Investigating the Misconception among English Language Teachers in Teaching Abridged Shakespeare Plays

Abstract

This study aimed at investigating the misconception among English Language teachers in teaching Abridged Shakespeare Plays to explore its role in enhancing students' learning of spoken discourse marker to improve oral fluency. The study followed the descriptive method, and employed a questionnaire as a tool of data collection. The study sample is represented in (50) secondary school teachers. The questionnaire was administered to teachers of English for data collection. The data collected was analyzed by using Statistical Packages of Social Sciences (SPSS). The results shows reluctance among high school teachers to teach Shakespeare play despite the abridged version due to its Elizabethan language and the questionnaire shows the highest variance of (30%) being neutral. Teachers misconception can be altered if suitable training, textbook and teaching resources affects the readiness among teachers to handle abridged Shakespeare play this is expressed in the highest variant of (46%) agree in the questionnaire.