كلية الاداب

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Acquisition of Nouns: Plain Nouns versus Nouns with Pictures
(2015) Osman Elamin Abdulgadir Elnour
Thanks are extended to all the librarians in the faculties of Arts in Al-Neelain, and Sudan Universities in Sudan and Misurata University in Libya for providing me with for the references I needed. Abstract This research investigates the acquisition and memorization of English language as a second language (L2). It is applied through testing a group of 40 first year students of English at the department of English language, faculty of Arts, Al-Neelain University. The problem of memorizing nouns is also discussed. The researcher tries to find the best method for acquiring nouns. According to the hypotheses set, nouns are best learned through either randomly chosen nouns and/or categorized nouns accompanied with their objects under categories. The tests are composed of 20 nouns from each of these two groups of words. xx A questionnaire composed of 20 statements, is also arranged to be answered by 20 instructors chosen from four universities in Khartoum State. At last the researcher lists the results and the recommendations that appear as follows: First, it is found that teaching categorized nouns accompanied with their pictures gives good, reasonable results since students are able to score high marks. Lower marks are obtained when randomly chosen words are used. Second, nearly all instructors support the hypotheses that categorized nouns accompanied 4 with their objects are better used in the teaching process. As a result the null hypothesis is refused. Finally, the researcher recommends that researchers have to make more investigations and researches in the field of psycholinguistics since it needs more searches. He also recommends that instructors should use visual aids in the teaching process. He adds that categorized nouns and their pictures should necessarily be used through overhead projectors, transparencies and other technological means and multimedia.
THE ADJECTIVES AND ADVERBS IN ENGLISH ANDARABIC A CONTRASTIVE STUDY
(2009) MUFTAH ALI ABDULLA BAROUD
ABSTRACT This study investigates the causes of errors committed by Libyan secondary students they use adjectives and adverbs in English.
The American Dream:An Analytic study of the perceived ldentity in selected plays of Arhur miller
(AlNEElAN UNVERSLTY, 2019) omarn .
ANALYSE DES ERREURS ECRITES EN F.L.E
(Neelain University, 2007) ASHRAF MOHAMMED AHMED ABD EL GHAFFAR
Abstract The aim of this research is to study and analyze the errors committed by learners of French as a foreign language, it tries to ﬁnd out the reasons that stand behind errors among intermediate level students .It analyzes with special attention the repeated errors which we ﬁnd in student text and tries also to ﬁnd the strategies that student follow which lead to error reasons pertaining to mother language or other languages of practice . It shows the types of errors and classiﬁes them in categories and subcategories in giving some examples. The research assumes that there are common errors which are repeated by Sudanese leamers of French as a foreign language ,some of them are related to their mother languages and others related to the system of the structure and morphology in French which are both different from English and Arabic. The study assumes also that method and teacher can both be one of the reasons that lead students to commit errors: the way of explaining certain grammatical rules might cause interference and generalization . Finally, we end up with some solutions which could be useful to teachers in order to make students avoid committing serious errors and time help at the same the teacher himself to adopt special strategies and methods can use.
Analysis Of The Socio-Cultural Words In EFL Learns' Written Corpra: A Corpus-Based Approach
(Neelain University, 2019) Asmaa Imad Hamdi
ABSTRACT This dissertation is a contrastive pragmalinguistic analysis of two essays. The topic of the first essay is the ritual concepts of Eid –Al Fatter in Islamic World while the second essay talks about the traditional ceremonies of marriage in Iraq. The analysis is based on Coulthard’s Model (1989) that emphasizes that communicative competence with linguistic competence should combine with socio-competence to achieve successful communication. The underlying general aim of this work is to find out whether or not specific selected vocabularies found in these essays share certain common cross linguistic and pragmatic features with English version. Two hypotheses are proposed for testing this possibility which are: 1-The frequencies of the socio-cultural words in EFL learners' written corpora) which are used in the mother tongue) are expected to be high in number because of the difference in language and its whole root. 2- There is a significant effect of the socio-cultural in EFL learners' written corpora, which is that challenging to the teachers to develop the system teaching. A special model of analysis is adopted that is based on Coulthard (1989) and Newmark’s model (1988). The work rounds off with conclusion and suggestions for further researches. The conclusion shows that the Iraqi students suffer a lot when they translate vocabularies that are related to religious concepts. The same difficulty is generated in translation vocabularies associated with traditional marriage in Iraq. المستخلص هذه الأطروحة هي تحليل لغوي لمقالين مختلفتين من الناحية الدلالية. موضوع المقال الأول هو طقوس عيد الفطر في العالم الإسلامي ، في حين يتحدث المقال الثاني عن الاحتفالات التقليدية للزواج في العراق. يستند التحليل إلى نموذج كولتارد (1989) الذي يؤكد أن الكفاءة التواصلية مع الكفاءة اللغوية يجب أن تتحد مع الكفاءة الاجتماعية لتحقيق تواصل ناجح. الهدف العام الأساسي لهذا العمل هو معرفة ما إذا كانت المفردات المحددة الموجودة في هذه المقالات تشترك في بعض الميزات اللغوية والتداولية مع المفردات الانجليزية التي يستخدمها الطلبة العراقيون أم لا. تم اقتراح فرضيتين لاختبار هذا الاحتمال وهما: 1- من المتوقع أن تكون تكرارات الكلمات المحددة في المقالين لمجموعة المتعلمين للغة الإنجليزية كلغة أجنبية والمستخدمة كما هي عالية العدد بسبب الاختلاف في اللغة وجذرها بالكامل. 2 - هناك تأثير كبير في المجال الاجتماعي الثقافي المكتوب لمتعلمي اللغة الإنجليزية كلغة أجنبية ، وهو ما يمثل تحديا للمعلمين لتطوير نظام التدريس. تم تبني نموذج خاص للتحليل يعتمد على كولتارد (1989) ونموذج نيومارك (1988) لتحليل المقالين . يختتم العمل باستنتاج واقتراحات لمزيد من الدراسات بهذا الصدد. الاستنتاج يظهر أن الطلاب العراقيين يعانون كثيرًا عند ترجمة المفردات المتعلقة بالمفاهيم الدينية وتنشأ نفس الصعوبة في مفردات الترجمة المرتبطة بالزواج التقليدي في العراق.
