chapter four analysis and interpretation of...

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CHAPTER FOUR

ANALYSIS AND INTERPRETATION OF QUESTIONNAIRES AND

OBSERVATION FROMS

4.0. PRELIMINARIES

Chapter Three described thoroughly the methods and procedures which were

implemented in gathering the data of this study. Once the required information

has been collected, the next step is to analyze and discuss the data obtained in

order to arrive at the answers of some research questions, which are addressed

on the basis of the general aims of the investigations. Accordingly, chapter Four

is concerned with the questionnaires and observation forms analysis and

interpretation of the data that is obtained. It could be said that, the current chapter

(Four) can be considered as the outcome of the former chapter (Three).

Data analysis refers to shifting, organizing, summarizing and synthesizing the

data so as to arrive at the results and conclusions of the research. Thus, data

analysis becomes the product of all considerations involved in the design and

planning of the research. It is worth pointing out that there are three major

instruments used in collecting the information of the present work viz. a

questionnaire, an observation sheet and a test. All the items of the three devices

have emerged and emanated from the general aims, hypotheses and questions

of the research. Before going deeper in discussing and analyzing the data

obtained, it will be worthwhile to throw some light on the criteria and devices,

which are applied in the data analysis process. This chapter provides

interpretations of the data on the basis of the hypotheses and theories discussed

earlier.

4.1. DEVICES AND THEIR ANALYTICAL PROCESS

After collecting the required data, the next step is to determine the techniques

being applied for analysis.

4.1.1. STATISTICAL TECHNIQUES

Analyzing the data with the aid of statistics usually makes the research more

manageable and more efficient as there are many procedures available for doing

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so. Statistical process is the discipline, which has developed a variety of

techniques for analyzing numerical data in an efficient and accurate way.

It is worth demonstrating that all the items of the questionnaires and the

observation sheets are supported by multiple choices, because this type has

many merits. It gives the informants the opportunity to respond confidently and

easily.

In the analytical process, the items are categorized according to certain

descriptive statistical techniques, where the data is summarized and described

numerically within certain group of individuals. The types of the items determine

the kind of analytical device, which can be applied to obtain the required results.

(Bell, 1987).

Accordingly, the items of the questionnaires are analyzed and categorized on

the basis of percentages (%) and quantitative analysis. The items of the

observation sheets are analyzed by using Cooper’s formula to find the

percentages (%) of agreements and differences between the two different times

of the observations. Two of the hypotheses of the study (No.1 and 2) have been

proved.

The data is presented as well in tables, figures, charts and graphs to make it

more clear.

4.2. STUDENTS' QUESTIONNAIRE

4.2.1. PREVIEW

As it is known, the students' questionnaire is one of the major instruments

used in collecting the data of this study. It is employed to collect information from

the perspectives of the students regarding issues undertaken. The analytical

process of the students’ questionnaire device will be reckoned under the four

sections (parameters) displayed in the table below:

Table (4.2.1.)

Distribution of questions grouped together under each of the four

sections (parameters) of the students' questionnaire:

No. Sections (Parameters) No. ofQuestions

1. Students’ Profile 1 – 42. Evaluation of vocabulary and affix teaching methods and teaching

materials in use.5 – 16

3. Importance of vocabulary and affix implementation and students’ attitude and motivation.

17 – 29

4. A sample of prefixes and suffixes needed by students. 30 – 35

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Tables for each set of responses under the four sections (parameters)

mentioned above are presented below with a summary statement for the result of

each question along with relevant comments.

4.2.2. INTERPRETATION OF THE DATA THAT IS OBTAINED

4.2.2.1. STUDENTS’ PROFILE PARAMETER

Evans (1984), observes that:

In the investigation of a certain issue, it is very important to constitute a

wide picture about the background of the subjects of such research.

It is worthwhile to notice the background.

Section one of the questionnaire is an introductory phase. It encourages the

informants to provide some personal information about them regarding name,

gender (males vs. females), age, level, specialization, attitude towards English

and their previous education in English. The section consists of four questions

(1-4).

Q. (1) The table below illustrates the distribution of the candidates according to

level, number of students, gender (males vs. females) and age.

Table (4.2.2.)

Distribution of the subjects of the study:

Level Number of Students Gender AgeMale Female

First Year 50 30 20 20 – 24Second Year 50 26 24 20 – 24Total 100 56 44

The subjects of the current instrument (students’ questionnaire) are 100

informants (50 subjects from First Year and 50 subjects from Second Year). The

number of the males and females in the 1st year is 30 and 20 respectively,

whereas in the 2nd year it is 26 and 24 respectively. The total percentage of

males is 56%, whereas for the females it is 44%.

The age of the candidates ranged between20 and 24, the majority (72%)

belonging to the age of 22 to 24, whereas the minority (28%) belonging to the

age of 20 and 21. Fortunately, the subjects of the present work under

investigation are adults, so such learners definitely perceive their precise needs.

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The table below illustrates the percentage distribution of the subjects

according to gender and age.

Table (4.2.3)

Percentage distribution of the informants according to gender and age:

Number of Students Gender Age

Male Female 22 to 24 20 and 21100 56% 44% 72% 28%

Q. (2) Students’ Attitude towards English.

A vast majority of the learners, i.e. 77%, indicated that they like English

language, while only 23% did not like English.

Table (4.2.4.)

Students' attitude towards English:

Like English Language Do not like77% 23%

From the table it is observed that more than three quarters of the students, i.e.

77% like English Language. It reflects a high percentage of the students who

were interested in English against a minor number of students who were not.

Only less than a quarter, i.e. 23% claimed that they do not like English. They

were not interested in English. This, probably, may relate to some key rationale

behind their dislike to English. This may relate to their feeling that English is

difficult and not interesting.

Q. (3) Students’ Assessment of the Importance of English Language.

Under this question, all the informants (100%) responded positively. They

declared the importance of English.

Table (4.2.5.)

Students' assessment of the importance of English:

English is important English is not important100% 00%

The above table demonstrates that all, i.e. 100%, students feel that English is

important. It shows that learners know very well that English is very necessary for

their career and for getting a good job.

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Q. (4) Students’ Previous Education Regarding English Vocabulary and

Affixes.

In response to this three-alternative question, an overwhelming majority of the

students (87%) declared that their learning of English at the school stage has not

provided them with sufficient vocabulary and affixes, while only (13%) students

replied that they have knowledge of using sufficient vocabulary and affixes up to

some extent, whereas (00%) for “Received sufficient vocabulary and affixes”.

Table (4.2.6.)

Students' previous education received in English vocabulary and affixes.

Received sufficient vocabulary and affixes

Have not received sufficient vocabulary and affixes

To some extent

00% 87% 13%

The results above show that more than four fifth of the students (87%)

indicated that they have not received knowledge of sufficient English vocabulary

and affixes at the school stage. Only less than a fifth (13%) stated “To some

extent”, while (00%) for “Received sufficient vocabulary and affixes”.

Based on the results above, it is essential to point out that students in Yemen

start to learn English at the age of thirteen, starting from class seven, so their

competence in English at the tertiary level of Bachelor degree is less than

required. They study English as a school subject for only six years in basic and

secondary education. English for them is just a subject in the syllabus at both

primary and secondary levels and the other subjects are taught in the students’

mother tongue i.e. Arabic. Their earlier education is given in Arabic. Moreover,

some of the school teachers are not qualified. It is only at the college level that

students are exposed to English as the language of instruction. In Yemen,

English is taught as a foreign language to which there is a limited exposure.

There is lack of adequate textbooks and incompetent teachers. Teachers do not

know proper methods of teaching. They do not follow various techniques.

In addition, according to the rules of the Yemeni Universities Association, the

secondary school students (pre-university applicants) must have at least one

year gap between secondary school education and the university stage. During

this gap some pre-university students who have come from urban areas join

private and state institutes to improve their proficiency of English language in

order to cope with the requirements of the University studies. Unfortunately, the

students who come from the rural areas do not undergo pre-study English

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programs. This is due to the lack of institutes that teach foreign languages in the

rural provinces.

The insufficient knowledge of English affects students' competence and

proficiency at tertiary level. Consequently, it is less than required. They remain

weak in English and their vocabulary is poor because they had studied English as

a single foreign subject as compared to all the other subjects which are taught in

their mother tongue i.e. Arabic. Moreover, they find the study of English difficult at

the tertiary level and for some of them it is arduous. Consequently, the learners

face difficulties in understanding English in their classes at the University level.

They have a lack of sufficient knowledge and background in English.

Wilkins’ comment (1974: 48) is worth quoting here:

Difficulties affect the learning process and students' motivation.

4.2.2.2. PARAMETR OF EVALUATION OF VOCABULARY AND AFFIX

TEACHING METHODS AND TEACHING MATERIALS IN USE

In this aspect, the students were given a chance to evaluate and assess the

vocabulary and affix teaching methods and materials in use, and ascertain the

extent to which they meet their needs. This provided guidance to the researcher

to place, emphasis, prescribe, remove or substitute some parts of the teaching

methods and materials in use. The informants were asked to give their views

regarding the teaching methods and the utilization of the vocabulary and affixes

teaching materials in use. This section consisted of twelve questions (5-16). As a

commencement of this parameter, the following question was asked.

Q. (5) Students’ Profile of Reading English Text Materials in the

Department.

In their questionnaire, students were asked to respond to a list of reading

English text materials in the department. All the students, i.e. (100%), responded

negatively for reading newspapers and magazines in the Department.

Unfortunately, only one fifth of the students (20%) replied positively for reading

short stories, plays, novels and adventure stories in the Department. None of

them ticked “Sometimes”.

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Table (4.2.7.)

Students' profile of reading English text materials in the department:

Type of Text No Yes SometimesNewspapers 100% 00% 00%Magazines 100% 00% 00%Short Stories 80% 20% 00%Plays 80% 20% 00%Novels 80% 20% 00%Adventure stories 80% 20% 00%

Based on the results shown in above table, and as a part of the Researchers’

experience as a member of the Teaching Staff of the Department since 1994,

one can say that the English text materials mentioned above are truly in dearth

in the Department. They were in shortage in the Department. Students’ exposure

to the above mentioned English text materials were in paucity. Newspapers and

magazines were not available in the Department. The literary texts such as short

stories, plays, novels and adventure stories were not sufficiently provided and

were not enough. The Department library does not have sufficient English text

materials.

The Administration of the college and the university, as well, did not consider

this issue as a focal point. They did not perceive well the importance of reading

such materials as students’ self- study and self- activity device. They do not take

interest in providing various types of reading materials to the students. The

activities of reading English text materials improve students’ proficiency and

competence in English vocabulary. Then they can cope with the requirements of

their studies because textbooks are not sufficient. Newspapers and magazines

are interesting and enjoyable for reading. More to the point, the learners should

be exposed to newspapers and magazines as they have greater potential for

making learning an enjoyable activity. The articles published in them are a source

of information about current affairs which help in bridging the classroom and the

outside world.

Q. (6) Students' Evaluation Regarding Present Syllabus in Teaching /

Learning Vocabulary and Affixes.

A large number of students, i.e. 70%, are of the opinion that the present

syllabus has not taken into consideration the importance of vocabulary and

affixes in teaching/learning English, whereas only 25% students think that the

present syllabus considers the importance of vocabulary and affixes in

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teaching/learning English up to some extent. 5% students think that the present

syllabus has given importance to vocabulary and affixes in teaching/learning

English.

Table (4.2.8.)

Students' evaluation regarding present syllabus in teaching /learning

vocabulary and affixes:

Account for the importance of vocabulary and affixes

Does not account for the importance of vocabulary and affixes

To some extent

5% 70% 25%

The table above shows that more than two third of the learners, i.e. (70%),

have pointed out that the present syllabus does not account for the importance of

vocabulary and affixes. Only one quarter (25%) answered “To some extent”,

while (5%) students say that the importance is given to vocabulary and affixes.

The figures above give a clear idea about the negligence of vocabulary and

affixes as a teaching / learning item in the present syllabus in teaching and

learning English as a second / foreign Language in the classroom. This is a result

of top priority being given to other aspects of English language teaching and

learning, such as grammar. The present syllabus focuses and pays more

attention to these aspects at the expense of vocabulary and affixes. The status of

vocabulary within the curriculum suffers from neglect. The teaching / learning of

English vocabulary have been undervalued. Vocabulary has become a neglected

aspect of English language teaching and learning. Vocabulary is not seen as an

important aspect in the acquisition of English as a second / foreign language in

teaching /learning English in the classroom. The teaching / learning of English

vocabulary does not have a separate identity. It is subsumed within the study of

the other aspects of English language teaching and learning like grammar.

Vocabulary is minimized and neglected (see. 2.4.2.1.).

The present syllabus does not match and meet the needs and interests of

the learners of the Department in the area of affixes (see Hypothesis No.1). They

are demotivated by the language program when there is no match and meet

between the syllabus content and learners’ needs, interests, wants and desires.

There is a gap between them.

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Q. (7) Students' Perspective Regarding their Teachers in Improving their

Vocabulary and Affixes.

In reply to this three-scale question, most of the informants (69%) claimed that

their teachers do not pay attention to improve their vocabulary and affixes, while

(19%) claimed “Sometimes”, whereas (12%) replied that their teachers improve

their vocabulary and affixes.

Table (4.2.9.)

