Effect of Reading as a Receptive Skill in Enhancing Sudanese EFL Secondary School Students’ Oral Communication

Abstract

This study aims at investigating the Effect reading on enhancing secondary schools students’ oral communication. The researcher used the descriptive analytic method for data analysis by designing two questionnaires. The first one was addressed to secondary school teachers of English in the Locality of Bahri and the second one was addressed to EFL secondary school students in the same locality. The study tried to find answers to the following questions: - To what extent is secondary school English language syllabus enrich with sufficient reading lessons that reinforce oral performance? - What is the role of the teacher in providing students with a variety of reading activities that reinforce students’ oral ability? - What is the effect of the inclusion of literature books within the English language syllabus on enhancing students’ oral communication? -To what extent does an overcrowded classroom atmosphere allow students to practice reading skill sufficiently?

The study has come out with the following results - Secondary schools English language syllabus is not enriched with sufficient reading lessons which reinforce students’ oral performance. - English language teachers do not provide the students with a variety of reading activities which improve oral ability. - The syllabus is not supported by a variety of good literature books which expose the students to the target language authentic situations. - Overcrowded classroom discourage students to practice reading easily.

Based on the above mentioned results the researcher recommends the following: - English language syllabus layout should be attractive and rich in lessons which make students read eagerly. - Teachers should provide students with a variety of reading activities in order to encourage students to practice reading interestingly. - There should be a variety of good literature books which expose students to spoken English communicative situations. - Classroom environment should be convenient in a way that makes students sit comfortably, listen carefully, participate actively and read sufficiently.