An Analysis of English Language Learners Use of Cohesive Devices
(2010) Mona Elamin Elnour
ABSTRACT This study investigates the use and misuse of cohesive devices by 4 th year students, it consists of five chapters including the introduction. In the introduction I abstract the methodology within which my investigation is carried out and define the cohesive devices under the study. The aims and objectives of the study are stated in greater details in chapter one. The primary aim of this study has been to explore the use and misuse of the English semantic markers in the writings of Sudanese learners of English at Neelain University, fourth year university, and to propose appropriate analysis of these constructs within the broad theories of contrastive analysis, error analysis and discourse analysis. A theoretical frame work and literature review of previous related studies are located within chapter two. Chapter three includes the methodology of the study and the tools that are used to validate the data. In chapter four detailed analysis and interpretation of the study are discussed and explained. Finally chapter five, displays the results of the study, which have shown that, the students face difficulties in using grammatical and lexical ties, the errors in reference received the highest percentage (48.8%), followed by errors in conjunctions (45.2%). The least occurrence of errors are depicted in the area 5 of lexical ties (6.5%). No instances of ellipsis or substitutions relations errors were found, in the corpus of the students' writing. The study concluded that the lecturers and students do not use some of these devices. A number of pedagogical recommendations and suggestions for further research were included within this chapter. It is my hope that what I have done in this study, as well as what I have failed to do, will stimulate further research in all aspects of English language, so that we may continue to increase our understanding of English language system and its place in the languages of the word.
Analysis of Listening and Speaking Skills in Sudan Practical Integrated National English (SPINE) Book III
(Neelain University, 2005) Abed Elwahab Ramadan Abed Elrahim Hassan
ABSTRACT This dissertation is an analysis of the content of Listening and Speaking skills in Spine lll for the Sudan. The purpose of this text evaluation is to ﬁnd out to what extent listening and speaking skills are stressed and which aspects are emphasized in this course. The ﬁrst chapter of this dissertation is an introduction which briefly states the problem, purpose, signiﬁcance and the questions that this research attempts to answer. The ﬁnal part of this chapter gives the organization and the limitation of the study. The theoretical framework is stated and explained in chapter two. The theoretical framework includes explanation of the aspects of listening and speaking from a linguistic and a pedagogical point of view. It also includes a checklist for developing a comprehension process. Chapter three critically reviews some of the relevant studies as a literature review which relates with textbook evaluation. Chapter four deals with an analysis of the textbook (Spine 111) in terms of content, physical layout and methodology which is based on the developed checklist. The ﬁnal chapter (Five) summarizes the most important principles, making conclusions and implication for the classroom practitioner and materials producers.
an analysis of the effect of mispronunciation on sudanese university students writing
(Neelain University, 2004) fawzia elamin ibrahim abdel qader
ABSTRACT (English Version ) The Analysis of the Effect of Mispronunciation on Sudanese University Students’ writing Performance The study aims at investigating and analyzing the effect of mispronunciation on the writing errors, which have been made by the fourth year students of English language Department - Faculty of Arts, at El Neelain University in the academic year (2000-2001). The study attempts to find out and analyze the difficculties encountered by the university students, learning English as a foreign language. The study also attempts to investigate to what extent, the subjects have acquired the writing skills ; in the area of orthography, lexis, syntax and punctuation. The thesis consists of four chapters: Chapter one which is an introduction includes the statement of the problem, the purpose of the study, the need for the study, the questions and the hypothesis raised by the researcher. Chapter two, sheds light on the literature review. lt is composed of three parts: Part one is an introduction about language and teaching. Part two is a review on learning theories. Part three represents previous studies on contrastive analysis and error analysis. V - Chapter three handls how the data are collected, analyzied and classified, calculated and tabulated. Each table is followed by a histograms. The chapter also, presents the findings obtained on the basis of the analysis mentioned above. The last and the fourth chapter is devoted to conclusions, recommendation, and implications for further studies.
