Abstract:
This study is an attempt to investigate the problem of teaching writing
skills in Sudanese basic level in the areas such as grammar, vocabulary,
punctuation marks, spelling and the syllabus.
The study surveyed teacher’s experiences and attitudes and pupils
abilities in writing.. The study also examined whether the mother tongue
interference affects writing negatively and the quality and adequacy of
writing activities in SPINE series.
Forty teachers and sixty basic school pupils from Karary locality
participated in this study. Four instruments were used for data collection:
a questionnaire was conducted for teachers, while two writing tests for
the pupils, textbooks analysis and classroom observations were also used
in this research.
The findings of this study showed pupils were weak in writing English
due to the poor and inadequate writing activities provided in the
textbooks, in addition to the lack of vocabulary, large classes and that
little emphasis was given to the teaching of writing.
Moreover, most of teachers are not motivated and do not exert efforts to
encourage learners to write good topics.
The study recommended that there is a need for further reviewing of the
writing activities in SPINE and incorporation of authentic materials
particularly material for developing writing skills. Spelling should also be
given more emphasis while teaching writing.
