| المستخلص: |
يتناول البحث بالدراسة مشكلة استيعاب طلاب مرحلة الأساس وهم الأكثر تواجدا بالبيئة المنزلية لصغر سنهم وارتباطهم بالوالدين، في منطقة جنوب كردفان – محلية الدلنج في الفترة من (2018 -2017) وهم طلاب الفصول (الصف الخامس، السادس، السابع والثامن). استخدم الباحث الاستبيان لجمع البيانات ومن ثم تم تحليلها بواسطة الجداول المرفقة. أظهرت النتائج أهمية الوسائل التعليمية في طرق التدريس مع إعداد المعلم الكفء والمدرب علي هذه الوسائل لتوصيل الفهم والمعلومات المطلوبة لطلاب اللغة الانجليزية في هذه المرحلة. تعلم اللغة الأجنبية يجب تدريسها بلسانها مع الإكثار من ممارسة الأنشطة الفصلية يساعد كثيرا علي إجادتها وكما أن تداول اللغة في البيئة المنزلية ولو لفترات قليلة يعين أيضا. تلاشي المكتبات الانجليزية ببعض المدن أثر سلبا علي ضعف هذه اللغة وكما أن المعلم نفسه قد تأثر لعدم مداولته لها بالكيفية التي كانت تمارس بها سابقا. ولا يفوتني أن أشير إلي أن لغة الأم تمثل المخزون الاستراتيجي لطلاب هذه المرحلة لأنها تعين في تسهيل استيعاب اللغة الإنجليزية كلغة ثنية لهؤلاء اليافعين لتوليد الرغبة والجدية وبالتالي يكون الاستيعاب والمنفعة المرجوة.
The target population of the study is the basic level school students of English language. The sampling used in the study is the students of (5th, 6th, 7th & 8th) teenagers. The area was south Kordofan state, Dilling locality. Data collection tool is teacher’s questionnaire. The gathered data were analyzed according to responses, frequency and percentage by using tables attached. The results show that teachers have been careful in using the mass media in the teaching process, for their importance in learning and assist students to acquire the knowledge in the best way. All skills should have been integrated within the lessons; they should deal with foreign languages perfectly, especially when using them as a means of communication and not as a subject of study. When using the second language, students are required to know the foreign language in advance, because it helps them in the acquisition of the second language. Teachers should be aware not to separate their knowledge of second language from learning process, because they are integrated. Therefore, they have to teach the knowledge alongside the learning process for the need of the language, to satisfy the requirements of the students. As we know, bad teaching habits affect the acquisition of the second language negatively, but good teaching habits do the opposite. Also, teachers need to examine classroom activities from the child’s point of view in order to evaluate whether pupils will understand what to do or will be able to make sense of new language. At last, we can say, schools are a good barometer of both language use and social values. But, children are generally less able to give selective and prolonged attention to the features of learning tasks than adults, and are more easily diverted and distracted by other pupils, and that is clear when they are faced with talk in the new language, they try to understand it in terms of the grammar and easily notice cues of their first language and pay particular attention to items of second language vocabulary that they are familiar with. The conclusion deals with the suggestions for further studies in the field of education. These studies are trials of sorting out the reasons that lie behind the case of acquisition of second language in South Kordofan State trying to find solution to the problem. The recommendations are to solve the problems of the lack of teaching aids, which are not available at schools, which affect negatively in the teaching process. The absence of English libraries has negative effect on the language acquisition too. Teachers do not feel sufficiently confident or competent to use the foreign language for the full range functions that are created by activities and lacks of lessons, because the understanding assumption, is, depending on the more language the pupils hear, the more they will acquire. All foreign language lessons should be conducted in the foreign language, because language acquisition occurs without the aids of formal or institutionalized instructions. Lastly, mother tongue is a repertoire for acquiring the foreign or the second language.
|