Analysis of the Morphosyntactic Elements in Iraqi EFL Medical Students Written Corpora
(Al-Neelain University, 2020) Maysaa Ridha Jawad Al Tameemi
Abstract This study is an attempt to investigate the written corpora of Iraqi EFL medical students at the level of morphosyntax. The study aims to identify, classify, and supply a plausible interpretation for the different morphosyntactic errors made by the learners. It is hypothesized that Iraqi EFL human veterinary medical students face serious difficulties in the area of morphosyntactic elements at both recognition and production level. To achieve the study aims, two types of procedures have been followed: theoretical and practical. Theoretically, a framework of morphosyntax is presented including its definitions, elements, uses, etc. Practically, a corpus of 200 English written compositions was collected from 100 human and 100 veterinary medical students at human and veterinary medicine colleges at the University of Diyala. They have experienced approximately the same number of years of education through primary and secondary education. All of the participants come from non-English speaking background and hardly communicate in English outside the school. The data used in the study are participants’ written essays and their responses to 25 multiple choice items in an achievement test prepared for the purpose of the study. All of the errors in the essays and achievement test have been identified and classified into various categorizations using suitable statistical tools. The results of the study show that Iraqi medical students face difficulties in using morphosyntactic elements in general, but they face more difficulties in recognizing morphosyntactic elements than producing them. However, human medical students prove to face less difficulties in recognizing and producing morphosyntactic elements than veterinary medical students. Moreover, there are some kind of variations between human and veterinary medicine students at the level of difficulties in using morphosyntactic elements and even in using one morphosyntactic element from another. The most problematic morphosyntactic elements for human medical students are gerund, future perfect, discourse organization & word order among other 25 selected morphosyntactic elements in the study. Meanwhile, discourse organization & word order, could have p.p, gerund are the most problematic morphosyntactic elements for veterinary medical students among other 25 selected morphosyntactic elements. Analysis of the medical students’ written corpora using pos tagging show that human medical students commit errors mainly in base verb, wh pronoun, 3rd person participle, adverb, noun pl, number, conjunction, adjective, noun, pronoun, past tense verb, etc. On the other hand, veterinary students commit more errors in wh pronouns, base verb, noun pl, pronoun, number, conjunction, past tense verb, nouns, adverb, adjective, 3rd person participle, etc. The results have also show that both groups of medical students have not considerably developed their skills in using morphosyntactic elements in writing with some variations in favor of human medical stydents. The study ends with some pedagogical implications to overcome the afore mentioned problematic morphosyntactic elements and for a better writing performance. The findings suggest that the Iraqi medical students are not fully aware how to use morphosyntactic elements in recognition and in writing. Such an insight into language learning problems can be useful for teachers because it provides information on common trouble-spots in language learning which can be used in the preparation of effective teaching materials for medical students. المستخلص في اللغة العربية هذه الدراسة محاولة لدراسة العناصر الصرفية-النحوية في كتابات طلاب كليات الطب العراقيين