Students' perspective regarding their teachers in improving their


Improve their vocabularyand affixes

Do not improve their Vocabulary and affixes

Sometimes

12% 69% 19%

The results above reflect that more than two third of the participants (69%)

responded negatively. They are of the opinion that their teachers do not pay

attention to improve their vocabulary and affixes. Only less than one fifth

students, i.e. (19%), responded that “Sometimes” they pay attention to improve

their vocabulary and affixes, whereas (12%) answered that they improve their

vocabulary and affixes. This reflects that the present syllabus and the teaching

process do not match and meet all the needs of the learners in the area of

vocabulary and affixes.

This shows that the teachers are already obliged and restricted to carry out

the present syllabus that does not account for the importance of the vocabulary

and affixes in the acquisition of English as a second / foreign Language in

teaching /learning English in the classroom (see Question 6).

Q. (8) Students Views Regarding the Importance of Teaching Vocabulary

and Affixes

Majority of the students, i.e. 71%, were of the opinion that their teachers

should pay attention to the importance of teaching of vocabulary and affixes in

teaching English, while 20% students were of the opinion that the teacher should

pay attention to it up to some extent. But 9% students did not want teachers to

pay attention to it.

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Table (4.2.10.)

Students' views regarding the importance of teaching vocabulary and

affixes:

Yes No To some extent71% 9% 20%

The above table demonstrates that more than two third of the learners (71%)

indicated that their teachers’ attention to the teaching of vocabulary and affixes is

important for them in learning English. Only one fifth (20%) students replied “To

some extent”, whereas (9%) said “No”.

This reflects how far students feel that teaching vocabulary and affixes is

important for them in learning English. They perceived the importance of teaching

vocabulary and affixes well for them. There is, subsequently, no room for arguing

about the importance of teaching / learning vocabulary and affixes in the

classroom to reinforce the acquisition and improvement of them. This can enable

students to acquire new words to help them in increasing and expanding their

vocabulary and affixes to attain mastery of language by using words effectively

and productively to communicate in English in daily life interaction, different social

settings and academic requirements. Mastery of lexis, in general, is an essential

factor in learning a foreign language.

Q. (9) Vocabulary and Affix Teaching Methodology

In their questionnaire, students were asked to give their opinion whether the

methodology used in the teaching of vocabulary and affixes for them in the

classroom is sufficient or not. In fact, most of them, i.e. 69% students, responded

negatively, whereas 31% students replied positively.

Table (4.2.11.)

Students' rating of methodology used in teaching vocabulary and affixes

in the classroom:

Sufficient Not sufficient31% 69%

The table above describes that more than two third of the subjects, i.e. 69%

students stated negatively that the methodology used in teaching vocabulary and

affixes is not sufficient. Meanwhile, less than one third, i.e. 31% students

answered that it is sufficient.

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This situation comes as a result of what already has been mentioned in

questions (6 and 7). The present syllabus and the teaching processes do not pay

attention to the importance of vocabulary and affixes in the acquisition of English

as a second / foreign Language in teaching / learning English in the classroom.

Q. (10) Studying and Practicing Vocabulary and Affixes

In this four-scale question, subjects were asked about the frequency of their

studying and practicing vocabulary and affixes in the classroom. They were

asked to respond in the frequencies ‘Always’, ‘Often’, 'Sometimes' or ‘Never’.

Their responses to the question were (00%), (12%), (22%) and (66%)

respectively.

Table (4.2.12.)

Students’ rating of studying and practicing vocabulary and affixes in the

classroom, according to the degree of frequency:

Always 00%Often 12%Sometimes 22%Never 66%

The figures above show that two third of the respondents (66%) reported that

they do not study and practice vocabulary and affixes in the classroom.

Meanwhile, less than a quarter (22%) stated that they sometimes study and

practice vocabulary and affixes in the classroom, whereas less than a fifth (12%)

declared that they often study and practice them. None of the students ticked

“Always” This situation reflects what already has been mentioned in questions (6,

7 and 9). The present syllabus, teaching process and methodology do not pay

attention to the importance of vocabulary and affixes in acquiring EFL.

Unfortunately, there is poor studying and practicing of the vocabulary and

affixes in the classroom, in spite of their importance in learning English. The

present syllabus, teaching process and methodology do not pay attention to the

seriousness of such a matter. They do not match and meet all the needs of the

learners in the area of vocabulary and affixes (see Hypothesis No. 1).

Exposure to vocabulary and affixes is, no doubt, fundamental to TEFL

learners in their acquisition of English. The communicative skills of language can

not be achieved if students do not practice. Practicing vocabulary and affixes will

help students to get an opportunity in learning English better.

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Q. (11) Studying and Practicing Vocabulary and Affixes Allotted Time

As a reaction to this question, a vast majority of the informants (71%) claimed

that the time allotted for studying and practicing vocabulary and affixes in the

classroom is not sufficient, while (29%) students stated that the allotted time is

sufficient.

Table (4.2.13.)

Students’ estimating of time allotted for studying and practicing

vocabulary and affixes in the classroom:


The table above demonstrates that more than two third of the subjects (71%)

pointed out negatively that the time allotted for studying and practicing vocabulary

and affixes in the classroom is not sufficient (see Hypothesis No. 2). Only less

than one third (29%) reported positively.

This situation emphasizes what already has been mentioned in question (6, 7,


attention to the importance of vocabulary and affixes in acquiring EFL .

Q. (12) Assessment of Vocabulary and Affixes

Under this three-option question, informants were asked about the frequency

of assessing them in vocabulary and affixes by their teachers. They were asked

to respond in the frequencies. “Once a month”, “Once every two months” or

“Once every three months”. Their responses to the question were (00%), (33%)

and (67%) respectively.

Table (4.2.14.)

Frequency of assessing students in vocabulary and affixes:

Once a month Once every 2 months Once every 3 months00% 33% 67%

The table above reflects that over two third of the subjects (67%) pointed out

that they are assessed only once in every three months. Meanwhile, one third of

them (33%) stated that they are assessed once every two months, while (00%)

for “Once a month”.

Based on the results above, it seems that the assessment of students in

vocabulary and affixes is not carried out frequently since most of the learners

(67%) pointed out of being assessed only once in every three months. This gap

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of three months’ assessment is inadequate. The more frequent the assessment,

the better is the chance for checking learners’ progress and achievement.

Assessment in vocabulary and affixes is an essential process in TEFL

situation, without which it is impossible to get a clear vision about the learners'

progress in vocabulary. Assessment in vocabulary and affixes should be

frequent, systematic and regular as well. The importance of assessment lies in

the investigation of the learners' strengths and weakness and, henceforth,

suitable remedial measures are to be taken in case the learners exhibit some sort

of weaknesses in vocabulary and affixes. It also judges the success or failure of

the teachers’ teaching so that a change in the method and strategy of teaching

can be done. Assessment in vocabulary and affixes may motivate and stimulate

the learners to improve their own vocabulary profile to achieve mastery of

language by using words effectively and productively to communicate in English

in daily life interaction, different social settings and academic requirements.

Q. (13) Homework, Assignments and Exercises of Vocabulary and Affixes

In reply to this three-alternative question, most of the informants (76%)

claimed that they do not do homework, assignments and exercises of vocabulary

and affixes. Meanwhile, only (24%) students stated that they sometimes do,

whereas (00%) for “Yes”.

Table (4.2.15.)

Students’ rating of doing homework, assignments and exercises of


Yes No Sometimes00% 76% 24%

Based on the results above, more than three quarters of the respondents, i.e.

(76%) students responded negatively. Only less than one quarter of them, i.e.

(24%) students, replied “Sometimes”, while (00%) for “Yes”.

This situation reflects what already has been mentioned in questions (6, 7, 9,


attention to the importance of vocabulary and affixes in acquiring ESFL in ELTL

in the classroom.

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Q. (14) Availability of Textbooks

Under this three-scale question, the learners were asked about availability of

the textbooks. An overwhelming majority of them, i.e. (82%) students indicated

that they are not provided with textbooks. A percentage of (18%) pointed out for

“Sometimes”, while (00%) for “Yes”.

Table (4.2.16.)

Availability of textbooks for students:


More than four fifth of the subjects (82%) declared that they are not provided

with textbooks. Less than one fifth (18%) reported for “Sometimes”, whereas

(00%) for “Yes”.

Based on the results above, and as a part of the Researcher’s experience as

a member of the Teaching Staff of the Department since 1994, it can be said that

the textbooks were truly in dearth in the Department. They were in shortage in

the Department. Textbooks were not sufficiently provided to students. They were

not enough. Students' exposure to textbooks was in paucity. The Department

was in fact poor in having textbooks. Some students do xeroxing of the teachers’

original texts. Some rely on the notes of lectures prepared by teachers. Very few

students purchase textbooks from the market.

Teaching aids, first and foremost, are used to create situations that make the

teaching/learning process clear and easy and to make practice much easier as

well. Teaching aids, generally, are essential in the teaching / learning situations in

EFL programs at the different levels of the beginners, intermediate, advanced.

No effective teaching could possibly take place without having appropriate

teaching aids. This is probably more true regarding teaching a second / foreign

language than teaching L1. At college level, textbooks are important teaching

aids and they are very basic teaching aids in teaching a foreign language.

According to B.S. Bloom (1954):

The appropriate learning experiences are provided with the help of

textbooks and teaching objectives are realized. English textbooks are very

useful for achieving the teaching objectives in the classroom interaction.

Textbooks are most significant components of effective instructioned

procedures. (quoted in Sharma, 1999:508).

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Q. (15) Providing Dictionaries

Under this three-option question, the subjects were asked whether they

are provided with dictionaries in the classroom. In fact, all the informants (100%)

ticked negatively.

Table (4.2.17.)

Providing dictionaries for students in the classroom:


All the students responded negatively. They all (100%) confirmed the

unavailability of the dictionaries in the Department.

Dictionaries are assisting teaching aids. They help in creating situations to

make the learning process clear and to make practice much easier. They make

learning process an enjoyable activity and teaching process effective. They are

assisting teaching aids for teaching / learning a second /foreign language.

Q. (16) College Library Facilities

In this four-alternative question, the respondents were asked to assess the

library of the College. A vast majority of them with percentage of 81% stated that

it was “Poor”, only 19% students pointed that it was “Good”, while 00% for “Fairly

good” or “Very good”.

Table (4.2.18.)

Evaluation of College library facilities:

Very good Fairly good Good Poor00% 00% 19% 81%

More than four fifth of the students, 81%, thought that the library was poor.

Only less than one fifth, i.e. 19% students, ticked for “Good”.

According to the students’ assessment of the library, and as a part of the

Researchers’ experience as a member of the Teaching Staff of the English

Department in the College, the library is poor and not updated.

It is a well established fact that if there is dearth of textbooks, references and

additional teaching / learning materials and aids, teaching / learning process

would not be effective. In short, without a rich, well- organized and updated

library, teaching /learning process is not successful. Library is an indispensable

component of any systematic educational instructions. Without having an

adequate library, learning English in general, and vocabulary and affixes, in

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particular, suffers a lot. It is based on good and rich library that the establishment

of certain programs in education such as vocabulary and affixes, for instance,

depends on. Textbooks, references, dictionaries, magazines, newspapers and

abridged classical novels, short stories, plays, adventures, mainly constitute the

hub of successful programs of teaching / learning English, in general, and

vocabulary and affixes, in particular.

4.2.2.3. IMPORTANCE OF IMPLEMENTATION OF VOCABULARY AND

AFFIXES AND STUDENTS’ ATTITUDE AND MOTIVATION PARAMETER .

This aspect attempts to elicit information from students regarding the

importance of vocabulary and affixes in learning English in the classroom and the

main problems and difficulties which hinder and constrain the learners in the

usage of prefixes and suffixes. It also investigates students' attitude and

motivation towards vocabulary and affixes. In this respect, it is worth stating that

the current work under investigation is concerned also with the investigation of

the learners needs. Consequently, there is correlation between students' attitude

and motivation on the one hand and their needs on the other.

When the learners are motivated by the language teaching process, it

indicates that the teaching process meets the learners' needs, and if the learners

are demotivated by the language teaching process, it can be regarded as

evidence that such teaching process does not match the needs of the

candidates.

Moreover, there is a link between motivation and learning, without motivation

learning is not likely to take place. Mugglestone(1977:116) comments that casual

relationship between motivation and learning is reciprocal. In the history of

experimental psychology, the problem of motivation and the problem of learning

have been intimately linked. Motivation is highest when learning is seen to be

very useful for the learners.

Accordingly, students' attitudes and motivation should be investigated in

relation to learning and needs. In this respect, the questionnaire instrument

included questions regarding the phenomena of attitudes and motivation. This

section consists of thirteen questions (17-29). As a commencement of this

parameter, the following question was asked.

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Q. (17) Vocabulary and Affixes and Learning English

In this four-option question, the candidates were asked to give their opinion

about the importance of the role of vocabulary and affixes in learning English.

They were asked to respond in the scales “Most Important”, “Important”, “Less

Important” or “Not Important” Their responses were with the percentage of (4%),

(66%), (20%), and (10%) respectively.

Table (4.2.19.)

Students’ estimating of role of vocabulary and affixes in learning

English, according to the degree of importance:

Most Important 4%Important 66%Less Important 20%Not Important 10%

The table above shows that two third of the informants (66%) declared that

vocabulary and affixes are important in learning English. Meanwhile, less than

one fifth (4%) claimed that they are most important. Only one fifth (20%) ticked

less important, while (10%) said not important.

