ديسمبر
17
2009
0
EVALUATION OF THE ENGLISH PROGRAMME (ESA) AT SAUDI INTERMEDIATE SCHOOL
كتبه المشرف
لقد مر على تعلم اللغة الإنجليزية في مدارس المملكة ثلاث مناهج دراسية. بدأ أولها في عام 1932م عندما أدخلت اللغة الإنجليزية كمادة دراسية في المرحلتين المتوسطة والثانوية. حيث استخدم المنهج الدراسي الموجود في بعض البلاد العربية كمقرر دراسي في مدارس المملكة وهو "اللغة الإنجليزية الحية للعالم العربي - Living English for the Arab World -. وظل هذا المنهج مقررا في مدراسنا حتى عام 1979م عندما قامت وزارة المعارف بتأليف منهج جديد للغة الإنجليزية يعكس ثقافة المملكة وتراثها الحضاري والذي يراعي في نفس الوقت ظروف المتعلم السعودي وعاداته وتقاليده الإجتماعية. وقد طبق هذا المنهج في عام 1980.
Title in English:
EVALUATION OF THE ENGLISH PROGRAMME (ESA) AT SAUDI INTERMEDIATE SCHOOL
Abstract in English:
Since 1932 English language teaching at Saudi schools passes through different phases of changes and revolutions. When the system of education was changed with the creation of the intermediate stage in 1958, English has become a definite subject with its syllabus which was brought at that time from some neighbouring countries but did not fit into customary Saudi education; nor did it meet the interests of the learners. The programme was called “Living English for the Arab World” ran for nearly twenty years when a new English programme was especially designed for intermediate school
learners in 1980. The programme was called “Saudi Arabian Schools English”- SASE- which, to some extent, responded to the aspirations of Saudi society and learners’ needs. During the last decade the accountable people in the Ministry of Education neither recognized improvements on students achievement nor did they realize student’s competence in English. The Ministry then decided to change the English syllabus which was called Saudi Arabian Schools English (SASE) and the new syllabus launched at the beginning of 1990. The current English syllabus which is called “English for Saudi Arabia - ESA - is prescribed for both stages intermediate and secondary. A general assessment carried out by the
researcher on the target learners progress shows little indication of improvement. The learners still suffer from being:
1) incapable to understand communicative oral and written messages.
2) incapable to convey communicative oral and written messages.
3) incapable to read and understand meanings implied in English passages and sentences.
4) incapable to write a communicative message or respond to an inquiry.
This study, exists to investigate the reasons of the curriculum (ESA) defects which are deemed to be related to the:
1) vague statement of objectives and general specification of their contents and functions.
2) improper selection of substance and learning experiences which hardly meet the learners’ interdisciplinary needs and interests.
3) unstable system of content organization and experiences gradation.
4) inconvenient methodology which largely depends on memory-intense approaches.
5) lack of effective instructional media and teaching aids.
6) shortage of qualified English teachers and supervisors.
7) limited resources of the school and handicapped exposures of the environment.
8) invalid techniques of evaluation and unreliable strategies of student assessment.
The study, therefore, exists to survey the English teachers and supervisors suppositions in addition to the target learners views regarding the situation of ESA by using a variety of tools such as questionnaires, interviews and analysis of content and test results. Accordingly, the following components are going to be evaluated.
1) the current objectives of the syllabus of various classifications with manifold specifications.
2) the criteria of content and experiences selection.
3) the principles of content organization and experiences gradation.
4) the techniques and strategies of instruction and examination.
5) the resources which are availed by the school such as library, cloakrooms, play-yards, realia and teaching aids.
6) the performance of teacher and the orientation of the English supervisor.
The study ends with an overall picture of what an English syllabus at intermediate school should be. This would involve some suggestions and recommendations based on Saudi Islamic cultural aspects in the light of subject matter prospectus.
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