Abstract:
The study aims at investigating the impact of introducing abridged Shakespeare play of “Romeo and Juliet” in enhancing high school students' linguistic competence in English language and to investigate the misconception among English Language teachers in teaching abridged Shakespeare play. The study followed the descriptive method, and employed a questionnaire as a tool of data collection represented to (50) (EFL) and one students test represented to (40) secondary school students in Omdurman, Al-Mulazmeen High school for girls in Al-Mulazmeen district. The data collected have been analyzed by using Statistical Packages of Social Sciences (SPSS). The results show reluctance among high school teachers to teach Shakespeare play despite the abridged version due to its Elizabethan language. Nevertheless, the study proved that teachers’ misconception can be altered if suitable teachers training is provided along with abridged textbook and teaching resources are available. The researcher findings reflected on students’ literary valued being acknowledged and English language standard improved. Moreover, students’ self-confidence was raised in pair work and group work due to the nature of the genre of the play in the variety of characters, quotes and lines that reflected positively on all four English language skills. The researcher recommends
the inclusion of Shakespeare work in extractions of plays, poems and sonnets into the Sudanese curriculum of high school and all the schooling system. In addition to the call for both Ministries of education and finance to take action and participate in the work on national level to consider providing schools with teaching resources and materials, the size of class, gender, level of English and age group.