دارسي اللغة الإنجليزية لغة أجنبية. وتهدف الدراسة إلى تحديد وتصنيف الاخطاء التي يرتكبها الطلبة في هذا المجال و ايجاد تفسير لاسباب هذه الأخطاء. وتفترض الدراسة بان طلاب الطب البشري و البيطري في العراق يواجهون صعوبات جسيمة في مجال العناصر الصرفية-النحوية على مستوى الادراك والإنتاج. ولتحقيق أهداف الدراسة ، تم اتباع نوعين من الإجراءات: النظرية والعملية. نظريًا ، تم تقديم إطار نظري حول ظاهرة العناصر الصرفية-النحوية وتضمن هذا الاطار تعريفا بهذه العناصر واستخداماتها وانواعها وما إلى ذلك. اما عمليًا ، فقد تم اختيار مجموعة مكونة من 200نص انشائي مكتوب باللغة الإنجليزية من لدن 100 طالب بشري و 100 طالب طب بيطري في جامعة ديالى. علما ان هؤلاء الطلبة تلقوا نفس العدد من سنوات التعليم في المرحلتين الابتدائية والثانوية.كما انهم جميعا من خلفيات لا تتحدث الإنجليزية وبالكاد يتواصلون باللغة الإنجليزية خارج المدرسة.وتكونت البيانات المستخدمة في الدراسة من مقالات مكتوبة من لدن المشاركين وإختبار متكون من 25 فقرة متعدد الخيارات في اختبار تحصيلي تم إعداده لغرض الدراسة. وتم تحديد جميع الأخطاء في المقالات والاختبار التحصيلي وتصنيفها باستخدام أدوات إحصائية مناسبة. واظهرت نتائج الدراسة أن طلاب الطب العراقيين يواجهون صعوبات في استخدام العناصر الصرفية-النحوية بشكل عام وانهم يواجهون صعوبات أكثر في التعرف على العناصر اللغوية من إنتاجها. ومع ذلك ، أثبت طلاب الطب البشري أنهم يواجهون صعوبات أقل في التعرف على العناصر الصرفية-النحوية وإنتاجها مقارنة بطلاب الطب البيطري. وعلاوة على ذلك ، هناك نوع من الاختلافات بين طلاب الطب البشري والطب البيطري على مستوى الصعوبات في استخدام العناصر الصرفية-النحوية وحتى بين استخدام عنصر صرفي-نحوي وآخر. كما اظهرت نتائج الدراسة بان العناصر الصرفية-النحوية الأكثر إشكالية لطلاب الطب البشري من بين 25 عنصر صرفي-نحوي تم اختياره في الدراسة هي اسم الفعل، الصيغ الزمنية التامة، وتنظيم الخطاب وترتيب الكلمات واستخدام التركيب الذي يعني "كان يمكن القيام بالحدث لكنه لم يحدث" . واُظهر تحليل النصوص المكتوبة باستخدام تحليل النصوص لاجزاء الكلام ((POS أن طلاب الطب البشري بشكل أساسي يرتكبون أخطاء في الفعل الرئيسي ، ضمير الاستفهام ، ضمير الشخص الثالث ، الظرف ، الاسم ، العدد ، الاقتران ، الصفة ، الاسم ، الضمير ، الفعل الماضي ، إلخ. . ومن ناحية أخرى ، يرتكب طلاب الطب البيطري المزيد من الأخطاء في ضمائر الاستفهام ، والفعل الرئيسي ، والاسم الجمع ، والضمير ، والعدد ، والعطف ، وفعل الفعل الماضي ، والأسماء ، والظرف ، والصفة ، وتصريف الشخص الثالث ، وما إلى ذلك. وقد أظهرت النتائج أيضًا أن كلا المجموعتين من طلاب الطب لم يقوما بتطوير مهاراتهم بشكل كبير في استخدام العناصر الصرفية-النحوية في الكتابة مع بعض الاختلافات لصالح طلاب الطبب البشري. وتخلص الدراسة الى بعض التوصيات التربوية للتغلب على صعوبة استخدام العناصر الصرفية-النحوية المذكورة قي أعلاه ولأداء كتابي أفضل. كما ان النتائج التي تشير الى أن طلاب الطب العراقيين ليسوا على دراية كاملة بكيفية استخدام العناصر الصرفية-النحوية في الادراك والكتابة يمكن أن تكون مفيدة للمدرسين لأنها توفر معلومات عن اهم المشاكل الشائعة في تعلم اللغة والتي يمكن استخدامها في إعداد مواد تعليمية فعالة لطلاب الطب.
An Analysis of the Pronunciation Produced by Fourth Year English Language Students at Sudanese Universities
(2015) Eman Ali Babiker Ali
Abstract The major aim of this study is to investigate the pronunciation produced by Sudanese EFL/ESL learners while they are speaking English. The subjects for the study were studen ts and teachers at Sudanese universities. The instruments used for collecting the data were a questionnaire, an interview, and group discussion. The researcher found that Sudanese EFL learners have problems when pronouncing English words, especially with: the sounds that are not found in their mother tongue; e.g.: /p/ and /v/ sounds, words that have consonant clusters; e.g.; /school/ and /spent/. Vowels (diphthongs and triphthongs); e.g; the students pronounce /i/ for /e/ as in sit, and overlapping between English and Arabic - students tend to substitute sounds that are not found in their mother tongue, e.g.: they pronounce /b/ instead of /p/ sound as in the word: people.