The results above reflect a clear idea about how far learners feel that

vocabulary and affixes are important in learning English. They well perceived the

importance of vocabulary and affixes in learning English. They feel that

vocabulary and affixes play an important role in learning English.

Vocabulary is very important in effective social interaction and academic

requirements. Mastery of vocabulary is essential as well as needed for

communication. We do vocabulary learning wherever we come into contact with a

new language and try to use it. We are considered good users of language when

we are capable of using words effectively and productively. Without the use of

words no communication is possible. Vocabulary is central to language and of

critical importance for the typical language learner. It is a very important part of

foreign language learning.

Learning a basic vocabulary makes one to add more and more words to

his/her vocabulary which enables him/her to express a greater range of ideas.

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Q. (18) Lack of Teaching of Vocabulary and Affixes and Hindrances /

Constraints in Learning English

Under this three-alternative question, students were asked whether they feel

that lack of vocabulary and affixes can hinder and constrain them in learning

English. Majority of them (75%) responded positively, while the minority (20%)

replied, “To some extent”, whereas (5%) said, “No”.

Table (4.2.20.)

Lack of vocabulary and affixes and hindrances / constraints caused by it

in learning English:


The table above describes that three quartets of the candidates (75%)

answered that lack of vocabulary and affixes can hinder and constrain them in

learning English. Meanwhile, only one fifth (20%) answered, “To some extent”,

while (5%) said, “No”.

The results above reflect a clear idea about how most students feel that

vocabulary and affixes are important in learning English.

As a part of the Researcher’s experience, students of the English Department

in the College have immense problems and difficulties in handling English

language and having good command and mastery of it, because their acquisition

of the lexicon of English is inadequate. This is a result of the insufficient English

vocabulary they have received in their previous education in the school stage

(see Question 5). Again, at their tertiary level, the present syllabus and the

teaching process do not pay attention to the importance of vocabulary in learning

English (see Questions 6, 7, 9, 10 and 12).

Vocabulary is an essential factor in learning English. Acquiring good

vocabulary helps students to attain command and mastery of language by using

words effectively and productively for communication in English in daily life

interaction, social settings communication and the academic requirements. Their

performance in English will be satisfactory then. When students’ linguistic

repertoire is rich, it strengthens their abilities to read, write, listen, speak, follow

conversations and lectures and to study and pass examinations. Acquiring a wide

and varied range of vocabulary makes learning English better. Lack of good

vocabulary can hinder and constrain learning English.

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Q. (19) Acquisition of Good Vocabulary and Affixes and Learning English

In this three-option question, the subjects were asked whether acquiring good

vocabulary and affixes helps them in learning English better. In fact, an

overwhelming majority of them (70%) responded positively. Only (20%) of them

replied, “To some extent”, while (10%) said, “No”.

Table (4.2.21.)

Acquiring good vocabulary and sufficient affixes and learning English

better:

Yes No To Some Extent70% 10% 20%

The figures above show that more than two third of the informants (70%) were

of the view that acquiring sufficient vocabulary and affixes helps them in learning

English better. Meanwhile, a percentage of (20%), one fifth, replied, “To some

extent”, whereas (10%) said, “No”.

The results above reflect a clear idea about how far students feel that

vocabulary and affixes are important in Learning English.

The acquisition of an adequate vocabulary is essential for successful second

/foreign language use, because without an extensive vocabulary we will be

unable to use the structures and functions we might have learned for

comprehensive communication and academic requirements. In addition, the more

one’s vocabulary develops, the easier it is to add new words. Development of a

rich vocabulary is an important element in the acquisition of a second / foreign

language. The more words we recognize and use, the better are we be able to

enjoy our environment and describe our experience of it. We can begin to say

what we want to. We are able to express a greater range of ideas or talk about a

wider range of topics or express ourselves. Acquiring a lot of words helps

students in using them effectively and productively and being able to recall them

for active use.

Q. (20) Vocabulary and Affixes and the Abilities

In this three-scale question, the learners were asked to give their view about

the importance of the role of vocabulary and affixes in the abilities. They were

asked to respond in the scales “Important”, “Less Important” or “Not Important”.

They were asked to give their rating according to the degree of importance of the

role of vocabulary and affixes in the abilities. In fact, for the “Ability to converse”,

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the students estimated the degree “Important” with the percentage of (71%) and

the degree “Less Important” with the percentage of (29%). For the “Ability to

read”, they estimated the scales “Important” and “Less Important” with the

percentages of (66%) and (34%) respectively. For the ‘Ability to write”, the

students assessed the alternatives “Important” and “Less Important” with the

percentages of (62%) and (38%) respectively. For the “Ability to follow

conversations and lectures”, they evaluated the options “Important” and “Less

Important” with the percentages of (57%) and (43%) respectively. For the “Ability

to study and pass examinations”, they rated the percentage of (49%) for the

degree “Important” and the percentage of (51%) for the degree “Less Important”.

As for the degree “Not Important”, it was rated negatively (00%) by all the

students for all the abilities.

Table (4.2.22.)

Students’ rating of the role of vocabulary and affixes in the abilities,

according to the degree of importance:

Important Less Important Not Important Ability to converse 71% 29% 00%Ability to read 66% 34% 00%Ability to write 62% 38% 00%Ability to follow conversations and lectures 57% 43% 00%Ability to study and pass examinations 49% 51% 00%

In this question, students were asked to indicate the degree of importance

they can associate to the role of vocabulary and affixes in the abilities in their

learning English in the classrooms. We can deduce from the figures in the above

table that students were very much keen about the importance of the “Ability to

converse”, and next to that in their priority was the ‘Ability to read”, the “Ability to

write”, the “Ability to follow conversations and lectures” and the “Ability to study

and pass examinations”.

The results above give a clear idea that students perceived well the

importance of the “Ability to converse”, i.e. speaking, in comparison to the other

abilities. Speaking should be paid more attention, and students should be

encouraged to communicate and interact for improving, increasing and

expanding their vocabulary by using words effectively and productively and have

mastery of language for communicative competence. The syllabus and the

teaching process should match and meet the needs of the learners.

A good thing can be inferred from the table above. The ‘Ability to study and

pass examinations” was rated at its minimum by the students. Learning should be

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for the sake of learning itself and it should be its own reward as well. When

examination is only a subsidiary objective, the quality of learning would be

extremely effective.

Q. (21) Vocabulary and Affixes and the Four Language Skills

In their questionnaire, the students were asked to give their point of view

regarding the skills. They think that their vocabulary and affixes can be practiced

and improved more by using the four skills. In their reaction to this question, the

speaking skill attained the lion’s share (73%), the reading skill obtained the next

application (69%), the writing skill got the third application (64%) and the listening

skill was rated as the last application (58%).

Table (4.2.23.)

Application of vocabulary and affixes within the four basic language

skills as perceived by learners.

Speaking 73%Reading 69%Writing 64%Listening 58%

The close relation between vocabulary and affixes and the four basic

language skills viz. speaking, reading, writing and listening, is irrefutable. Each

one of these skills increases the vocabulary and affixes, proficiency and

competence of the student. Vocabulary and affixes can be practiced and

improved with these skills.

This question is concerned with the practice and improvement of the

vocabulary and affixes within the four language skills in different activities. The

students of the Department perceived well the importance of the speaking skill in

comparison to the other language skills. They gave it the lion’s share. It got the

first application. Speaking should be paid more attention and students should be

encouraged to communicate and interact for improving, increasing and

expanding their vocabulary and affixes by using words effectively and

productively and attain mastery of language for communicative competence. As a

part of the Researcher’s experience, the students of the English Department

need greater access to speaking, because this language skill is extremely

essential for the learners for exposure. The present syllabus and the teaching

process do not pay attention to the seriousness of such a matter.

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Given below is a frequency figure, which describes the measurements of the

four basic language skills in relation to vocabulary and affix implementation within

each one of these skills as perceived by learners.

These measurements can be reported through verbal description, tables,

figures and graphs (Seliger and Shohamy, 1989: 215).

Figure (4.2.1.)

Frequencies of vocabulary and affix implementation within the four basic

language skills as perceived by learners.

73% 69% 64%58%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Speaking Reading Writing Listening

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Each language skill device plays its own role in the implementation of

vocabulary and affixes within it, for instance,

Speaking in conversations, debates, discussions, conferences,

interactions with others, asking and answering questions, etc.

Reading textbooks, newspapers, magazines, short stories, novels, plays,

adventures, etc.

Writing articles, assignments, homework, exercises, tests, examination

papers etc.

Listening to lectures, tape recorder, debates, discussions, conversations,

etc.

Q. (22) Internal Structure Analysis and Word Understanding

In this question, learners were asked whether knowing the internal structure of

words and how words are formed and built makes them understand those words

better. In reaction to the question, a great majority of the subjects (72%)

responded, “Always”. Minority of them (20%) replied, “Sometimes”, while (8%)

said, “Never”.

Table (4.2.24.)

Students’ views regarding internal structure analysis and word

understanding, according to the degree of frequency.

Always Never Sometimes72% 8% 20%

The results above reflect the importance of knowing the internal structure of

forming and building of words for students to help them understanding words

easily and learning English better.

The study of word-elements and their forms lead to better understanding of

words. The analysis of the internal structure of words and how words are formed

and built makes it easy to understand words and learn English better.

Knowledge of word-elements makes familiar words more interesting and then

strange words become less so with this knowledge to apply. Many words yield

their own definition when they are analyzed into their constituent parts. The

analysis of the parts of a word leads to its definition. We can recognize the

formative elements in the structure of a word. We analyze the word formation into

its component units, produce the meaning of each unit separately and then

combine the meaning of root affix to arrive at its definition. For example, the word

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“projector”:

pro- - forward (a prefix)

ject - throw (a root)

-or - apparatus (a suffix)

Definition: An apparatus for throwing (an image) forward

The ability to recognize component parts of words is probably the single most

important vocabulary skill a student learning EFL can have. It substantially

reduces the number of completely new words. He is encouraged and increases

his control of the English Lexicon. Such a way is useful for teaching students to

use the clue of recognizing the word elements regarding word formation such as

prefixes and suffixes to determine the meaning of words (Kruse 1979).

So by the description of the internal structure, prefixes and suffixes of words

we will be able to know the meaning of new words and increase our vocabulary

of English. This will help to increase our confidence in dealing with words that we

have never seen before and prove a useful aid in using them. The prefixes and

suffixes we already have known can occur in a large number of words. Once we

have learnt the meaning and use of a number of prefixes and suffixes, we will be

able not only to recognize more words but also to make some and use them

ourselves.

Q. (23) Role of Prefixes and Suffixes in Learning English

In this four option – question, participants were asked to give their opinion

regarding role of prefixes and suffixes in learning English. They were asked to

give their estimating according to the degree of importance. They were asked to

respond in the scales “Most Important”, “Important”, “Less Important” or “Not

Important” In fact, their responses to the questions were (4%),( 63%), (24%) and

(9%)respectively.

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Table (4.2.25.)

Students' assisting of the role of prefixes and suffixes in learning

English, according to the degree of importance:


We can deduce from the figures in the above table that most students

(4%+63%=67%) feel the importance of prefixes and suffixes. They perceived well

their importance in learning English.

The knowledge and use of prefixes and suffixes can add greatly to one’s word

stock. Knowing and using them can increase our vocabulary. They are the means

by which the vocabulary can be expanded. They are important in the acquisition

of EFL. Once we have built up a basic vocabulary of English, we can begin to say

what we want to. As we add more and more words to our vocabulary, we are able

to express a great range of ideas or talk about a wider range of topics or express

ourselves. Prefixes and suffixes are an important aspect as mastery of

vocabulary is essential and is needed in the process of communication (see

Question 22).

Q. (24) Role of Prefixes and Suffixes in Meaning Recognition

In this question, participants were asked to give their view about the role of

prefixes and suffixes in recognizing the meaning of words. They were asked to

respond in the options “Always”, “Never” or “Sometimes”. They responded with

percentages of (69%), (4%) and (27%) respectively.

Table (4.2.26.)

Students' estimating of the role of prefixes and suffixes in meaning

recognition, according to the degree of frequency:


The figures above show that most of the candidates (69%) appreciated the

importance of the role of prefixes and suffixes in recognizing the meaning of

words.

Knowing the way the words are formed and the meaning of prefixes and

suffixes involved in building and forming words will help in understanding the

143

meaning of those words. Word analysis helps to figure out what a word means. It

means that it is possible to take an unfamiliar word, figure out what a part or parts

of the word mean and come up with a definition by memorizing the most

important prefixes and suffixes. In that way, they will be useful signals and clues.

Whenever we see an unfamiliar word, we can look and see if it contains a prefix

or a suffix we know. If it does, we may be able to work out a definition of

unfamiliar words. It is an excellent means of expanding one’s vocabulary. For

example, if we come across the sentence: “He thought it might be a good idea to

study oceanology” and suppose we did not have the slightest idea what the word

“oceanology” means. But if we already know that the suffix “-logy” means

“science of or study of” and we were told that the root “ocean” means “sea”. Then

we would be able to figure out that “oceanology” is the science of or the study of

sea.

