Abstract Learning and teaching are quite interrelated. Teaching can't take place unless the students learn. Teaching is a bi-polar activity. Learning barriers or causes of learning difficulties are quite natural phenomenon in an educational setting. But, when it comes to exert a very adverse effect it becomes crucial. Thus, it is unavoidable to ignore those factors which adversely affect the entire learning process. It is found that the following barriers are some of those that are very influential: social, cultural, parental, attitudinal, motivational, psychological, personal and pedagogical factors that include teacher, action research, teaching strategies, teaching resource, administration etc. The present paper is going to focus on the following: motivation of the students, motivation of the teachers, dedication and commitment, teacher's role, teachers’ preparedness, teaching strategies, training and professional development etc. The case of Saudi Arabia is very important for many reasons. The government is spending a lot of money on education. But, the achievement of learning is not up to the mark. Therefore, it is important to study the effect of such factors on academic achievement. Keywords: Barriers, socio cultural factors, psychological factors, pedagogical factors, the teacher , motivation.
<p>The prime aim and objective of this study was to explore and analyse the difficulties faced by the hospital professionals in knowing and using medical vocabulary (terms) in day to day professional life. It is generally known that English for Specific Purpose (ESP) is different from other general vocabulary courses in many ways. In order to carry out the study, subjects comprised 76 trainees who attended a professional development/training course on the medical terminology. The location of the training course was Jeddah (KSA) which was attended by four types of hospital professionals and trainees. Apart from the personal experience in the past and the current 30 hour-training, a self developed questionnaire was also used to elicit required data. The results of the survey indicated that most of the trainees faced difficulties due to: difficulties in English, Greek and Latin borrowing, difficult word-structure and lack of opportunities to practice. Based on the findings, it could be suggested that the learners should apply some strategies to pursue self-learning via web resource and peer learning.</p>
The importance of applied linguistics in general and English language teaching in particular is perceived by almost all pedagogues and educationists. Gone are days when a postgraduate or a graduate used to join teaching profession due the fact that he possessed good knowledge in English literature or even language. In the modern educational setting, the English teacher is supposed to know linguistics or applied English linguistics in order to prove himself as an effective English language teacher. In most pedagogic situations in Saudi Arabia, the teacher of English is bound to make error/contrastive analysis between LI (Arabic) and L2 (English) so that he can evolve a compatible strategy for each sub-aspect of the language: sound, grammar, spelling, meaning etc. The present paper is a modest attempt towards exploring the use of applied linguistics in the whole process of teaching/learning of the target language (English)
The present paper attempts to explore the characteristics of an effective teacher of English. Some related factors such as qualification, attributes, roles, and professional ethics have also been dealt with. In Saudi Arabia, the teacher of English plays the most important role in the process of teaching/learning. There are so many factors such as L1 interference, parental attitude, home environment, schooling etc that are usually influential in the case of educational setting in general and English classes in particular. It is believed that if the teacher of English has undergone a pre-service teacher training it is better for the learners of Saudi Arabia. In the other case, those who have not attended pre-service teacher training, they should go for in-service professional development programs in order to equip them further for innovative teaching and educational output.
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