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ItemInvestigating Strategies for Solving Oral Communication Problems of English Major Students(University of Khartoum, 2020)Abstract This study is intended to investigate some strategies for solving oral communication problems of English Major students in. A standardized questionnaire and interviews were used for data collection. The questionnaire consists of 24 items, distributed to 81students (enrolled in the Department of English Language Third and fourth levels), Faculty of Education, University of Khartoum. Then, interviews were conducted on a representative sample. Statistical Packages for Social Science (SPSS), in terms of cross – tabulation, correlation coefficient, independent sample t test, and analysis of variance, and Chi Squire Test were used for analyzing the data. The main results of the study are: (a) implicit correction of students speaking errors is an effective strategy for reducing their speaking anxiety.(b) friendly classroom atmosphere encourages students to actively participate in classroom speaking activities, (c) there is a strong positive correlation between frequent listening to authentic English material and students speaking ability. The researcher, however, suggests some recommendations: Teachers and instructors should create friendly and supportive classroom environment and relaxed speaking atmosphere for their students in order to communicate more freely with a sense of security without any fears of making mistakes. A special attention should be paid to the students’ psychological state of mind that might affect their communication process. This can be gained through creating encouraging language learning atmosphere and adopting implicit correction of students speaking errors as a strategy to reduce students speaking anxiety and in turn motivates them to actively communicate in English, Teachers and instructors are recommended to encourage students to practice listening to authentic English materials and make their students aware of the vital role that listening plays in improving their speaking skills by increasing their vocabulary, developing their comprehension ability, and improving students’ pronunciation.
ItemPragmatic Competence of Sudanese English Foreign Language Learners at University Level(University of Khartoum, 2020-01)Abstract Title of Research: Pragmatic Competence of the Sudanese English Foreign language Learners at University Level. Name of Candidate: Abdulla Adam Hamid Idries Degree: PhD in English Language This was a descriptive analytical study aimed to explore the pragmatic competence of the Sudanese EFL learners at tertiary level in University of Khartoum. So a pragmatic competence test (PCT) was developed to collect data from 126 participants, 104 of them were EFL learners majoring in English and 22 were EAP learners who were willing to take part in the study. The participants were divided into two main groups. The first group was composed of the fourth level and the second level of English as Foreign Language (EFL) learners while the second group was composed of the second level of English for Academic Purposes (EAP) learners. Each main group was divided into two sub-groups to provide data. A t-test was used to collect data and the results were processed to measure the performance of each sub-groups. Then the results were correlated and it was found that the academic level had an effect on pragmatic competence of the fourth EFL learners and the second EFL learners. It also showed that there was a significant difference in favor of the fourth level. As to the effect of gender on pragmatic competence, the statistical analysis showed no difference in the pragmatic performance of male and female participants. Finally, the analysis of the effect of the type of syllabus on the pragmatic competence of the 2nd level EFL learners and the 2nd level EAP learners showed statistical significant differences in favor of the 2nd level EFL learners. It was concluded that the existing syllabus properly addresses its audience intercultural communication needs. However, it was recommended that more practice needs to be added to sustain the current level of the students' pragmatic competence. مستخلص عنوان الدراسة : الكفاية البراغماتية لدارسي اللغة الانجليزية كلغة اجنبية في السودان في مستوى التعليم الجامعي اسم الطالب :عبدالله ادم حامد ادريس الدرجة: دكتوراة الفلسفة في اللغة الإنجليزية هذه دراسة وصفية تحليلية هدفت إلى الكشف عن الكفاءة البراغماتية لدارسي اللغة الإنجليزية كلغة أجنبية في مستوى التعليم العالي في السودان بجامعة الخرطوم. وعليه فقد تم تطوير اختبار الكفاءة العملية (PCT) لجمع البيانات من 126 مشاركًا، 104 منهم متخصصون في تعلم اللغة الإنجليزية كلغة أجنبية (EFL)بينما 22 منهم يدرسون اللغة لأغراض اكاديمية (EAP) كانوا على استعداد للمشاركة في الدراسة. تم تقسيم الدارسين إلى مجموعتين رئيسيتين. تكونت المجموعة الأولى من المستوى الرابع والمستوى الثاني لطلاب اللغة الإنجليزية كلغة أجنبية (EFL)، بينما تكونت المجموعة الثانية من طلاب اللغة الإنجليزية للأغراض الأكاديمية في المستوى الثاني .