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Title: Sudanese English language teachers' perceptions of using Arabic in teaching English : a case study of using Arabic in EFL tertiary classrooms
Author: Mohamed, Amal Mahdi Ahmed
ISNI:       0000 0004 2741 2507
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2012
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The purpose of this case study is to explore the Sudanese English language teachers' perceptions of the use of L1 (Arabic) in university EFL classrooms of the use of L 1 in university EFL classrooms. It intends to describe and analyse what actually happens in university English language classrooms regarding L1 use to find out the extent to which Sudanese teachers used Arabic is used and what portion of the class time is conducted in Arabic. A further aim was to investigate why the English language Sudanese teachers Arabic in their EFL classes. The method of enquiry made use of face to face interviews, classroom observations as well as field notes. Data was collected from interviewing four Sudanese Arabic native speakers who teach English at one of the tertiary institutions in Sudan. Three lessons for each teacher were observed and audio-recorded. Each teacher was interviewed twice. Findings revealed that all four participant teachers think positively about using L 1 in the TL classroom especially when learners' level in the target language is very low as it is the case with the current Sudanese students. They also believe that L1 plays a very important role if it is judiciously used. All teachers used Arabic in their English language classrooms, but not to the extent they thought they do. The most surprising finding is that, apart from one exceptional lesson, none of them used Arabic utterances more than 2.31% of the class time. The results also showed that these teachers used Arabic language for a variety of purposes and reasons. These purposes were both pedagogical and non-pedagogical.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available