An Analysis of the Types of Vocabulary Used By EFL Student: Corpus Based Study Case Study of A Handful of Dates
(2017) Amgad Hassan Saeed Fadoul
Abstract The aim of this study is to investigate the types of vocabulary used by EFL student, at Al-Neelain University, Faculty of Arts, English Language Department. It is reported that these students have low standard of used vocabulary. A quantitative method of research design is adopted. A test consisting of 5 questions of short story (A handful of dates) by Altayeb Salih was distributed to a sample of 50 fourth-year students who were selected from English Language Department to collect data. The findings indicate that the students use nouns very often more than any word type. They use adjectives and adverbs when they describe an attitude about a character or when they try to give their own opinions. They use the article 'the' in certain situations. ملخص الدراسة تهدف هذه الدراسة الي البحث عن انواع المفردات التي يستخدمها طلاب اللغة الانجليزية في جامعة النيلين، كلية الاداب، قسم اللغة الانجليزية0 من الملاحظ ان الطلاب لديهم وعي اقل في استخدام المفردات المناسبة0 اعتمد الباحث اتباع الاسلوب الكمي في تصميم الدراسة0 تم توزيع اختبار يتكون من خمسة اسئلة من القصة القصيرة للكاتب الطيب صالح (حفنة تمر)، وتم توزيع الاختبار لعينة مكونة من خمسون طالبا من الفرقة الرابعة، قسم اللغة الانجليزية لجمع المعلومات0 اشارت النتائج الي ان الطلاب استخدموا الاسماء اكثر من اي نوع اخر من المفردات واستخدموا الصفات والظروف واداة التعريف "ال" في حالات معينة فقط0
Analysis of Verb Tense Errors in the Written English of Gaza Secondary School Students
(Neelain University, 2006) Nurtan H.T. El-Khateeb
Abstract Analysis of Verb Tense Errors in the Written English of Gaza Secondary School Students This study aims at analyzing the common English verb tense errors of secondary school students in Gaza City . The Study is conﬁned to the common errors of the three tenses (present — past ~ future ) . For this purpose , the study was conducted on a random sample which consisted of 100 males and 100 females from general Secondary School Certiﬁcate , i.e. (the twelfth grade in Gaza City of the academic year 1999- 2000 ) , the schools are : 1- Shohodaa El-Shatti Secondary School for Boys . 2- Ahmed Shawky‘Secondary School for Girls . The researcher has designed a test which was writing two compositions which are : 1- What did you do during last summer holidays ? 2- The importance of leaming English . These topics were designed to test the abi1ity~0f the student toexpress about his/her ideas in the (present — past — future) simple tense . The test was shown to a group of judges to determine the suitability of the topics . This group consisted of two professors of English in Palestinian universities ,four well - experienced secondary school teachers and two well — experienced secondary school inspectors . They all admitted the test . The researcher , also , conducted an interview with a group of English Language teachers in Gaza with the purpose of knowing the causes of the students’ weakness in English Language and the problems which the teachers encounter in teaching English . The researcher followed the analytical and statistical techniques in eliciting the results of the research . After checking the examination sheets of the male and female students , the researcher classiﬁed students errors into eight types which are : ' 1-Tense Shift . 2-Verb Substitution . - 3- Verb Incorrectly Formed . 4- Copula Omission . 5- Wrong Tense . 6- Copula Redundancy . 7- Subject Verb agreement . 8- Verb Omission . The statistical analysis has proved that the highest percentage of errors has been found in TS, i.e. 15.20 % of all errors, particularly in the present simple tense , where the lowest percentage of errors has been found in _VO area i.e.9.30 % of all errors . Also , the statistical analysis has proved that there are signiﬁcant differences between male and female performance in all the previous areas. The researcher attributed this phenomenon to many reasons which she discussed in this study .Finally she put some suggestions and recommendations .
analysis of verb to be errors among third year students in govemment model secondary schools
(Neelain University, 2011) mohamed ibrahim mohamed ibrahim
Abstract This study aims at evaluating the competence of the Sudanese third year model secondary school male and female students in using the verb to be in a written composition. This is undertaken by analyzing the written compositions of ﬁfty model students and investigating the possibility of the interference of Arabic, their mother tongue. The investigation is realized by contrastive comparison of the verb to be in both Standard English and Modern Standard Arabic and when needed the effect of Sudanese Khartoum Slang Arabic is considered. Theoretical background shows the nature and the areas of both English verb to be and Arabic verb to be which are investigated with the purpose of identifying the areas of similarities and differences in both languages in order to use them as the base for the analysis and synthesis of the outcome of the usage of the verb to be among the students. This is done by comparing the students’ usage of the verb to be with the theoretical base of both languages and carrying out a contrastive analysis to ﬁnd the possible interlingual interference in the areas tried by the students. To the best knowledge of the writer there are no totally dedicated researches conducted in the area of the verb to be problems among the learners of English. However, two researches which deal with the verb to be as part of their research problems are reviewed and discussed. The methods fol/owed to realize the overall aims of the study are contrastive and error analysis of the data. There are 8 types of errors classiﬁed into three classiﬁcations: 1- type of incorrect verb to be sentence structure 2- type of incorrect verb to be omission 3- type of incorrect verb to be addition. The ﬁrst has the highest rate of errors and the second occupies the second rate. Some of them are included in all the 6 categories of the verb to be used by the students. These categories are.' 1- be + noun, 2- be + adjective, 3- be + adjective + noun, 4- be + adverb/ or adverb + adjective, 5- be + present participle (progressive form), 6- be + past participle (passive voice). The ﬁndings of the study have partially met the ﬁrst hypothesis which supposes the possibility of the interference of Arabic their L1 into English their second. The study reveals that intralingual causes exceed the interlingual ones by the ratio 6 to 3. The study also proves that the categories with simple structure like the ﬁrst and the second generate minimum errors and those with complicated steps like the passive voice generates the maximum errors and those with medium complicated structures have medium errors. The second hypothesis is not met because the model students did not commit few mistakes as it supposes. The details of the conclusions and recommendations are included in chapter six.