Q. (25) Role of Prefixes and Suffixes in Other Words Meaning Recognition

In this question subjects were asked whether knowing the meaning of prefixes

and suffixes helps them in recognizing the meaning of other words formed by the

same prefixes and suffixes. They were asked to respond in the scales “Always”,

“Never” or “Sometimes”. They, in fact, replied with the percentages of (70%),

(6%) and (24%) respectively.

Table (4.2.27.)

Students' evaluating of the role of prefixes and suffixes in other words

meaning recognition, according to the degree of frequency:


Based on the results above, most informants, (70%), appreciated the

importance of the role of prefixes and suffixes in recognizing the meaning of other

words.

Certain vocabulary items can be memorized by teaching students to recognize

basic forms of words and how they combine with certain prefixes and suffixes.

For example, students could be taught the meaning of some affixes, such as:

“tele-” (for distance) “-phone” (sound) “photo-” (light) “-graph” (write, mark),

and then be given lists of vocabulary items containing these affixes and asked to

guess the meanings of these compound words (Nattinger, 1988).

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We can greatly increase our vocabulary by adding prefixes and suffixes to

words we already know well. Working with prefixes and suffixes by learning their

significance in the language can increase our recognition of vocabulary almost at

once. Since affixes are used widely in word formation, each one we learn has the

potential of adding many new words (Gorrel and Laird, 1976).

Vocabulary can be increased by describing the patterns involved in building

words. Some words are formed by putting a prefix at the beginning of an existing

word, and some are formed by adding a suffix at the end. There are also words

which have more than one prefix or suffix in them. Once we have learnt the main

uses and meanings of a number of prefixes and suffixes, we will be able to

recognize and understand a lot more words, even if we have never seen them

before. By looking at how the word is used, and adding the meaning of the prefix

or suffix to the meaning of the original word, we can work out the meaning of the

whole word. Where the use of the prefix or suffix is productive, we will also be

able to make up words, which we have never seen before. For example, if we

read in a newspaper about a Pan-European agreement, we might only know the

sense of a “Pan”, which refers to a pot that we use for cooking. But ‘Pan-’ is also

a prefix that means “all of”, so here, a Pan-European agreement is an agreement

which involves all the countries in Europe. This is different from an anti-European

movement, which would be a movement that works against Europe. A Pan-

American is an airline that flies all over America. Both these prefixes, “pan-” and

‘anti’, can occur in front of a large number of words. Once we have learnt the use

of a number of prefixes, or suffixes, we will be able not only to recognize more

words but also to make some and use them ourselves (Sinclair 1991).

Q. (26) Classification of Prefixes and Suffixes and Meaning

In this four-alternative question, respondents were asked to give their opinion

regarding classifying prefixes and suffixes in groups for them according to their

similar meanings. They were asked to respond in the scales. “Most Useful”,

“Useful”, “Less Useful” or “Not Useful”. They were asked to give their rating

according to the degree of usefulness. They, in fact, assessed with percentages

of (2%), (61%), (26%) and (11%) respectively.

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Table (4.2.28.)

Students' estimating of classifying prefixes and suffixes in groups for

them regarding their similar meaning, according to the degree of

usefulness:

Most Useful 2%Useful 61%Less Useful 26%Not Useful 11%

The table above reflects a clear idea about the usefulness of classifying

prefixes and suffixes in groups for students according to their similar meaning.

Most subjects (2%+61%=63%) perceived this usefulness well.

It is easier to improve vocabulary by becoming familiar with commonly

recurring prefixes and suffixes than to memorize each word separately. Lists to

be memorized are more useful if grouped and classified by similar meaning and

related ideas (synonymous semantic relations) than if arranged alphabetically.

The lists of prefixes and suffixes, with their limited range of meanings, give clear

evidence of this grouping and classifying and the students will find their memory

aided by the arrangement of these lists of prefixes and suffixes. For example,

a) Negative prefixes: “un-” and “dis-” mean “not” as in “unhappy” and

‘dislike”

b) Prefixes of number or amount: “mono-” means “one” and “multi-”

means “many” as in “monosyllabic” and “multipurpose”

(Monsoon, 1968) (Quirk, 1972) (Thakar, 1997) (Sinclair, 1991).

Q. (27) Classification of Prefixes and Suffixes and Word- Class

In this four-scale question, candidates were asked to give their point of view

about the usefulness of classifying prefixes and suffixes for them according to

their same word-class. In their reaction to this question, students estimated the

alternative “Most useful” with a percentage of (1%), “Useful” with (60%), “Less

Useful” with (27%) and the option “Not useful” with a percentage of (12%).

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Table (4.2.29.)

Students' assisting of classifying prefixes and suffixes in groups for

them regarding their same word- class, according to the degree of

usefulness.


The results above show that most students (1%+60%=61%) perceived the

usefulness of classifying prefixes and suffixes in groups for them according to

their same word- class.

Classifying and grouping prefixes and suffixes according to their same word-

class (synonymous syntactic relations) helps in improving one’s vocabulary and

can be of great usefulness. For example:

a) Verb Prefixes:

“enrich – enrich (adjective +en- = verb)

“embody – embody (noun + em- = verb)

(b) Noun Suffixes:

“-ism” classic – classicism (adjective + - ism – noun).

“-ee” employ – employee (verb + - ee = noun)

c) Adjective Suffixes:

“-ful” success – successful (noun +- ful = adjective).

“-esque” picture – picturesque (noun+-esque=adj).

(Moonson, 1968), (Quirk, 1972), (Thakur, 1997) (Sinclair, 1991).

Q. (28) Contrasting Meaning of Prefixes and Suffixes and Vocabulary

Expansion

In this question, participants were asked to give their view regarding knowing

the contrasting meaning of prefixes and suffixes and its role in expanding their

vocabulary for learning English better. They were asked to respond in the options

“Always”, “Never” or “Sometimes. They, in fact, replied with the percentages of

(64%), (10%) and (26%) respectively.

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Table (4.2.30.)

Students' evaluation of the role of knowing the contrasting meaning of

prefixes and suffixes in expanding their vocabulary, according to the

degree of frequency:


The table above demonstrates that most informants (64%) perceived the

importance of the role of knowing the contrasting meaning of prefixes and

suffixes in expanding their vocabulary for learning English better.

There are often antonymous relations (antonymous semantic relations)

between prefixes and suffixes, and this antonym makes the relation between

comparing and contrasting prefixes and suffixes for better understanding. For

example, as with “pre-“and “post-“as in “pre-war” and “post-war” or “-ful” and “-

less” as in “helpful” and “helpless”. (Quirk, 1985).

Q. (29) Prefixes and Suffixes and Word- Class Recognition

In this question, candidates were asked whether knowing the prefixes and

suffixes involved in building words helps them in recognizing the word-class of

those words. They were asked to respond in the scales “Always”, “Never” or

“Sometimes”. They answered with the percentages of (65%), (8%) and (27%)

respectively.

Table (4.2.31.)

Students’ rating of the role of knowing prefixes and suffixes in

recognizing the word- class of words, according to the degree of

frequency:


We can deduce from the table above that most of the learners (65%)

perceived the importance of the role of knowing prefixes and suffixes in

recognizing the word- class of words.

Studying how words are formed and the meaning of affixes offers one way of

classifying vocabulary for teaching and learning purposes. For example,

presenting words that are alike in their grammatical class together such as the

adjectives “brutal”, “frontal” and “horizontal” ending in the adjective suffix “-al”.

This is undoubtedly a useful way of organizing vocabulary for teaching as an aid

148

to memorizing words in some cases, especially where small, manageable sets of

words with morphemic similarities can be isolated.

Some prefixes and suffixes are very productive. They can be combined with a

large number of words, and we can make up words ourselves once we feel

confident enough. These productive prefixes and suffixes combine with verbs,

nouns and adjectives to form new verbs, nouns and adjectives. They also tell us

the word-class of the new words. Knowing the meaning of these prefixes and

suffixes helps us in knowing the meaning of other words formed by the same

prefixes and suffixes. For example, the prefix “under-” combines with verbs,

nouns and adjectives to form new verbs, nouns and adjectives. It combines with

verbs to form words which refer to or describe things that happen below

something else. So, if we “underline” a piece of writing, we draw a line beneath it.

When the prefix “under-” combines with nouns, it refers to people who have a

lower rank or status than someone else. So, an “undergraduate” is a student who

has not yet graduated and who is studying for his or her first degree. When the

prefix “under-” “combines with adjectives, it expresses the idea that something

has not been done enough. So, if we describe something as “underdeveloped”,

we think it has not been developed enough, as in “underdeveloped country”;

(Sinclair, 1991). Affixation helps in the recognition of word-class of words.

Nouns, Verbs, adjectives and adverbs can be recognized with the help of

prefixes and suffixes of nouns, verbs, adjectives and adverbs. They are

considered as useful signals and clues. For example, by adding the noun

suffixes: “-ment”, “-age”, “-ness” ’-ing” and “-th” to the following words, they

became nouns: pay - payment, pass-passage, foolish-foolishness, open-

opening, true-truth. By adding the verb prefixes and suffixes: “en-“ “-ize” “be-”

“im-“ “-fy”, to the following words, they became verbs: circle -encircle, civil -

civilize, friend- befriend, prison – imprison , beauty – beautify. By adding the

adjective suffixes: “-ful”,”-less”, “-ish”, “-like” “-y” to the following words, they

became adjective: pain – painful, care- careless, child- childish, business –

business-like, wealth-wealthy. By adding the adverb prefixes and suffixes: “-a”,

-ly”, “-ward(s)”, to the following words, they became adverbs: loud-aloud, brave –

bravely, north – north- ward, front – frontward (s). (Craft, 1960).

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4.2.2.4. NEED PARAMETER

The need parameter is the most important parameter. It investigates the

accurate and thorough needs of the learners as expressed by their viewpoints.

Many problems arise in L2 classroom because the teachers do not pay proper

attention to the learners’ interest and do not get a feed back from the students

which are a source of essential information. With the spread of the

communicative language teaching approach, much emphasis in second language

methodology has been laid on the learner-oriented instruction. Thus, you might

look for answers to a logically-sequenced set of questions about learners’ needs

to examine their views regarding their needs.

In this parameter, students are asked to express their perception regarding

some examples of what is needed by them in the area of prefixes and suffixes in

learning English in classroom and for using them effectively and productively for

communication in English in daily life interaction, social settings and academic

requirements. This section consists of six questions (30 – 35). As a prologue to

this parameter, the following question was asked.

Q. (30) Prefixes and Change of Word Meaning

In this four-alternative question, examples of some prefixes that make change

in the word meaning were listed, and learners were asked to give their view about

introducing them to those prefixes. They were asked to respond in the options

“Most Important”, “Important”, “Less Important” or “Not Important”. They were

asked to give their assisting according to the degree of importance. Their reaction

to the question was (3%), (68%), (22%) and (7%) respectively.

Table (4.2.32.)

Students' estimating the role of prefixes that make change in the

meaning of words, according to the degree of importance:


The figures above show that most students (3%+68%=71%) perceived the

importance of the role of some prefixes in changing the meaning of words.

Prefixation helps in the recognition of change of word meaning. It is easy and

useful to improve vocabulary by becoming familiar with commonly recurring

prefixes that make change in the meaning of words. Lists of such prefixes to be

150

introduced to the students and memorized by them are useful if grouped by

similar meaning and related ideas. The lists of prefixes that make change in the

meaning of words, with their limited range of meanings, give clear evidence of

this grouping and students will find their memory aided by the arrangement of

these prefixes. For example,

(a) Prefixes of time and order:

“fore-“means “before” as in “foretell”

“ex-“means “former” as in “ex-president”.

“re-“means “again” as in “re-build”

(b) Prefixes of size or degree:

“micro-“means “very small” as in “microscope”

“super-“means “above” as in “superman”

“over-“means “too much” as in “overload”

(c) Prefixes of place or location:

“sub-“means “under” as in “submarine”.

“Inter-“means “between” as in “intercontinental”

“trans-“means “across” as in “trans-world”

(Quirk, 1972) (Sinclair, 1991) (Thakur, 1997).

Q. (31) Suffixes and Word- Class Change

In this four-option question, examples of some suffixes that make change in

the word-class were listed and informants were asked to give their opinion about

introducing them to those suffixes. They were asked to respond in the

alternatives “Most Important”, “Important”, “Less Important” or “Not Important”.

They were asked to give their estimating according to the degree of importance.

They, in fact, replied with the percentages of (00%), (69%), (23%) and (8%)

respectively.

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Table (4.2.33.)

Students’ rating the role of some suffixes that make change in the word-

class of words, according to the degree of importance:


We can deduce from the results above that most learners (69%) perceived the

importance of the role of some suffixes in changing the word- class of words.

Suffixation helps in the recognition of word-class change. It is easy and useful to

improve vocabulary by becoming familiar with commonly recurring suffixes that

make change in the word-class of words. Lists of such suffixes to be introduced

to the learners and memorized by them are useful if grouped by some word-

class. The lists of suffixes that make change in the word-class of words, give

clear evidence of this grouping and learners will find their memory aided by the

arrangement of these suffixes. For example,

a) Verb Suffixes:

“-ify” beauty - beautify (noun + - ify = verb).

