This paper “English as a Foreign Language in the Saudi Schools” aims to measure and discuss the attitudes of Saudi students studying in the city of Brighton, England towards the policy of teaching English as a foreign language in Saudi elementary state schools by eliciting their views…
Extract of sample English as a Foreign Language in the Saudi Schools
With reference to its effect on student first language oral communication, the study concludes that this is an important issue worth investigation.
In 2004, driven by its aims to improve education and cope with achievements in science and technology, the Saudi government decided to initiate a program to begin teaching English as a foreign language to students in the in sixth grade. It was an initial step toward its ultimate goal to teach English in all elementary grades. The resolution was possibly based on the belief that English is the language of the globalized world economies, and that young people would not only benefit from speaking the language but could learn it more easily at a younger age. The general consensus among experts is that younger minds absorb other languages easier than do adults.
In the light of this, the paper attempts to measure attitudes of Saudi students in Brighton towards EFL. The paper also formulates recommendations on EFL in the Saudi elementary state schools and invites further discussion of and research into this issue. The following historical background frames the discussion.
Since the country has never been colonized by a foreign power, the exact date of or the situational emergence of English in Saudi Arabia is unknown. However, some researchers claim that when oil was found in the 1930s, English emerged with the arrival of American oil companies and their employees. Later, the Saudi government took the initiative and officially introduced and approved the use of English in the country. ...
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For the purpose of this study, however, this paper has confined the review of the corpus of literature to those relating or relevant to a proposal to introduce English in elementary education in Saudi Arabia and in the curriculum development in studying ESL among young learners.
But sometimes it becomes necessary that a person has to learn some other language apart from his mother tongue; this usually happens when the person has to move to some foreign country for further studies or for the purpose of job. At this point he has to learn the language no matter what difficulty he has to face because without having the knowledge of the language one cannot speak and communicate with the people of that country and he would have to face much more difficulty surviving in the new country with new people around him.
The study was carried out among students from the University of Greensboro, which is located in North Carolina. This paper will examine the factors that inspire the attitudes of Saudi speakers in learning the English language. Some of the factors that will be discussed include; pedagogic factors, the motivation of Arabic speakers in learning the English language, the status of the language and the teaching programs in Saudi Arabia (Al-Khatib, 2000).
Shortly after, he granted an oil concession to Standard Oil Company of California or Chevron. This started the oil exploration boom in Saudi Arabia (Hiro 1996, p.98) which culminated with the formation of Arabian American Oil Company or ARAMCO in 1933.
These factors may contribute positively or negatively to the attitudes of Arabic speakers in learning the English language. This topic is essential in the language field because it illustrates the importance of learning
In this case, the background information identifies a gap in research that the study has successfully filled. Another of the article strength stems from a detailed review of the literature to ascertain the claims that are later made in the discussion sections of the article and as such, used to make the necessary information for courses of actions to be taken for the effective teaching of EFL in Saudi Arabia.
The demand for internalization and globalization of the world has resulted in cross-border student mobility. Consequently, the United States has recorded an increase of international students seeking admission places in its universities. A report revealed that America recorded a five percent increase in the number of international students admitted to the learning institutions (Al-Mahrooqi & Denman, 2015).
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