Analysis the use of Relative Clauses in Writing of EFL Students
(جامعة النيلين, 2015) Mutwalli Ali Mohammed Saeed
Abstract Teaching of English as a second language is always difficult, especially in places where it is used for limited purposes. Hence, the purpose of this study is to explore the problems in writing relative clauses in English language among the Sudanese secondary school students. In order to identify those problems, the researcher has prepared a test comprising three parts and consulted the experienced teachers at Al-Neelain University and Altafoug secondary school about the test's validity and they supported it. Consequently, the test is given to (37) students in Almasoudia secondary school for boys and Almasoudia secondary school for girls. The researcher collected data from the students' test and analyzed it through the quantitative method and statistical package for social sciences (SPSS). The results of the analysis showed that some students were faced with difficulties to understand the questions and could not know how to write relative clauses, especially in answering of parts two and three of the test. Furthermore, the study displayed three types of relative clauses i.e. defining, non-defining and connective relative clauses. The researcher recommends the experienced teachers to encourage the students to write many activities and expand the duration of English language courses as long as possible. مستخلص الدراسة Abstract (Arabian Version) ان تدريس اللغة الانجليزية والالمام بقواعدها من الصعوبات الجمة التى تواجه الطلاب خاصة فى المدارس الثانوية السودانية ..... لذا كان لابد لنا من البحث فى هذا الموضوع ومحاولة الاسهام فى ايجاد الحل الناجع لهذه المشاكل وقد كان الهدف الرئيس من هذا البحث هو سبر اغوار معرفة طلاب المدارس الثانوية والالمام بالمشاكل التى تواجههم فى استخدام اسماء الموصول فى اللغة المستهدفة . ولاتمام هذا الغرض قام الباحث باعداد امتحان لطلاب الصف الثالث الثانوى يتعلق باسماء الموصول وكيفية استخدامها فى اللغة الانجليزية حيث يتكون الامتحان من ثلاثة اجزاء رئيسة و بعد عرضه على الاساتذة المتخصصين فى تدريس هذه اللغة فى جامعة النيلين العريقة ومدرسة التفوق الثانوية بالمسعودية اثنوا عليه شكلا ومضمونا . و من ثم قام الباحث بمساعدة الاساتذة المتخصصين فى مدرستى المسعودية للبنين والبنات باختيار عدد (37) طالبا للمشاركة فى حل الامتحان .... وبعد تصحيح اوارق الامتحان وجمع المعلومات منها وباستخدام الطريقة الكمية الوصفية وادخالها برنامج التحليل الاحصائى حصل الباحث على بعض النتائج وهى ان بعض الطلاب له عدم المام باللغة موضع البحث اذ لم يستطع فهم الاسئلة اما البعض الاخر فقد اجاب بطريقة صحيحة .... وتكمن الصعوبة خاصة فى السؤال الثانى لان اجابته تحتاج الى فهم اللغة نفسها حيث يتطلب كتابة جملتين باسم موصول واحد بينما السؤال الثالث تكمن صعوبته فى انه يتطلب استخدام اثنين من اسماء الموصول فى جملة واحدة وكذلك بعض من الطلاب المشاركين ليس لديهم الرغبة فى تعلم لغة ثانية ..... ومن البحث كذلك استنتج الباحث ان هنالك ثلاثة انواع من اسماء الموصول فى اللغة الانجليزية ويوصى الباحث هنا الاساتذة المتخصصين فى هذا المجال ان يشجعوا طلاب المدارس الثانوية المداومة على الكتابةوالتمارين وزيادة عدد برامج دراسة اللغة الانجليزية حتى يكتسبوا الخبرة الكافية التى تؤهلهم للدراسات المستقبلية .
analysisof verb to be errors among third year students in govermment model secondary schools
(Alneelain University, 2011) Mohamed Ibahim Mohamed Ibahimv
Abstract This study aims at evaluating the competence of the Sudanese third year model secondary school male and female students in using the verb to be in a written composition. This is undertaken by analyzing the written compositions of ﬁfty model students and investigating the possibility of the interference of Arabic, their mother tongue. The investigation is realized by contrastive comparison of the verb to be in both Standard English and Modern Standard Arabic and when needed the effect of Sudanese Khartoum Slang Arabic is considered. Theoretical background shows the nature and the areas of both English verb to be and Arabic verb to be which are investigated with the purpose of identifying the areas of similarities and differences in both languages in order to use them as the base for the analysis and synthesis of the outcome of the usage of the verb to be among the students. This is done by comparing the students’ usage of the verb to be with the theoretical base of both languages and carrying out a contrastive analysis to ﬁnd the possible interlingual interference in the areas tried by the students. To the best knowledge of the writer there are no totally dedicated researches conducted in the area of the verb to be problems among the learners of English. However, two researches which deal with the verb to be as part of their research problems are reviewed and discussed. The methods fol/owed to realize the overall aims of the study are contrastive and error analysis of the data. There are 8 types of errors classiﬁed into three classiﬁcations: 1- type of incorrect verb to be sentence structure 2- type of incorrect verb to be omission 3- type of incorrect verb to be addition. The ﬁrst has the highest rate of errors and the second occupies the second rate. Some of them are included in all the 6 categories of the verb to be used by the students. These categories are.' 1- be + noun, 2- be + adjective, 3- be + adjective + noun, 4- be + adverb/ or adverb + adjective, 5- be + present participle (progressive form), 6- be + past participle (passive voice). The ﬁndings of the study have partially met the ﬁrst hypothesis which supposes the possibility of the interference of Arabic their L1 into English their second. The study reveals that intralingual causes exceed the interlingual ones by the ratio 6 to 3. The study also proves that the categories with simple structure like the ﬁrst and the second generate minimum errors and those with complicated steps like the passive voice generates the maximum errors and those with medium complicated structures have medium errors. The second hypothesis is not met because the model students did not commit few mistakes as it supposes. The details of the conclusions and recommendations are included in chapter six.