“-ize” legal – legalize (adjective + -ize = verb)

“-en” sad – sadden (adjective + -en = verb)

b) Noun Suffixes:

“-ness” selfish – selfishness (adjective +-ness = noun)

“-ity” rapid – rapidity (adjective + -ity = noun)

“-ment” employ – employment (verb + -ment = noun)

c) Adjective Suffixes:

“-ous” virtue – virtous (noun + -ous = adjective)

“-able” accept – acceptable (verb + -able = adjective)

“-ive” attract – attractive (verb + -ive = adjective)

d) Adverb Suffixes:

“-ly” strange – strangely (adjective + -ly = adverb)

“-wise” clock – clockwise (noun – wise = adverbs)

(Quirk, 1972), (Sinclair, 1991), (Thakur, 1997).

152

Some suffixes are largely grammatical and are used to change the word-class

of a word. They help to recognize the word-class. For example, the suffix “-ion” is

added to verbs to become nouns. So, if we see a word that ends in ‘-ion” we

should check the first part of the word and see if it looks like a verb. If it does,

then by combining the context with what we know about the meaning of the verb,

we can often work out what the noun means. Nouns formed in this way refer to

the state or process described by the verb, or an instance of the process. For

example, if we give someone “protection”, we protect them or keep them safe

from unpleasant effects and events, an “explanation” is something which

explains or gives reason for a particular event or situation. (Sinclair 1991).

Q. (32) Past and Past Participle Tense Suffix (-ed) and Verb Ending

Pronunciations

In this four-alternative question, informants were asked to give their view

points about introducing them to the different pronunciations of the past and past

participle tense suffix (-ed) at the end of verbs regarding English language rules.


Important” or “Not Important”. They were asked to give their assessing according

to the degree of importance. Their reaction to the question was (5%), (67%),

(25%) and (3%) respectively.

Table (4.2.34.)

Students' opinions regarding introducing them to the different

pronunciations of the past and past participle tense suffix (-ed) at the end

of verbs in verb ending rules, according to the degree of importance:


The results above reflect a clear idea that most students (5%+67%=72%)

perceived well the importance of introducing them to the different pronunciations

of the past and past participle tense suffix (-ed) in the endings of verbs regarding

English language rules.

This form has three spoken realizations: /t/, /d/ and /id/ based on the past and

past participle tense rules of English regarding the endings of regular verbs:

153

1. Pronounced /t/ after regular verbs ending in voiceless sounds other than

/t/. For example; missed, marched, searched, rushed, parked, hoped.

2. Pronounced /d/ after regular verbs ending in voiced sounds other than /d/.

For example; moved, played, stained, hugged, cried.

3. Pronounced /id/ after regular verbs ending in /d/ and /t/. For example;

padded, patted, parted, guided, wanted, decided.

(Quirk, 1973) (Thakur, 1997).

Q. (33) Third Person Singular Present Tense Suffix (-s) and Pronunciations

of Verb Endings

In this four-option question, candidates were asked to give their perspective

about introducing them to the different pronunciations of the third person singular

present tense suffix (-s) in the endings of verbs regarding English language rules.


Important” or “Not Important”. They were asked to give their estimating according

to the degree of importance. Accordingly, they replied with the percentages of

(4%), (63%), (28%) and (5%) respectively.

Table (4.2.35.)

Students' views regarding introducing them to the different

pronunciations of the third person singular present tense suffix (-s) at the

end of verbs in verb ending rules, according to the degree of importance:


We can deduce from the figures above that most subjects (4%+63%=67%)

perceived the importance of introducing them to the different pronunciations of

the third person singular present tense suffix (-s) in verb endings according to

English language rules.

This form has three spoken realizations: /s/, /z/ and /iz/ based on the third

person singular present tense rules of English regarding the endings of verbs:

1. Pronounced /s/ after verbs ending in voiceless sounds other than /z/, /ʒ/ or

/ʤ/. For example; hopes, walks, coughs, writes.

154

2. Pronounced /z/ after verbs ending in voiced sounds other than /z/, /ʒ/ or

/ʤ/. For example; rubs, bags, grins, settles, chews, buys, flows, climbs.

3. Pronounced /iz/ after verbs ending in /s/, /z/, /ʃ/, /ʒ/, /ʧ/, or /ʤ/. For

example; buzzes, catches. budges, camouflages, mixes, washes.

(Quirk, 1973) (Thakur, 1997)

Q. (34) Plural Suffix (-s) and Noun Ending Pronunciations

In this four-alternative question, learners were asked to give their point of view

about introducing them to the different pronunciations of the plural suffix (-s) at

the end of nouns in the pluralization rules regarding the endings of nouns. They

were asked to respond in the options “Most Important”, “Important”, “Less

Important” and “Not Important”. They were asked to give their evaluation

according to the degree of importance. Their response to the question was (2%),

(65%), (29%) and (4%) respectively

Table (4.2.36.)

Students' rating of introducing them to the different pronunciations of

the plural suffix (-s) at the end of nouns in noun ending rules , according to

the degree of importance:


The table above reflects that most learners (2%+65%=67%) perceived the

importance of introducing them to the different pronunciations of the plural suffix

(-s) at the end of nouns in noun endings according to English language rules.

The pluralization rules regarding the plural suffix (-s) are identical with the

third person singular present tense suffix (-s) rules.

This form has three spoken realizations /s/, /z/ and /iz/, based on the

pluralization rules of English regarding the endings of regular nouns.

1. Pronounced /s/ after regular nouns ending in voiceless sounds other than

/s/, /ʃ/ or /ʧ/ . For example; cats, locks, caps, births, roofs, parks.

2. Pronounced /z/ after regular nouns ending in voiced sounds other than /z/,

/ʒ/ or /ʤ/ . For example; calls, crows, cities, beds, dogs, homes, pens.

155

3. Pronounced /iz/ after regular nouns ending in /s/, /z/, /ʃ/, /ʒ/, /ʧ/ or /ʤ/. For

example; passes, prizes, pushes, mirages, torches, languages.

(Quirk, 1973) (Thakur, 1997).

Q. (35) Possessive Suffix (-s’) and Noun Ending Pronunciations

In this four-scale question, informants were asked to give their opinion about

introducing them to the different pronunciations of the possessive suffix (-s’) at

the end of nouns in the possession rules regarding the endings of nouns. They

were asked to respond in the alternatives “Most Important”, “Important”, “Less

Important” or “Not Important”. They were asked to give their assessing according

to the degree of importance. They answered with the percentages of (00%),

(64%), (30%) and (6%) respectively.

Table (4.2.37.)

Students' perspectives regarding introducing them to the different

pronunciations of the possessive suffix (-s’) at the end of nouns in noun

ending rules, according to the degree of importance:


The results above show that most subjects (64%) perceived the importance of

introducing them to the different pronunciations of the possessive suffix (-s’) at

the end of nouns in noun endings regarding English Language rules.

The possession rules regarding the possessive suffix (-s’) are identical with

the third person singular present tense suffix (-s) rules and the pluralization rules

regarding the plural suffix (-s).

This form has three spoken realizations: /s/, /z/ and /iz/ based on the

possession rules of English regarding the endings of regular nouns.

1. Pronounced /s/ after regular nouns ending in voiceless sounds other than

/s/, /ʃ/ or /ʧ/ for example; Hamlet’s, Isaac’s, Phillip’s, Kenneth’s,

Randolph’s, dentist’s, dentists’.

156

2. Pronounced /z/ after regular nouns ending in voiced sounds other than /z/,

/ʒ/, or /ʤ/. For example; Michel’s, Henry’s, Richard’s, Adam’s,

Helen’s, Miranda’s, brother’s, brothers’.

3. Pronounced |/z/ after regular nouns ending in /s/, /z/, /ʃ/, /ʒ/, /ʧ/ or /ʤ/.

For example; Bruce’s, Marsh’s, George’s, Judge’s, judges’,

Keats’s or Keats’, Dickens’s or Dickens’.

(Quirk, 1973) (Thakur, 1997).

4.3. TEACHERS’ QUESTIONNAIRE

4.3.1. PREVIEW

Teachers’ questionnaire is the other major tool used in collecting the data of

the present work from the teachers' perspectives. The subjects of this device are

the members of the Teaching Staff who are involved in the teaching process of

the English programs at the Department. The procedure of analysis of the

teacher informants’ questionnaire conducted under the following heads is shown

in the table below.

Table (4.3.1.)

Distribution of questions grouped together under each of the four

sections (parameters) of the teachers' questionnaire.

No. Sections (Parameters) No. ofQuestions

1. Teachers’ Profile 1 – 42. Evaluation of vocabulary and affix teaching methods and teaching

materials in use5 – 16

3. Importance of vocabulary and affix implementation and students’ attitudeand motivation

17 – 29

4. A sample of prefixes and suffixes needed by students 30 – 35

The tables for each set of responses under the four parameters mentioned

above are presented below with a summary statement for the result of each

question along with relevant comments.

The format of the teachers' questionnaire questions in one way or the other is

not different from that of the students' questionnaire questions format.


4.3.2.1. TEACHERS’ PROFILE ASPECT

In the investigation of the current study, it is important to take into

consideration all the related behaviors. These include the qualification and

157

teaching experience of the teachers. Therefore, the first aspect of the teachers’

questionnaire can be described as a preliminary phase, as it introduced those

who were questioned, and elicited some personal information about their

background, educational degree, academic designation, experience, work load,

motivation in teaching English, importance of English and students’ previous

education in English.

In Yemeni universities, according to the academic rules, the members of the

Teaching Staff are designated on the basis of degree and experience. These

academic designations are in the following sequence (from the lower post to the

higher post): Instructor / tutor, lecturer, assistant professor, associate professor

and professor.

The requirement of a qualified teacher for English language is essential. But

teachers in a foreign language situation teach in a poor condition and the

language of both the teacher and the learner is book-based. Such situation

demand good teachers with high qualifications. If non-native language teachers

are qualified well, they will be equal to native language teachers in a foreign

language situation.

As a matter of fact, teacher training for English language teaching is

problematic. It can be considered as the most acute problem in different parts of

the world in general, and in the Third World Countries in particular. This section

consists of four questions (1-4).

Q. (1) Teachers’ Qualification and Teaching Experience

The questionnaire distributed among the teachers of the English Department

revealed that most of the teachers (65%) are holders of B.A. degree obtained

from Yemeni Universities, while (25%) of them are holders of M.A. degree, also

received from Yemeni Universities. The rest of them (10%) are holders of Ph.D.

degree obtained from abroad.

The table below illustrates the distribution of the teachers according to the

qualifications.

Table (4.3.2.)

English language teachers' qualifications:

Qualification Number of Teachers PercentageB.A. 13 65%M.A. 5 25%Ph.D. 2 10%Total 20 100%

158

Teachers’ experience, also, is another essential factor in teaching English to

EFL learners. The teaching experience of the teachers ranged from two years to

more than 20 years. Those with long periods of experience in teaching English

should perform more effectively than newly graduated employed ones. In fact, it

was revealed that most of the teachers (30%) had been teaching English for five

years and more, whereas (70%) of them had been teaching English for two to

four years.

The table below illustrates the distribution of the informants according to their

teaching experience.

Table (4.3.3.)

Teachers’ teaching experience:

Number of Teacher PercentageMore than five years 6 30%From two – four years 14 70%Total 20 100%

Q. (2) Teachers’ Motivation

In the same manner, motivation of the teachers in teaching English is as

effective as the learners' motivation to learn English. When asked about their

satisfaction of teaching English in the Department, most of the teachers, i.e. 80%,

indicated that they enjoyed teaching, whereas a small minority of them, i.e. 20%,

claimed their dissatisfaction of teaching English in the Department. This,

probably, may relate to some key rationale behind their dissatisfaction of holding

such positions. This may relate to the displeasure over the amount of salary

being paid to them or the conditions of teaching situation. Nobody commented

further on this matter in the questionnaire distributed among them. Anyway, this

might be reflected negatively on their production and performance and might

have lead to some uninvited consequences on the level of the learners.

Table (4.3.4.)

Teachers’ satisfaction of teaching English in the Department:

Enjoy Teaching Do Not Enjoy Teaching80% 20%

159

Q. (3) Teachers’ Rating of the Importance of English Language

Under this question, all the candidates (100%) replied positively. They

indicated the importance of English.

Table (4.3.5.)

Teachers’ rating of the importance of English:

English is important English is not important100% 00%

The table above reflects that all teachers, i.e. 100%, declared that English is

important. Additionally, some teachers commented on the question as follows:

Because it is a universal language.

Because it is the language of knowledge, science, technology, literature

and so on.

English is important to get a job as a school or a university teacher.

English is important for continuing higher studies for M.A. and PhD degree

in English.

Q. (4) Learners’ Previous Education in English Vocabulary and Affixes

In reaction to this question, most teachers (85%) stated negatively, while only

(15%) of them replied, “To some extent”, whereas (00%) for “Yes”.

Table (4.3.6.)

Learners' previous education in English vocabulary and affixes


We can deduce from the figures above (85%) that students’ previous

education in English vocabulary and affixes in the school stage was insufficient

and poor (see 4.2.2.1. Question No. 4).

Some teachers, additionally, commented on this point by saying:

Because they start learning English from class seven at the age of

thirteen.

They study English as a single school subject only for six years in primary

and secondary levels.

Because the language of instruction in the school stage was Arabic, i.e.

the students’ mother tongue.

Some of their school teachers were not qualified and were incompetent.

