Escolar Documentos
Profissional Documentos
Cultura Documentos
English. English is used to make its destructive inroad into the culture of
Malaysians. Also, Ozog (1990) found that all the fifty students at
International Islamic University in Malaysia were concerned that English
was the main avenue through which Western that is non-Islamic or even
anti- Islamic culture entered the country.
Since the Gulf War in 1990, there appears to be a slight shift for changes
in Saudi Arabia. The use and therefore teaching and learning of English
got a big boost. Ones ability to use the English language has suddenly
become a tool of social and economic advancement. Saudi who studied in
English stand better chances of employment than those who did not.
Access to the English language became easy through satellite television
and Internet. Whether this is a factor that affects the teaching and
learning of English here, is a factor that we hope to investigate.
Also, Pennycook reasons that for many colonized people, a strong
relationship was felt between English and Christianity since the first
contact with the language was through the Christian missionaries.
Pennycook continues by saying that there has been a long history of
conflict between the Western/Christian world and the Muslim worldfrom the crusade, US vs. Iran, Iraq, Libya, Israel vs. Palestine and even
the Salman Rushdie affair. This by extension is seen as a struggle
between English and Islam. He further states that the term English and
Islam are two very big battalions in terms of international power struggle
for control of the Middle East. Independence movements in the Muslim
world often involve a revival of Islamic consciousness with a stress on
local languages and a rejection of Christianity and English.
In Saudi Arabia this fosters apprehension because some sections of the
community see English as a language of non-believers. Consequently, the
teaching of English has become a tasking competition with Arabic and to
some extent Islam. In a way, the Saudis have a feeling that English is
connected to forms of knowledge and culture that is oppositional or even
threatening to their Islamic way of life. In a way therefore, Saudis are
wary of some of the possible implications of learning English. This
shouldnt be the case because Saudi Arabia being the capital of the
Islamic world needs English for its Islamic propagation purposes and for
the management of its oil resources. This research intends to ease
tensions and propose ways of encouraging the teaching and learning of
English in Saudi Arabia.
Mohammed Shafi (1983) suggests the need to
Three types of data are used numerical, observational and verbal. The
numerical data is collected using questionnaires, the verbal data uses
interview in its collection of information and observational through
observation in the classroom.
The questionnaires are to be filled by the respondents. Some may be
helped to fill them out. Interviews are to be done on one to one situation.
7.METHODS OF ANALYSIS.
According to Hatch and Farhady (1982:39), descriptive statistics is used
to summarize data by coding, doing numerical computations and
preparing a final study. I intend using the Central Tendency for my
analysis. These are mode, median and mean. The mode is the most
frequently obtained score in a data and is the easiest measure of Central
Tendency. Median is the score that is at the center of distribution, while
mean is the most commonly used measure of Central Tendency because it
takes all scores into account. It works on the arithmetic concept that if
scores are distributed along a scale, the mean will fall exactly at the
balance point (pg 39-55).
Measures of variability in this research will be analyzed using Range,
Standard Deviation and Variance. Range is the easiest and most informal
method to talk about the spread of distribution of scores (Hatch and
Farhady 1982:57) and is used to measure the difference between the
highest and lowest values in a set of scores (Nunan 1992:231). Standard
Deviation (SD) is also a frequently used measure of variability that looks
at the average variability of all scores around the mean. The larger the
SD, the more the variability from the central point in the distribution and
vice versa.
The researcher will analyze the interview and observation results based
on a list of set predetermined expected behaviors. This will then be
interpreted and conclusions made.
8. MAIN STAGES IN THE CONDUCT OF THE PROPOSED
RESEARCH.
a) Working on the Proposal ====
b) Reading the Literature ======
c) Pilot Study ==============
d) Collection of Data =========
e) Writing and Submission of Thesis ==
7
REFERENCES
1. BARTLEY, D.E (1969) A pilot study and attitude factor in language
dropout. California journal of Educational Research, 20, 48-55.
2. ENDER, N. S & OKADA, M (1975). A multidimensional measure of
trait anxiety; the S-R Inventory of general trait anxiousness, Journal of
Consulting and Clinical Psychology, 43, 319-29.
3. EYSENCK, M.W. (1979) Anxiety, learning and memory; a
reconceptualisation. Journal of Research in Personality, 13, 363-85
4. GARDNER, R.C (1985). Social psychology and second language
learning; the role of attitudes and motivation, London: Edward
Arnold.
5. GARDNER, R.C LALONDE, R.N & MOORCROFT, R (1985). The
role of attitudes and motivation in second language learning:
correlation and experimental considerations. Language Learning, 35,
207-27.
6. GARDNER, R.C. & MACINTYRE, P.D. (1991). An instrumental
motivation in language study: who says it isnt effective? Studies in
Second Language Acquisition, 13, 57-72.
7. GARDNER, R.C, SMYTHE, P.C, CLEMENT, R & GILKSMAN, L
(1976). Second Language Acquisition: a social psychological
perspective. Canadian Modern Language Review, 32, 198-213.
8. GORDON, M.E. (1980). Attitudes and motivation in second language
achievement: a study of primary school students learning English in
Belize, Central America. Unpublished Doctoral dissertation,
University of Toronto.
9. HATCH, E & FARHADY, H. (1982). Design and Statistics for
Applied Linguistics. Newbury House Publishers. INC.
8
10