Strategies for Developing English Oral Communication in Sudanese Secondary Schools

Abstract

It is generally acknowledged that Strategy is a means of regulation and control to obtain the best results through the correct path that we take in the framework of educational process. Therefore, this research aims at verifying the 11 efficiency of teaching some of the strategies to develop English oral communication skills for Sudanese secondary school students (third-grade). I t also aims at identifying the strategies, teachers and students employ when they teach and learn speaking and listening skills. The development of English oral Communication skills means fluency, efficiency and overcoming the flaws and deficiencies communication among in the process students. To of achieve goals, using the descriptive approach, I have Oral these divided the research into five chapters as follows: In chapter one, I have presented the introduction of the research. In chapter two, I have introduced literature three review comprises where, I have follows: 12 and the previous methodology designed three and discussed the studies. Chapter of research the questionnaires as 1. Teacher questionnaire of thirty four questions which was distributed among forty English teachers in twelve boys and girls secondary schools in( Al- Kamleen locality). The questionnaire aims at identifying the strategies English teachers use when they teach English vocabulary, listening and speaking skills. 2. Other two questionnaires were distributed among 120 third class students (boys& girls). One questionnaire aims at identifying the strategies students use when they learn speaking skills. The other one identifies the strategies used in learning English listening skills. I have designed two pre and post speaking and listening tests to determine the efficiency of the application of the target strategies for developing English speaking and listening skills. The listening test is composed of questions to be answered after listening to a recorded listening materials. The speaking test is composed of Video-taped oral production which has been watched and evaluated by a committee of university staff teachers in 13 Al Jouf University- English Department .The results of both speaking and listening tests have been collected and analyzed using T-test scale. Analysis and discussion of all data have been collected and analyzed by statistical means and standard deviations in chapter four. In chapter five, I have concluded the research by presenting the results and recommendations which were as follows: 1. According to teachers' questionnaires for using speaking strategies , only two strategies were used out of thirteen effective strategies. 2. According to teachers' questionnaires for using listening strategies , only one strategy is used out of seven effective strategies. 3. According to students' questionnaires for using speaking strategies , only two strategies were used out of eighteen effective strategies. 4. According to students' questionnaires for using listening strategies, no strategy was used out of nine effective strategies. 5. There was a clear difference in the speaking pre and post tests' performance ,which has clearly 14 demonstrated the efficiency of training students on some strategies of speaking skill before asking them to participate in that skill. 6. There was a clear difference in the listening pre and post tests' performance, which has clearly demonstrated the efficiency of training students on some strategies of listening skill before asking them to participate in that skill. According to the above-stated results , the researcher suggests the following recommendations: 1. Teachers should use the recommended methods for teaching the speaking strategies. 2.Teachers should use the recommended methods for teaching listening strategies, must train 15 students on those strategies so that they can master the skill. 3.Teachers should use the recommended methods for teaching vocabulary, the base on which language is built. 4 .Teachers should encourage students and urge them to use the target language in and outside the classroom, because the best outcome of learning is possible with practice and exercises . 5. Students should be trained to use these recommended strategies before they are asked to use the language. 6.Time should be devoted for training students to use these strategies because they are part of learning the language. 16 7 .Secondary schools should be provided with equipped language labs and audio- visual aids. 8. English libraries with native listening materials should be available. 9. More time should be given for English language for more practice and exercises.