AN ANALYTICAL STUDY OF NON-NATIVE ENGLISH TEACHERS’ PROBLEMS TO ACQUIRE ENGLISH LINGUISTIC & COMMUNICATIVE SKILLS & ITS EFFECTS ON SUDANESE STUDENTS »
(Al-Neelain University, 2002) FARIDA HASAN HAMID
Alxslraet My aim is not to add anything to all that has already been said and written by myriads oliseholars and learned people in the lield oliteaelring English as a foreign language. All l would like to do is to make a plea to the lellow eounter|>arts that; why not join hands and make a I80” shill in the approach to the teaching system by breaking new grounds and enter new paratligrns ol teaching approach. This ideal couldbe aeeomplished iliwe ehange lroin Urammar Translation Method into Direct Method ol'a|1|>roaelt. 'l'o reach this ideal \ve will have to t|'a|1slo|'|11 the system that had been introduced by the colonial supremacy and maintained for many decades to come. llowever, the \vest has long losaken the Grammar 'l'ranslation Method and introdueet_l, carried and improved system ealled the direct methods. i i Were we, the non-native linglish teachers to revolulioni/.e the English Education system, we have to embark upon training ourselves each other to overcome obstacles met in linguistie and communicative skills sinee these have an inevitable impact that relleets our weakpoints. ln order to aehieve this goal we will have to meet the challenge ol English linguistic and eommunietive skills. Alter all lidueation is a slow proeess and in the long run, it will relleet in our students. lll
An analytical Study of the Intralingual Spelling Errors in the Writings of Neelain University Students of English
(جامعة النيلين, 2016) Omer Osman Mohamed Bashir
Learners of English as a foreign language in general and Sudanese learners specifically experience difficulties with English spelling. They make observable errors in their writing which degrade the evaluation of their final product or output throughout the developmental strategies on the way along to learn English language. The purpose of this study is to explore the intralingual sources of spelling errors make by third year students, English language department, Faculty of Arts, Alneelain university. The study adopts combination of quantitative/ qualitative research method because the nature of this study is descriptive and analytical. For categorizing intralingual spelling errors the method of classification of spelling errors recalled, which is grouping errors into four classes: omission, substitution, insertion, and transposition. Subjects of this study in number were 45 students (males and females) whose mother tongue is Arabic. The data collected through writing task, is satisfied the criteria of validity and reliability. Analysis of the results showed that the highest errors occurrence is in omission, next substitution, then insertion, and the least occurrence is transposition errors. The findings of this study confirmed that the essence causes of students spelling errors is due to the false use of vowels and pronunciation. The study suggested more focus and attention to learners' spelling errors because mastering spelling is an important aspect of language learning. The researcher recommended some ideas and pedagogical implications for teaching English spelling. مستخلص الدراسة يعاني طلاب اللغة الانجليزية كلغة أجنبية عموماً صعوبات في الإملاء و بالأخص الطلاب السودانيين و الذين هم موضوع الدراسة. إذ يرتكبون أخطاء إملائية ملحوظة في مهارة الكتابة , الشيء الذي يؤدي إلي ضعف و هبوط تقييم محصلتهم التعليمية النهائية و ذالك أثناء إستراتيجية التدرج لتعلم اللغة الانجليزية. تهدف هذه الدراسة إلي بحث الأخطاء الإملائية و الني لا تأثير للغة الأم فيها, و إنما هي بسبب القواعد و القوا نين و طبيعة اللغة المستهدفة نفسها و الإستراتيجية التي ينتهجها الطلاب في مسيرتهم لتعلم تلك اللغة. حقل هذه الدراسة هم طلاب جامعة النيلين, كلية الآداب, قسم اللغة الانجليزية, الفرقة الثالثة. تبنت الدراسة الطريقة البحثية الكمية و النوعية المختلطة نسبة لطبيعة الدراسة التحليلي الوصفي. استعملت الدراسة النظام المبتكر لتصنيف الأخطاء الإملائية علي أساس أربعة مجموعات أو أنواع و هي: الحذف, الإحلال, الإضافة, و الإبدال. تم إجراء اختبار الدراسة علي عدد 45 طالبا و طالبة , و جميعهم من الناطقين باللغة العربية كلغة أولي , أداة الدراسة كانت عبارة عن اختبار مهارة الكتابة في واحدة من المواضيع المقترحة والتي تم فيها التأكد من مطابقة هذه الأداة لمعايير الصدق و الثبات. أظهر تحليل نتائج الدراسة بأن الطلاب يعانون ضعفا في مقدرتهم علي فهم و استخدام فواعد و قوانين الإملاء للغة الانجليزية و أن أكثر الأخطاء الإملائية شيوعا و حدوثا بين الطلاب هو من نوع الحذف , ثم يليه الإحلال , ثم الإضافة , و أخيرا الإبدال كأقل نسبة شيوع أو حدوث . أثبتت نتائج الدراسة أيضا بأن من الأسباب الجوهرية المؤدية إلي ارتكاب الطلاب للأخطاء الإملائية هي سوء الاختيار و الاستعمال للحروف المتحركة المناسبة و النطق غير السليم . و في الختام اقترحت الدراسة التركيز و الاهتمام بالأخطاء الإملائية للطلاب لأن إجادة الكتابة بدون أخطاء إملائية هو أهم عنصر في تعلم اللغة, لذالك وصي الباحث ببعض الأفكار و التطبيق ألتعلمي التربوي لتدريس قوانين الإملاء للغة الانجليزية.
