Professional Documents
Culture Documents
Acknowledgement
The researcher owe debt
II
Abbreviations
III
Abstract
This study aims at investigating the reasons that make Sudanese
English language teachers at secondary school level stick to Grammar
Translation Method which hinders the students to express themselves
fluently.Also aims at investigating difficulties which hinder secondary
school
for
IV
.
.
.
) ( ) (
.
)(S.P.SS
:
:
%, -
- %
- %.
- %
.
VI
page
Dedication
Acknowledgment
II
Abbreviation
III
Abstract
IV-V
Abstract in Arabic
VI
Introduction
1-
1-
1-
1-
1-5
1-6
1-7
1-8
VII
Chapter Two
Theoretical Framework and previous Studies:
2-1 Introduction
Number Subject
Page
2-0
Introduction
10
2-1
10
2-1-1
13
Translation Method.
2-1-2
29
2-2
Previous Studies
57
Chapter three
Research methodology and Procedure:
Number Subject
Page
3-0
Introduction
60
3-1
Methodology
60
3-2
Population of study
60
3-3
61
3-4
64
3-4-1
64
3-4-2
64
3-4-3
65
3-5
67
VIII
Chapter four
Data Analysis and Discussion
Number Subject
Page
4-0
Introduction
68
4-1
68
4-2
84
the Questionnaire
4-3
93
Chapter five
Conclusion, Results, Recommendations and Suggestions:
Number Subject
Page
5-1
Conclusion
94
5-2
Findings
94
5-3
Recommendations
95
5-4
96
References:
Bibliography: English references
Number Subject
Page
Bibliography
97
Theses
99
Periodicals
100
Appendices
101
Questionnaire
102
IX
108
LISTS OF TABLES:Number
Subject
Page
Table(2.1)
32
32
system
Table(3.1)
61
Table(3.2)
62
respondents
Table(3.3)
63
respondents
Table(4.1)
68
69
motivating in teaching
Table(4.3)
70
language teachers
Table(4.4)
71
XI
72
Table(4.6)
Table(4.7)
74
75
76
77
Table(4.12)
79
80
81
82
Table(4.16)
83
large classes
Table(4.17)
85
88
90
ignored by teachers
Table(4.20)
XIII
92
LIST OF FIGURES
Number
Subject
Page
Figure(3.1)
62
Figure(3.2)
63
respondents
Figure(3.3)
64
respondents
Figure(4,1)
69
Figure(4.3)
71
Figure(4.4)
72
73
74
75
while teaching
Figure(4.9)
77
Figure(4.11)
79
Figure(4.12)
80
81
82
83
83
large classes
Figure(4.17)
Figure(4.18)
88
Translation method)
Figure(4.19)
90
ignored by teachers
Figure(4.20)
XVI
92