LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 5 May 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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M. S. Thirumalai
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A Study of the Difficulties and Possible Remedies of the Writing Skill among the Students of Preparatory Year, Najran University: TEFL in the Context

Mohammad Owais Khan, Ph.D. and Irshad Ahmad Khan, M.A. (Linguistics)

ABSTRACT

Writing has always been a matter of concern for Arab students. There are several studies conducted by Arab and other scholars in the said field. Works done by scholars which focus on how writing skill can be developed; they suggested some of the models which are of high intensity and very few of them provide the root cause of the problem. The feeling and observation that have been set through years of teaching experience that students in this region are lacking of English writing opportunities i.e. students do not get adequate writing opportunities to write during their secondary classes. The assumption that this gap may be filled by giving them more practical exposure in writing so that the learners will be able to prove themselves as future proficient writers. This study aims to check/assess the present status in writing through different assessment tests and evaluations, then, enhance/develop the respective skill through different drills and teaching hours according to their need after first assessment phase.

1. INTRODUCTION

Language acquisition is always skill-oriented. It is not a natural gift like other biological functions, such as the five sense perceptions. When a child is born it does not have to be trained in the function of sensory perceptions. Though the child is born with human articulatory mechanism and can make noises, it cannot make the articulatory mechanism which trains the child to acquire any meaningful acquisition of the language skills. All experts of language have accepted four skills for the purposes of communication --- i.e. listening, speaking, reading and writing. Language, in fact, is a system of signals, which operates, for communication and interaction in a particular speech community. It may be in the form of speech, and written communication, which can be called organized meaningful noises or sounds and written messages accepted as a code for interaction in a particular group of people. The important thing is that the set of signals or code whether written or oral should be recognized both by the sender and the recipient as the code signals. What is sent or received is the content. The mode of the signal may be different in different communities. The difference lies in the distinctive features of each language, or even gestural signals used by a particular community. Our purpose here is not to discuss any theory of language learning, but only to emphasize that the signals of communication are to be learnt, practised and mastered before it can be called an effective tool of Written Communication.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Mohammad Owais Khan, Ph.D.
khanmokhan1@gmail.com

Irshad Ahmad Khan, M.A. (Linguistics)
ghazialig@rediffmail.com

Department of English
College of Arts and Sciences
Najran University
Kingdom of Saudi Arabia
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