An analytical Study of the Intralingual Spelling Errors in the Writings of Neelain University Students of English
(2016) Omer Osman Mohamed Bashir
Abstract Learners of English as a foreign language in general and Sudanese learners specifically experience difficulties with English spelling. They make observable errors in their writing which degrade the evaluation of their final product or output throughout the developmental strategies on the way along to learn English language. The purpose of this study is to explore the intralingual sources of spelling errors make by third year students, English language department, Faculty of Arts, Alneelain university. The study adopts combination of quantitative/ qualitative research method because the nature of this study is descriptive and analytical. For categorizing intralingual spelling errors the method of classification of spelling errors recalled, which is grouping errors into four classes: omission, substitution, insertion, and transposition. Subjects of this study in number were 45 students (males and females) whose mother tongue is Arabic. The data collected through writing task, is satisfied the criteria of validity and reliability. Analysis of the results showed that the highest errors occurrence is in omission, next substitution, then insertion, and the least occurrence is transposition errors. The findings of this study confirmed that the essence causes of students spelling errors is due to the false use of vowels and pronunciation. The study suggested more focus and attention to learners' spelling errors because mastering spelling is an important aspect of language learning. The researcher recommended some ideas and pedagogical implications for teaching English spelling.
Analyzing Formal Links in MA English Theses' Abstracts
(2016) Hussam Al.Dean Sied Omer Al.Zubair
Abstract The purpose of this study is to check whether students are familiar with the use of different cohesive devices in writing abstracts for theses at the master level of English. It also aims at finding the common cohesive devices used by Sudanese EFL students. T he sample was 25 theses abstracts written by Sudanese MA students from AL - N eelain University, specializing in English language and literature . The quantitative research design (SPSS program ) has been used to determine the frequencies of the formal links that have been used in the abstracts. T he findings reveal ed that Sudanese MA students are aware with particular cohesive devices such as conjunctions, reference, repetition and verb form . The study also revealed that MA students lack awareness with the use of parallelism, substitution, ellipsis, collocation, synonym and antonym. The research concludes with findings which are proved that the cohesive devices in the abstracts written by MA students are used in a great amount and similar types. The researcher sets the recommendations for the English language departmen ts in the different universities to concern more in teaching the cohesive devices. The students also should focus more on how to use different types of formal links.
Aneeds Analysis for Designing an ESP Syllbus for the students of sudan neval academy
(Neelain University, 2011) alfadil altahir alfadil ali
Abstract This study aims at conducting a needs analysis of the Sudan Naval Academy (SNA) cadets to design an ESP syllabus based on these needs. The researcher used the descriptive method and the sample of the study (74 students) was chosen exclusively. For data collection, the researcher used the questionnaire and interview as the tools of this study, whereas (SPSS) was used for data analysis and processing. The study culminates in a number of ﬁndings; the most prominent of which are the following: 1- Designing an ESP syllabus for cadets based on their actual needs. 2- The SNA students need English for their current academic study as well as future career as naval ofﬁcers. 3- The cadets need to study all the language skills with emphasis on the skills of reading and writing. Based on the aforementioned ﬁndings, the researcher points out a number of recommendations, among the most important are the following: 1- The adoption of the proposed ESP syllabus. 2- Training of teachers to properly handle the task of teaching ESP. 3- Conducing on- going needs analysis in order to constantly adapt the syllabus. 4- Conducting an evaluative study of the proposed maritime English syllabus.