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4.3.2.2. ASPECT OF EVALUATION OF VOCABULARY AND AFFIX

TEACHING METHODS AND TEACHING MATERIALS IN USE

Teachers are the best persons to evaluate the teaching methods and teaching

materials in use. Therefore, it is crucial to take into consideration the subject

teachers’ views in any evaluation process. The informants were asked to give

their views regarding vocabulary and affix teaching methods and the utilization of

vocabulary and affix teaching materials in use. This section consists of twelve

questions (5-16). As a prologue to this aspect, the following question was asked.

Q. (5) Learners’ Profile of Reading English Text Materials at the Department

In response to this question, unfortunately, all the teachers (100%) responded

negatively about reading of newspapers and magazines by students at the

Department. Only (25%) of them replied positively about reading of short stories,

plays, novels and adventure stories by students at the Department. None of them

stated “Sometimes”.

Table (4.3.7.)

Type Of Text No Yes SometimesNewspapers 100% 00% 00%Magazines 100% 00% 00%Short Stories 75% 25% 00%Plays 75% 25% 00%Novels 75% 25% 00%Adventure stories 75% 25% 00%

Based on the results above, and as a part of the Researcher’s experience as

a member of the Teaching Staff of the Department, the learners’ profile of reading

English text materials at the Department is poor (see 4.2.2.2. Question No. 5).

Additionally, some of the teachers commented on the question as follows:

The mentioned materials are not regularly provided.

Their number is inadequate at the Department.

They are not available at the Department.

The College and the University do not pay attention to funding the

Department for purchasing the mentioned texts.

Q. (6) Teachers’ Assessment Regarding the Present Syllabus

For this question, most teachers (65%) replied negatively. Meanwhile, only

(25%) of them indicated “To some extent”, while (10) responded positively.

161

Table (4.3.8.)

Teachers' estimating regarding the present syllabus:


The figures above (65%) suggest that the present syllabus does not take into

account the importance of vocabulary and affixes in learning English. Vocabulary

and affixes are neglected (see 4.2.2.2. Question No. 6) (see Hypothesis No.1).

Some teachers, additionally, commented on this question by saying:

Because it concentrates on the aspects of English language learning other

than vocabulary and affixes.

The present syllabus focuses on other aspects of English language

learning at the expense of vocabulary and affixes.

Because vocabulary and affixes are neglected in the present syllabus.

The present syllabus does not consider vocabulary and affixes as an

important aspect in learning English.

Q. (7) Teachers’ Role in Improving Students’ Vocabulary and Affixes

In response to this question, most teachers (60%) stated negatively. Only

(25%) responded, “Sometimes”, whereas (15%) replied positively.

Table (4.3.9.)

Teachers and improving students' vocabulary and affixes:


The table above shows that most teachers (60%) do not pay attention to

improve the vocabulary and affixes of their students (4.2.2.2. Question No. 7).

Some of the teachers commented, further, on this point as follows:

The present syllabus does not match and meet the learner's desire, wants,

interests and needs in the area of vocabulary and affixes.

Because there is a gap between the university syllabus and the learners’

needs.

This kind of attention should be paid in the school stage.

162

Q. (8) Teachers’ Perspectives Regarding the Importance of Teaching

Vocabulary and Affixes

To this question, most teachers (65%) replied positively. Meanwhile, only

(30%) stated, “To some extent”, while (5%) replied negatively.

Table (4.3.10.)

Teachers and the importance of teaching vocabulary and affixes:


The results above demonstrate that most teachers (65%) perceived the

importance of teaching vocabulary and affixes (4.2.2.2. Question No. 8)

Some of the teachers commented, further, on the question by saying:

Vocabulary and affixes help students to have good command and mastery

of language for communication.

Vocabulary and affixes strengthen students’ abilities in the language skills.

They help students to understand easily and learn English better.

Without acquiring good vocabulary we cannot talk about successful

learning.

Q. (9) Methodology Used in Teaching Vocabulary and Affixes

In reaction to this question, (60%) of the teachers responded negatively,

whereas only (40%) of them replied positively.

Table (4.3.11.)

Teachers' perspectives regarding vocabulary and affix teaching

methodology:


We can deduce from the figures above (60%) that the methodology used in

teaching vocabulary and affixes in the classroom is not sufficient (4.2.2.2.

Question No. 9)

Additionally, some of the teachers commented on this point as follows:

Because the present syllabus does not take into account the importance of

teaching vocabulary and affixes.

The university syllabus concentrates on the technical aspects of English

language other than vocabulary.

163

Q. (10) Practicing of Vocabulary and Affixes

In response to this question, (5%) of the participants rated the degree

“Always”, (15%) of them estimated the option “Often”, (20%) assessed the scale

“Sometimes” and (60%) ticked the scale “Never”.

Table (4.3.12.)

Teachers’ views regarding practicing of vocabulary and affixes by

students in the classroom, according to the degree of frequency:

Always 5%Often 15%Sometimes 20%Never 60%

The above table shows that most teachers (60%) indicated that students do

not practice vocabulary and affixes in the classroom (4.2.2.2. Question No. 10).

Further, some teachers commented on this point as follows:

The syllabus does not pay attention to this matter.

The syllabus does not include vocabulary and affixes as separate items.

The time for practicing is not sufficient.

The number of students in the class is big.

Q. (11) Time Allotted for Practicing Vocabulary and Affixes

Under this question, (65%) of the teachers replied negatively, while (35%) of

them stated positively.

Table (4.3.13.)

Teachers' assessing of the time allotted for practicing of vocabulary and

affixes by students in the classroom:


The figures above (65%) reflect that the time allotted for practicing of

vocabulary and affixes by students in the classroom is not sufficient (see 4.2.2.2.

Question No. 11) (see Hypothesis No.2).

Some of the teachers, further, commented on the question by stating:

Time is not sufficient.

Time is limited.

The number of students is big.

University syllabus does not take account of this point.

164

Q. (12) Assessing in Vocabulary and Affixes

In reply to this question, majority of the teachers (70%) responded for the

frequency “Once every 3 months”, whereas the minority of them (30%) replied for

the frequency “Once every 2 months”. None of them (00%) ticked the frequency

“Once every a month”.

Table (4.3.14.)

Frequency of assessing students in vocabulary and affixes:

Once a month Once every 2 months Once every 3 months00% 30% 70%

Based on the table above, the assessment of students in vocabulary and

affixes was not carried out frequently since most of the teachers (70%) were of

the opinion about “Once every three months” frequency (4.2.2.2. Question

No.12).

Additionally, some of the teachers commented on the question as follows:

This gap of three months’ assessment is really not adequate.

Vocabulary and affix assessment is better to be done at least once a

month.

Assessment in vocabulary and affixes should be frequent and regular.

Assessment in vocabulary and affixes may motivate and stimulate the

students to improve their own vocabulary profile to have mastery of

language.

The University syllabus does not pay attention to this point.

Assessment in vocabulary and affixes helps in getting a clear idea about

students’ strengths and weaknesses in them.

Q. (13) Homework, Assignments and Exercises of Vocabulary and Affixes

Under this question, most of the teachers (75%) replied negatively. Only

(25%) of them answered “Sometimes”. None of them (00%) ticked positively.

165

Table (4.3.15.)

Regularity of doing homework, assignments or exercises in vocabulary

and affixes by students:


From the figures above (75%), we can deduce that students do not do

homework, assignments or exercises in vocabulary and affixes regularly (4.2.2.2.

Question No. 13).

Further, some teachers commented on the question by remarking:

The present syllabus does not consider this point.

The mentioned tasks may help students to improve their vocabulary and

affixes to achieve command of language.

Time is limited.

These tasks should be frequent, systematic and regular.

Q. (14) Availability of Textbooks

In reply to this question, majority of the teachers (75%) responded negatively.

Minority of them (25%) stated “Sometimes”, whereas (00%) for “Yes”.

Table (4.3.16.)

Providing textbooks to students:


The percentages given above (75%) suggest that the textbooks were truly in

dearth at the Department. They were not available. Students were not sufficiently

provided with textbooks (4.2.2.2. Question No.14).

Some teachers, further, commented on this point by stating.

Textbooks are not available at the Department.

They are not sufficient.

They are not provided sufficiently.

The College and the University do not pay attention to funding the

Department for purchasing them.

Students photocopy from teachers’ original textbooks.

Some students buy them from market.

166

Q. (15) Providing Dictionaries

Under this question, all the teachers (100%) responded negatively

Table (4.3.17.)

Providing students with dictionaries in the classroom:


The table above (100%) gives a clear idea that students are not provided with

dictionaries in the classroom (4.2.2.2. Question No.15).

Some teachers, additionally, commented on this point by saying.

Dictionaries are not available at the Department.

The Department is not provided with dictionaries.

The College and the University do not fund the Department to purchase

them.

Some students bring their own dictionaries.

Q. (16) Evaluation of College Library

In response to this question, overwhelming majority of the teachers (85%)

claimed that the library of the College was “Poor”. Only (15%) of them declared

that it was “Good”. None of them (00%) ticked “Fairly good” or “Very good”.

Table (4.3.18.)

Estimating the facility of College library:

Very good Fairly good Good Poor00% 00% 15% 85%

The percentages above (85%) demonstrate that the library of the College is

truly poor. It is in dearth and shortage of books and reference materials (4.2.2.2.

Question No. 16)

Additionally, some teachers commented on this question as follows:

Most of the books and references are not available.

The available books and references are old.

It is neglected.

The College and the University do not fund the library to purchase books

and references.

The library is not provided with books and references.

167

4.3.2.3. IMPORTANCE OF IMPLEMENTATION OF VOCABULARY AND

AFFIXES AND STUDENTS’ ATTITUDE AND MOTIVATION ASPECT

This section attempts to elicit information from teachers regarding the

importance of usage of vocabulary and affixes in learning English in classrooms

and students’ attitude and motivation from the view points of the teacher

informants. It also investigates the main problems and difficulties which hinder

and constrain the learners in the usage of prefixes and suffixes which is

considered as one of the important benefits of this investigation. This gives an

opportunity to the teachers to put forth the main difficulties and problems which

hinder and constrain students to use prefixes and suffixes properly, effectively

and productively.

This section consists of thirteen questions (17 – 29). As a commencement to

this parameter, the following question was asked.

Q. (17) Role of Vocabulary and Affixes in Learning English

In reaction to this question, the scale “Most Important” was given the

percentage of (5%), the degree “Important” with the percentage (60%), the option

“Less Important” with (20%) and the alternative “Not Important” with (15%).

Table (4.3.19.)

Teachers' perspectives regarding the role of vocabulary and affixes in

learning English, according to the degree of importance:


The figures above show that most teachers (5%+60%=65%) perceived the

importance of the role of vocabulary and affixes in learning English (4.2.2.3.

Question No. 17).

Further, some of the teachers commented on the question by remarking:

Vocabulary and affixes help in learning English better.

Vocabulary and affixes are essential to attain mastery and command of

language for communication.

They make us able to express ourselves better.

Without acquiring adequate vocabulary, learning a foreign language

becomes difficult.

It is essential in learning a foreign language.

168

Q. (18) Lack of Vocabulary and Affixes and the Hindrance and Constraint

Caused by it in Learning English

Most of the teachers, (60%), responded positively to this question, while only

(30%) of them ticked “To some extent”, whereas (10%) replied negatively.

Table (4.3.20.)

Lack of vocabulary and affixes and the hindrance and constraint caused

by it in learning English:


Based on the results above, we can get a clear idea that most teachers (60%)

claimed that lack of vocabulary and affixes can hinder and constrain students in

learning English (4.2.2.3. Question No.18).

Some teachers, additionally, commented on this point as follows:

Lack of vocabulary and affixes can be a hindrance for students to use

English in the class.

Inadequate vocabulary and affixes can be a block for students in using

English language.

Insufficient vocabulary and affixes can be a constraint for students in

expressing themselves.

Lack of vocabulary and affixes creates problems and difficulties for

students in speaking, reading, writing and listening.

Q. (19) Acquiring Sufficient Vocabulary and Affixes and Learning English

Better

In reply to this question, (65%) of the teachers stated positively. Only (30%) of

them replied, “To some extent”, while (5%) answered negatively.

Table (4.3.21.)

Acquisition of sufficient vocabulary and affixes and learning English

better:

Yes No To some extent.65% 5% 30%

The table above describes that most of the teachers (65%) indicated that

acquiring sufficient vocabulary and affixes help students in learning English better

(4.2.2.3. Question No.19).

169

Further, some teachers commented on the question as follows:

This helps students in using English in the class.

It helps them to express themselves.

Students can learn English easily if they have a lot of words.

Students can have command of language.

This helps students in speaking, reading, writing and listening.

Q. (20) Role of Vocabulary and Affixes in the Abilities

About this question, about the “Ability to converse”, the teachers assessed the

scale “Important” with a percentage of (70%) and the degree “Less Important”

with (30%). For the “Ability to read”, they estimated the alternatives “Important”

and “Less Important” with the percentages of (65%) and (35%) respectively. For

the “Ability to write”, the teachers rated the options “Important” and “Less

Important” with a percentage of (60%) and (40%) respectively. For the “Ability to

follow conversations and lectures”, the candidates evaluated the degree

“Important” and “Less Important” with the percentages of (55%) and (45%)

respectively. The “Ability to study and pass examinations”, was given the

percentages of (50%) for the scale “Important” and (50%) for the alternative “Less

Important”. As for the degree “Not Important”, it was rated negatively (00%) by all

the participants for all the abilities.

