through chatting with native speakers and speaking with students and
the help of the teacher and so on (…)
Yes I am ready to speak a language in any time, but I am not found the
person who can speak with him (…)
Some of them give (…) but other teachers can not give any chance to speak
with them or to chat or to comment (…)
No No teachers don't give chance for oral participation here (…)
- 139 -
(5) (Male subject):
The problem is that the teachers use or the ministry of education use to teach
the students something that not have chance to make students speak (…) to
improve their speaking English (…)
I my self solve the problem by more and more speak (…) and try to read
more (…) and try to speak in any chance with the others (…) and that will
solve the problem that I have in speaking English (…)
I think the causes of the problems are that they (the learners or students) feel
shy in speaking English with their teachers with their colleagues (…) with
their neighbors (…)
They (Learners) have to make themselves to speak with others and this will
make them to train themselves more and more and
to improve their
language in speaking (…)
I think they have to read more books and try to listen radio and T.V. and to
have a good information about what a rounding them, (…)this will make
them have a good vocabulary in their minds to express about their idea they
want to express (…)
I use to practice speaking outside the lecture room more than inside it,
because we don't have a good chance for students to participate to express
about their ideas (…)
- 140 -
I think I do not use accuracy (…) I focus more on fluency (…)
No No there is no chance for speaking activities (…)
Some times they (Lecturers) they give them a chance to speak (…) but the
problem is not in a chance to speak or not (…) the problem is in the student
himself (…)
I myself use to participate (…)
(6) (Female subject):
Actually I think the main problem is how to speak (…) I don't know what
the actual problem is (…) but most of the students find some difficulties in
speaking some time not all of them (…) but most of them (…)
Yes for me I think it is a little (…) sometimes difficult to speak (…)
although I know how to write and to understand (…) but the main problem
for me is how to speak (…)
I think the cause is practicing (…) because I study English here and go home
speak in Arabic (…)
(Strategies): I think we have to study more and to speak more with native
speaker or with colleagues (…)
Yes I speak English sometime inside and outside the lecture room (…)
No I focus on accuracy (…)
Yes there is chance to speaking activities in the courses (…)
- 141 -
Surely they (lecturers) give chance (…) and certainly I participate in oral
discussion (…)
(7) (Female subject):
Ok for me as a learner of English (…) I am not encouraged to speak in
English (…) I am a big shy (…) and I am not fluent in English (…) although
I study English (…)
I think the cause is that in school we didn't teach how to speak in English
(…) they taught us how to write (…) but they didn't teach us how to speak
(…)
(8) (Female subject):
OK I think the use of the mother tongue has the influence (…) we haven't
technology (…) OK (…) what else Ah (…)
I don’t know what are my speaking problems (…)
The causes are the less reading no much reading also communicating (…)
and the environment around us not include people to communicate (…) and
I think the students feel shy to communicate with other (…) and we haven't
enough native speakers (…)
Ok Strategies for speaking I think depend on the teacher (…) Ok (…) we
have to change the method of learning (…)
Yes I do participate in lecture room (…)
- 142 -
I do my best (…)
I don't think that there is a chance for speaking activities in the courses (…)
Yes they (lecturers) sometimes give but really I don't like (…)
No No I don't participate in lecture room (…)
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- 144 -
- 145 -
- 146 -
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