(EAP)تم تقسيم كل مجموعة رئيسية إلى مجموعتين فرعيتين لتوفير البيانات. ثم استخدم اختبار (t) لمعالجة النتائج لقياس أداء كل مجموعة فرعية. اثبتت النتائج وجود تأثير للمستوى الأكاديمي على الكفاءة البراغماتية لدارسي اللغة الإنجليزية كلغة أجنبية في المستوي الرابع ودارسي اللغة الإنجليزية كلغة أجنبية في المستوي الثاني، وبوجود فروق ذات دلالة إحصائية لصالح المستوى الرابع. وفيما يتعلق بتأثير النوع على الكفاءة البراغماتية، فقد أظهر التحليل الإحصائي عدم وجود فروق ذات دلالة إحصائية في الأداء البراغماتي للمشاركين من الذكور والإناث. وأخيرًا، أظهر تحليل تأثير نوع المنهج على الكفاءة البراغماتية لدارسي اللغة الإنجليزية كلغة أجنبية في المستوى الثاني، ودارسي المستوى الثاني للغة الانجليزية للأغراض الأكاديمية في وجود فروق ذات دلالة إحصائية لصالح دارسي اللغة الإنجليزية كلغة أجنبية في المستوى الثاني. وخلص البحث إلى أن المنهج الحالي يلبي احتياجات المفحوصين بشكل صحيح. ومع ذلك، فقد أوصى الباحث بضرورة بذل المزيد من التدريبات للحفاظ على المستوى الحالي للكفاءة العملية للطلاب.
ItemWillingness to Communicate in English Language among Sudanese University Students in Relation to Anxiety and Self-Perceived Communication Competence(University of Khartoum, 2018)This study aims at investigating the relationship between willingness to communicate in English language, self-perceived communication competence, and foreign language anxiety among Sudanese EFL students, along the variables of language achievement, academic level and gender. Both the quantitative and qualitative methods are used to collect and analyze the data for the study. The tools used to collect data are standardized questionnaire comprising 67 items and semistructured interview. A sample of 156 respondents is purposively drawn from the total population of about 220 students; then interviews were conducted on a representative sample. The results were obtained by utilizing SPSS which is used for the statistical analysis in terms of cross-tabulation, correlation coefficient, independent samples t-test, and analysis of variance. The study reveals a number of findings (significant level p < 0.05): willingness to communicate in English language and self-perceived communication competence are positively correlated, whilst foreign language anxiety has a negative impact on both willingness to communicate and self-perceived communication competence. Self-perceived communication competence is a good indicator of willingness to communicate in English language and foreign language anxiety than actual language achievement. The results further reveal that there are some gender differences in willingness to communicate in English language, foreign language anxiety and self-perceived communication competence. The study concluded to a number of recommendations: teachers of English language should create supportive and relaxed atmosphere that promotes speaking ability. Students should be provided with equal communication opportunities to enhance their communicative competence in English as a foreign language. Applications of modern technologies should be utilized to develop students’ communication competence in English language.
ItemThe Phonotactics of Sudanese Colloquial Arabic(UOFK, 2015-12-02)The main objective of this study centers around defining the Sound Patterns (Phonotactics) of Sudanese Colloquial Arabic, and identifying the basic phonemes and the phonotactic rules that govern their combination in the dialect. The study being of mainly quantitative nature, it adopts a descriptive analytical approach. Sudanese Colloquial Arabic speakers centralize at the Middle of Sudan. Consequently, the population of the study consists of the native speakers of Middle Sudan. The sample of the study consists of forty informants of native speakers, who were born and brought up at the dialect region, central Sudan. Results of the study ascertain twenty-five consonants and five short vowels + five long vowels. Not all the consonants accept clustering with each other. The study presents some suggestions for future studies. The most important is: consideration should be regarded for carrying out descriptive studies to all other levels of the dialect, morphology, syntax and semantics.