Table (4.3.22.)

Role of vocabulary and affixes in the abilities:

Important Less Important Not ImportantAbility to converse 70% 30% 00%Ability to read 65% 35% 00%Ability to write 60% 40% 00%Ability to follow conversations and lectures 55% 45% 00%Ability to study and pass examinations 50% 50% 00%

From the figures above we can deduce the importance of vocabulary and

affixes in the abilities. The first priority was the ‘Ability to converse’. Next to it, the

teachers’ priority was for the “Ability to read, the “Ability to write”, the “Ability to

follow conversations and lectures” and the “Ability to study and pass

examinations” respectively (4.2.2.3. Question No. 20).

Some of the teachers, further, commented by saying:

Vocabulary and affixes play a great role in strengthening students' abilities.

They are essential and help students in speaking reading, writing and

listening.

170

This helps students in learning English better.

Students can use English in the class better with this.

This helps students in performing well in English.

Q. (21) Vocabulary and Affixes and the Four Skills of Language

In response to the question, the speaking skill was given the first priority by

teachers with a percentage of (70%). The next priority was given to the reading

skill with (65%). The third priority was the writing skill with (60%). The last priority

was the listening skill with a percentage of (55%).

Table (4.3.23.)

Vocabulary and affixes within the four basic skills:

Speaking 70%Reading 65%Writing 60%Listening 55%

The table above reflects the importance of vocabulary and affixes within the

four language skills. The order of priority to the skills, according to the teachers’

perspective, was speaking, reading, writing and listening respectively (4.2.2.3.

Question No. 21).

171

Given below is a frequency figure, which describes the measurements of the

four basic language skills in relation to vocabulary and affix implementation within

each one of these skills as perceived by teachers.

These measurements can be reported through verbal description tables,

figures and graphs (Seliger and Shohamy, 1989: 215).

Figure (4.3.1.)

Frequencies of implementation of vocabulary and affixes within the four

language skills:

70%

65%

60%

55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Speaking Reading Writing Listening

172

Additionally, some of the teachers commented on the points by remarking:

There is a close relation between vocabulary and affixes and the four

basic skills of language.

Vocabulary and affixes help students in improving and strengthening the

four skills of language.

Vocabulary and affixes are essential for the four skills of language to have

command and mastery of language for communication.

They are important for the four skills of language and to learn English

better.

Q. (22) Knowing the Role of Internal Structure in Word Understanding

Most teachers, (70%), indicated “Always” for this question. Only (20%) of

them replied, “Sometimes”, while (10%) stated, “Never”

Table (4.3.24.)

Knowing the role of the internal structure of words in understanding

them according to the degree of frequency:

Always Sometimes Never70% 20% 10%

The figures above show that most of the teachers (70%) said that it is

important for students to know the role of the internal structure of words in

understanding them easily (4.2.2.3. Question 22).

Some of the teachers, moreover, commented by saying:

This helps students to build more new words easily.

It helps students to understand more words.

This will help them to know the meaning of new words and increase their

vocabulary.

It will help students to master and command words easily.

Q. (23) Introducing the Role of Prefixes and Suffixes in Learning English

In response to this question, none of the informants (00%) ticked the degree

“Most Important”, whereas the scale “Important” was given the percentage of

(65%), the option “Less Important” with the percentage of (20%) and the

alternative “Not Important” with (15%).

173

Table (4.3.25.)

Introducing the role of prefixes and suffixes in learning English,



The table above reflects that most of the teachers, (65%), perceived the

importance of introducing to the students the role of prefixes and suffixes in

learning English better. (4.2.2.3. Question No.23).

Moreover, some of the teachers commented on this point by remarking:

Affixes help in increasing and expanding the vocabulary of the students.

They help students in improving their vocabulary.

Affixes are important in the acquisition of EFL.

They help students to have mastery and command of words.

Q. (24) Knowing the Role of Prefixes and Suffixes in Recognition of the

Meaning of the Same Words

Under this question, most of the candidates, (65%), responded “Always”,

whereas only (25%) replied, “Sometimes”, while (10%) of them stated, “Never”.

Table (4.3.26.)

Knowing the role of prefixes and suffixes in recognizing the meaning of

the same words, according to the degree of frequency:


We can deduce from the results above that most subjects, (65%), accepted

the importance of knowing the role of prefixes and suffixes in recognizing the

meaning of the same words for students (4.2.2.3. Question No.24).

Some of the teachers, moreover, commented on this question as follows:

This will help students in understanding the meaning of more words.

This will help students to expand and extend their vocabulary.

It will be beneficial for students to have mastery and command of words

easily.

Affixes facilitate the process of acquiring words.

Affixes help in memorizing the meaning easily.

174

Q. (25) Knowing the Role of Prefixes and Suffixes in the Recognition of the

Meaning of the Other Words

In reaction to this question, (70%) of the respondents responded, “Always”.

Only (20%) of them declared, “Sometimes”, whereas (10%) stated, “Never”.

Table (4.3.27.)

Knowing the role of prefixes and suffixes in recognizing the meaning of the

other words, according to the degree of frequency:


Based on the figures above, most of the informants, (70%), indicated the

importance of knowing the role of prefixes and suffixes in recognizing the

meaning of other words for students (4.2.2.3. Question No. 25).

Moreover, some of the participants remarked on the question by stating:

Affixes help students to expand and extend their vocabulary.

They facilitate the process of acquiring words.

They help in memorizing words easily.

This will enable students to have command and mastery of words.

Q. (26) Role of Prefix and Suffix Classification According to Similar

Meaning

In reply to this question, (60%) of the participants rated the degree

“Important”, (25%) of them estimated the option “Less Important”, (15%)

assessed the scale “Not Important”. None of the candidates (00%) ticked the

alternative “Most Important”.

Table (4.3.28.)

The role of prefix and suffix classification according to similar meaning,

according to the degree of usefulness:


We can deduce from the figures above that most subjects, (60%), indicated

the usefulness of classifying prefixes and suffixes in groups for students

according to their similar meaning (4.2.2.3. Question No. 26).

175

Moreover, some of the informants remarked on this point as follows:

Affixes help students to learn the meaning of words easily.


They help students to memorize the meaning of words easily.

This will be useful for students to increase their vocabulary.

It will be useful for students to have command of words.

Affixes help students to know the synonymy of words.

Q. (27) Role of Prefix and Suffix Classification According to the Same Word-

Class

For this question, (60%) of the respondents evaluated the scale “Useful”,

(30%) of them estimated the degree “Less Useful”, (10%) ticked the option “Not

Useful”. None of the subjects (00%) rated the alternative “Most Useful”

Table (4.3.29.)

The role of prefix and suffix classification according to the same word-

class, according to the degree of usefulness:

Most useful 00%Useful 60%Less Useful 30%Not Useful 10%

The table above reflects that most of the informants (60%) stated the

usefulness of classifying prefixes and suffixes in groups for students according to

their same word-class (4.2.2.3. Question No.27).

Additionally, some of the participants remarked by saying:

This helps in improving the vocabulary of the students.

Affixes play a great role in forming some parts of speech.

It is useful for students to know the role of affixes in forming parts of

speech.

Affixes help students in memorizing the grammatical class of words easily.

Q. (28) Knowing the Role of Prefix and Suffix Contrasting Meaning in

Vocabulary Expansion

In response to this question, most teachers (65%) replied “Always”, while only

(20%) who answered “Sometimes”, whereas (15%) of them responded “Never”.

176

Table (4.3.30.)

Knowing the role of prefix and suffix contrasting meaning in expanding

vocabulary, according to the degree of frequency:


The figures above show that most of the subjects, (65%), accepted the

importance for students to know the role of contrasting meaning of prefixes and

suffixes in expanding the vocabulary of students (4.2.2.3. Question No. 28).

Further, some of the respondents commented on this point by remarking:

Affixes help students to understand the meaning of words easily.

This is useful for students to expand their vocabulary.


Affixes help students to know the anatomy of words.

Q. (29) Knowing the Role of Prefixes and Suffixes in Word-Class

Recognition

For this question, (65%) of the candidates responded “Always”. Only (25%) of

them ticked “Sometimes”, while (10%) replied, “Never”.

Table (4.3.3.1.)

Knowing the role of prefixes and suffixes in word-class recognition,

according to the degree of frequency


The results above demonstrate that most of the teachers, (65%), perceived

the importance of knowing the role of prefixes and suffixes in recognizing the

word-class of words for students (4.2.2.3. Question No. 29).

Some of the teachers, further, remarked on this question as follows:

This helps students in memorizing the grammatical class of word easily.

Affixes are important for students to know how parts of speech are formed.

They help students to have command and mastery of words.

This enables them to understand words easily.

177

4.3.2.4. NEED ASPECT

This part is concerned with the investigation of the needs of the students in

the field of prefixes and suffixes as viewed by the teacher informants. Since the

subject practitioners are in close proximity of the students and are familiar with

their environment, they are in a far better position to provide proper insights into

the needs of the learners. The teachers’ approach to the needs of the learners

will be greatly influenced by their practical experience as well as by their own

philosophy and conception of their role. The aspect gives a sample of prefixes

and suffixes needed by students.

This aspect consists of six questions (30 – 35). The following question was

asked as an initiation to the section.

Q. (30) Introducing the Prefixes that Change Word Meaning

In reaction to this question, most of the teachers, (65%), rated the degree

“Important”, (20%) of them estimated the scale “Less Important”, while (15%)

assessed the option “Not Important”. None of the teachers ticked the alternative

“Most Important”.

Table (4.3.32.)

Introducing the prefixes that make a change in the meaning of words,



The figures above suggest that most subjects (65%) indicated the importance

of introducing to students the prefixes that make change in the meaning of words

(4.2.2.3. Question No. 30).

Moreover, some of the teachers remarked on this question as follows:

They help students in recognizing the meaning of words.

They are useful to students in memorizing the meaning of words.

This enables students to improve their vocabulary.

They help students to have command of words.

Q. (31) Introducing the Suffixes that Change Word-Class

For this question, the scale “Important” was given by the percentage of (60%),

the degree “Less Important” by (25%), the option “Not Important” by the

178

percentage of (15%). None of the participants evaluated the alternative “Most

Important”.

Table (4.3.33.)

Introducing the suffixes that make change in the word-class of words,



The table above shows that most of the informants (60%) perceived the

importance of introducing to students the suffixes that make change in the word-

class of words (4.2.2.3. Question No. 31).

Some of the respondents, moreover, commented on this point by saying:

They enable students in recognizing the grammatical class of words.

They help students to know how parts of speech are formed.

Suffixes are useful for students in memorizing the grammatical class of

words.

They are useful in the process of acquiring words.

Q. (32) Introducing Different Pronunciations of the Past and Past Participle

Tense Suffix (-ed) in Verb Endings

In reply to this question, (65%) of the teachers rated the degree “Important”,

(20%) of them assessed the scale “Less Important”, while (15%) estimated the

option “Not Important”. None of them ticked the scale “Most Important”.

Table (4.3.34.)

Introducing different pronunciations of the past and past participle tense

suffix (-ed) in the endings of verbs:


The results above demonstrate that most of the candidates (65%) appreciated

the importance of introducing to students different pronunciations of the past and

past participle tense suffix (-ed) in the endings of verbs (4.2.2.3. Question No.32)

Additionally, some of the teachers remarked on this question as follows:

This enables students to pronounce words better.

179

It helps students to pronounce words correctly.

This shows students how words are pronounced.

This is useful for students in the process of interaction and communication.

Q. (33) Knowing Different Pronunciations of the Third Person Singular

Present Tense Suffix (-s) in Verb Endings

In response to this question, the scale “Important” was given by the

percentage of (60%), the degree “Less important” by (25%), while the option “Not

Important” by the percentage of (15%). None of the teachers stated the scale


Table (4.3.35.)

Knowing different pronunciations of the third person singular present

tense suffix (-s) in the endings of verbs:


We can deduce from the table above that most of the subjects, i.e. (60%),

perceived the importance for students to know different pronunciations of the

third person singular present tense suffix (-s) in the endings of verbs (4.2.2.3.

Question No.33).

Some of the teachers, additionally, remarked on this question by stating:

It enables students to pronounce words properly.

This helps students to know how words are pronounced.

This is useful for students in spoken English.

Q. (34) Introducing Different Pronunciations of the Plural Suffix (-s) in Noun

Endings

For this question, (60%) of the teachers rated the degree “Important”, (30%) of

them assessed the scale “Less Important”, while (10%) estimated the option “Not

Important”. None of them ticked the scale “Most Important”.

180

Table (4.3.36.)

Introducing different pronunciations of the plural suffix (-s) in the

endings of nouns in the case of pluralization:


The table above suggests that most teachers (60%) indicated the importance

of introducing to students different pronunciations of the plural suffix (-s) in the

endings of nouns in the case of pluralization. (4.2.2.3. Question No.34).

Further, some of the teachers commented on the question as follows:

It enables students to pronounce words better.

This is useful for students in the interaction and communication.

Students become aware of how words are pronounced.

