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| Project id | 1014748 |
|---|---|
| Subject area | Arts Entertainment |
| Document type | Essay |
| Words | 2525 |
Even though the history of English teachings from the Kingdom of Saudi Arabia extends into nearly eighty decades, where it was initially in 1348 - 1927, and it's gone through several developmental phases and key stations, spread of 1346 - 1944 to the current moment. Saudi Arabia mobilized their abilities to support teaching English. Students from middle school to high school are exposed to the English vocabulary around more than 800 instruction hours. Regardless of all that, the last outcome affirms that in the end of education year, the ability of the Saudi students in the English language is at its lowest levels; students are unable to generate a brief conversation in English, and don't have any ability to know the text of brief reading or writ short article. According to a few research that the average collection rate to the middle school is (34.15 percent), and at the high schools is(31 percent).1 ( ) Faced with this unsatisfactory situation we find ourselves in need to answer two key questions: Where the fault lies? What led to this linguistic unhappy situation? The answer for all these questions, leads us to concentrate on the hurdles that Saudi pupils faced in studying English. There are many obstacles that have conducted to the development of the educational linguistic problem. The reasons behind those obstacles can be split into four major classes; Teachers, Teachers, Social fact, along with the Context. Within this short research I would like to have a short discussion of each category and the reasons supporting it. Students: teaching techniques and learning materials aren't adequate. A student may also not know what they need to study to learn English. There are many reasons why Saudi English learners have such a difficult time learning the language...
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