Q. (35) Introducing Different Pronunciations of the Possessive suffix (-s’) in

Noun Endings

In reaction to this question, the option “Important” was given by the

percentage (60%), the alternative “Less Important” by (20%), while the degree

“Not Important” by the percentage of (20%). None of the subjects ticked the scale


Table (4.3.37.)

Introducing different pronunciations of the possessive suffix (-s’) in the

endings of nouns in the case of possession:


Based on the results above, most of the candidates, i.e. (60%), stated the

importance of introducing to students different pronunciations of the possessive

suffix (-s’) in the endings of nouns in the case of possession (4.2.2.3. Question

No.35).

Some of the subjects, further, remarked on this point by stating:

They become aware of how words are pronounced.

They are enabled in pronouncing words correctly.

It is useful for students in spoken English

181

4.3.3. QUANTITATIVE ANALYSIS OF THE QUESTIONNAIRES

SECTION I:

Respondents’ Profile

Table No.1 (a)

Respondents Number Age Gender

Male Female

First year students 50 20-24 30 20

Second year students 50 20-24 26 24Teachers 20 Different ages N/A

Table No.1 (b)

No. Question Item Students Teachers Total2. Liking/enjoying

Learning/teachingEnglish

YesNo

7723

164

93 out of 12027 out of 120

3. English language is important

YesNo

1000

200

120 out of 1200 out of 120

4. Students received sufficientEnglish vocabulary and

affixesin the school stage

YesNoTo

someextent

087

13

017

3

0 out of 120104 out of 120

16 out of 120

182

SECTION II:

Evaluation of Vocabulary and Affix Teaching Methods and Teaching

Materials in Use

Table No.2

No. Question Item Students Teachers Total6. Present syllabus

accounts for the importance of

vocabulary and affixes in teaching/learning

English

YesNo

To some extent

570

25

213

5

7 out of 12083 out of 120

30 out of 120

7. Teachers pay attention to improve students’

vocabulary and affixes

YesNo

Sometimes

126919

3125

15 out of 12081 out of 12024 out of 120

8. Paying attention to the teaching of vocabulary and affixes is important

YesNo

To some extent

719

20

131

6

84 out of 12010 out of 120

26 out of 1209. Methodology used in

teaching vocabulary and affixes

SufficientNot sufficient

3169

812

39 out of 12081 out of 120

10. Studying and practicingvocabulary and affixes

in classroom

AlwaysOften

SometimesNever

0122266

13412

1 out of 12015 out of 12026 out of 12078 out of 120

11. Time allotted for studying and practicingvocabulary and affixes

in classroom

SufficientNot sufficient

2971

713

36 out of 12084 out of 120

12. Assessing students invocabulary and affixes

A monthEvery two months

Every three months

033

67

06

14


81 out of 120

13. Doing homework, assignments or

exercises of vocabulary and affixes regularly

YesNo

Sometimes

07624

0155


14. Students provided with textbooks

YesNo

Sometimes

08218

0155


15. Students provided with dictionaries

YesNo

Sometimes

0100

0

0200

0 out of 120120 out of 120

0 out of 120

16. Sort of library in the College

Very goodFairly good

GoodPoor

00

1981

00317


22 out of 12098 out of 120

183

SECTION III

Importance of Implementation of Vocabulary and Affixes in TLEFL

Table No.3

No. Question Item Students Teachers Total17. Role of vocabulary and

affixes in learning English

Most importantImportant

Less important

Not important

466

2010

112

43


24 out of 12013 out of 120

18. Lack of sufficientvocabulary and affixes constrain and hinder

learning English

YesNo

To some extent

755

20

122

6


26 out of 12019. Acquiring sufficient

vocabulary and affixes helps in leaning English

YesNo

To some extent

7010

20

131

6

83 out of 12011 out of 120

26 out of 120

21. Priority of implementing vocabulary and affixes

within the skills in teaching/learning

English

SpeakingReadingWriting

Listening

73696458

14131211


22. Knowing the internal structure of words makes students

understand them better

AlwaysSometimes

Never

72208

1442


23. Introducing students tothe important role of

prefixes and suffixes in learning English


Less important

Not important

463

249

013

43


28 out of 12012 out of 120

24. Knowing the meaning ofprefixes and suffixes of

words helps in recognizing the meaning

of those words

AlwaysSometimes

Never

69274

1352


25. Knowing meaning ofaffixes helps to

recognize meaning of words built and formed

by the same affixes

AlwaysSometimes

Never

70246

1442


26. Classifying prefixes and suffixes in groups

according to their similar meaning

Most usefulUseful

Less usefulNot useful

2612611

01253


27. Classifying prefixes and suffixes in groups

according to their same word-class

Most usefulUseful

Less usefulNot useful

1602712

01262


28. Knowing the contrasting meaning of prefixes and

suffixes helps in expanding vocabulary

AlwaysSometimes

Never

642610

1343


29. Knowing prefixes and suffixes of words helps

in recognizing word-class of those words

AlwaysSometimes

Never

65278

1352


184

SECTION IV:

A Sample of Prefixes and Suffixes Needed by Students

Table No.4

No. Question Item Students Teachers Total30. Introducing the prefixes

that make change in the word meaning


Less important

Not important

368

227

013

43


26 out of 12010 out of 120

31. Introducing the suffixes that make change in the

word-class


Less important

Not important

069

238

012

53


28 out of 12011 out of 120

32. Introducing the different pronunciations of the

past and past participletense suffix (-ed) at the

end of verbs


Less important

Not important

567

253

013

43



33. Knowing the different pronunciations of the third person singular

present tense suffix (-s)at the end of verbs


Less important

Not important

463

285

012

53



34. Introducing the different pronunciations of the plural suffix (-s) at the

end of nouns


Less important

Not important

265

294

012

62



35. Introducing the different pronunciations of the

possessive suffix (-s’) at the end of nouns


Less important

Not important

064

306

012

44


34 out of 12010 out of 120

185

4.4. CLASSROOM OBSERVATION FORM

4.4.1. PREVIEW

As has been noted down in Chapter Three of this study (3.3.2), some

classroom observations were executed by the Researcher. The main intention

behind these observations was to look into the focal causes of the problems,

difficulties of vocabulary and affixes and needs of the learners of the First and

Second year in actual classes of teaching English. They were also carried out to

observe closely the behaviour, attitude and motivation of both the learners and

the teachers in such classes and get in touch with the teaching atmosphere. The

observations were attended as well to specify the shortcomings of teaching

practices and the conditions of learning emerging at the Department. They also

sought to investigate and inspect the classroom activities, teacher / learner

relationship and how vocabulary and affixes were taught and managed in terms

of methods, materials, programs and activities. Moreover, the Researcher wanted

to find out whether or not what have been reported in the questionnaires by the

students and teachers are being followed or reflected in the classes. Observation

forms were used as an information gathering tool. This tool served as a means

and as a contribution to the findings of the other tools.

4.4.2 THE SAMPLE

Eight lectures were observed by the Researcher in the First and Second year

classes. The Researcher developed an observation sheet for identifying and

recording the class events (3.3.2.1.)

4.4.3 DEVICE RELIABILITY AND THE ANALYTICAL PROCESS

As it is stated in Chapter Three (3.3.2.4.), the results of the two observation

sessions were compared and calculated by using Cooper’s formula to find

percentages of agreement and differences between the two different times

(AL-Mufti,1991). It was found that agreement between the two observation

sessions was a high one (84.28%) (See Appendix 4).

186

Cooper's formula:

R% = A x 100

A + D

R% = percentage of reliability

A = total agreement, D = total differences

Total agreement = 118, Total differences = 22

Therefore, percentage of reliability =

R% = 118 x 100 = 84.28%

118 + 22

Therefore, it is considered as an adequate evidence for the reliability of the

current instrument and a good indicator of the agreement between the two

different times of the observation sessions. Such results show clearly that the

observation sheet is reliable.


The review of the classroom observations will be done in two major

perceptions:

1) Teaching process of vocabulary and affixes

2) Facilities of teaching materials for vocabulary and affixes.

4.4.4.1 TEACHING PROCESS OF VOCABULARY AND AFFIXES

Methods of teaching followed at the Department, in general, did not seem to

stimulate any sort of activity that could bring some change from traditional

teacher-centered approaches to the relatively recent and most popular learner-

centered approaches of teaching to earmark learning languages and foreign

language in particular. Vocabulary and affixes largely did not seem to gain any

specific attention as far as the above discussed idea is concerned. Teachers in

both the classes, First and Second year, did not show a good deal of zest for

stimulation of interaction in vocabulary and affixes on the part of the learners.

Students were not encouraged to ask questions and to practice in vocabulary and

affixes. They also were not given a chance to converse and interact with one

another. It is true that these activities are the most important steps in the right

direction towards manipulation of the learner-centered approach of teaching

vocabulary and affixes, and teaching English, in general, in a FL situation.

187

It is a general observation that teachers adopted lecturing mode while teaching

English, in the sense that the real interaction has to take place in the class, and if

there was some interaction, it was at its minimum. This, however, put an

emphasis on the teachers' role in the class rather than the learners' role, which

was a clear evidence for the teacher-centered approach in teaching English at

the Department.

It was observed, in general, that there was no type of activities for vocabulary

and affixes, such as introducing affixes, practicing, questioning and answering,

assigning, doing homework, exercises, assessing affixes and so on, in those

classes. They were missing as if those activities were something out of the scope

of the teaching priorities. It seems that teachers do not pay attention to improve

students’ vocabulary, in general, and affixes, in particular. The time allotted for

teaching and practicing vocabulary and affixes is limited and not enough.

Students' participation in English classes, in general, was limited, and

activities, if any, in those classes, rotated around a definite number of students. In

some of those classes, it seemed to be a convention that some students were

under the focus of the teachers in asking questions while others kept listening to

what was going on. They were either feeling uncomfortable in the classes or were

not stimulated enough to take part in discussions, so they remained inactive.

Unfortunately, some teachers did not pay attention to preparation of their

lectures. Some teachers in those classes performed poorly even in pronouncing

common words. Such words could not possibly be mispronounced unless those

teachers had failed to come across the words. It must be carelessness in

preparing their lessons appropriately. Anyway, had the teachers prepared well for

the classes and paid a little attention to look for such words in the related sources

of pronunciation, such mistakes would not be committed. The problem does not

reside only in this matter of preparation before classes, but it exceeds further to

the criterion in choosing and appointing teachers for such positions.

Generally speaking, the teachers did not show command of English in those

English classes that were observed. Some of them, in fact, resorted to Arabic, the

mother tongue, to clarify certain points and they might have used it excessively

so that role of English was minimized in making the exposure to such a language

too limited. Teachers even did not seem to be keen on triggering the use of

English by the learners when they talked to each other in the class. It was not

objected, for instance, if a student initiated a question or argued with the teacher

188

in Arabic in those classes. Teachers, nevertheless, tried sometimes to correct

their students’ mistakes in the class and they would use Arabic in some cases to

convey some notions to the learners.

Zoghoul and Hussen (1985) point out:

It is a tradition that, in many Arab Universities, Arabic is used to explain the

difficult points and concepts...

Regrettably, students were unaware of the risk of using their mother tongue

(Arabic) in English classes with each other. They sometimes resort to it in talking

to their teachers. Inference of Arabic in such a learning situation was minimizing

the chance of exposure to English in the classroom. Exposure to English is, no

doubt, essential to EFL learners in their acquisition of English. The

communicative needs of the language would not be achieved if they are not put

into practice. Communicating with each other and with their teachers, students

will get an opportunity in learning situations of English in Yemen, which is the

sole chance to practice the language.

4.4.4.2. FACILITIES OF TEACHING MATERIALS FOR VOCABULARY AND

AFFIXES

As a part of the Researcher's job and experience in teaching English at the

Department since1994, and as observed in the actual teaching of English in

some classes, facilities of teaching materials for vocabulary and affixes at the

Department and the College were in shortage. Students' access to textbooks,

dictionaries, literary texts such as short stories, novels, plays and adventures,

and other printed materials such as newspapers and magazines was in paucity.

The administration of the College and the University, also, did not consider this

issue with priority. Teachers were not interested in keeping collections of those

materials at the Department simply because they were not paid in return for

carrying out such activities. It was hard for them to do this with their own

money. Unavailability of reference books for the teachers was an undeniable fact.

The College library, too, was poor and did not posses the essential curricular text

material that could help both teachers and learners with appropriate sources in

teaching /learning English at the Department.

The prescribed textbooks are irregularly provided to the teachers of the

Department and, in some cases, teachers themselves had to look for books.

Students usually resorted to photocopying from the texts available to their

189

teachers. Funding was a problematic issue and unavailability of the English

teaching materials was in itself a stumbling block in the activities of any teacher.

4.4.5 GENERAL IMPRESSION OF THE TEACHING OF ENGLISH

To conclude this discussion of the observations carried out in this study, it is

worth mentioning that in spite of the bitter facts discussed in the previous

paragraphs, there was a ray of hope. It is that certain values and practices were

on a high profile of teaching English at the Department.

The friendly atmosphere enjoyed by both teachers and learners is a sign of

hopes. They try to create good teaching / learning situations. Challenges were

too great and facilities were in dearth, still one could feel the eagerness of the

students for being devoted to learning English. As observed in the English

classes, teachers, in general, behaved in a friendly way while dealing with the

learners and vice versa. They had enthusiasm to create proper teaching

atmosphere.

chapter four analysis and interpretation of...

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