Analyzing errors committed by second language learners during their first year of study at the University of Taif, can offer insights and knowledge of the learners' difficulties in acquiring technical English communication. With reference to the errors analyzed, the researcher found that the learners' failure to understand basic English grammar could be ascribed to intralingual interference which is associated with the developmental sequence of learning English for technical communication in the form of speaking, listening, reading and writing, rather than to interference of the mother tongue. The results will be of benefit for material development, especially in the provision of materials in the Language Learning Centre.

The speaking skill is an important part of the curriculum in language teaching, and this makes it an important object of assessment. This study is based on a qualitative method of research where a description is produced about the quality of the speech production of the candidates. The purpose is to examine whether learners use features of that indicates advanced knowledge of English in their production. For this purpose, forty-seven university students, who were fourth-year majoring in English literature, who are taking the subject "Preparation for International Test" took an interview for their oral production final exam. After the analysis, the results will show the degree of proficiency the students are at as far as their speech production. The results will also reveal if there is statistically significant difference between the students regarding their proficiency levels and frequency of appropriate use of spoken features. Then immediate implications drawn from the results obtained in this study can help sheds light on using curriculum designed to enhance learners' speaking skills in the future. Keywords:Oral proficiency, oral language assessment, oral language instruction, EFL speaking skills Literature ReviewThe ability to speak in a foreign language is of great importance when it comes to language efficiency. The ability to reason and express our thoughts is reflected in our spoken performance. Speaking is also the most difficult language skill to assess reliably. A person's speaking ability is usually judged during a face-to-face interaction, in real time, between an interlocutor and a candidate. The assessor has to make instantaneous judgments about a range of aspects of what is being said, as it is being said. This means that the assessment might depend not only upon which particular features of speech (e.g., pronunciation, accuracy, fluency) the interlocutor pays attention to at any point in time, but upon a host of other factors such as the language level, gender, and status of the interlocutor and the personal characteristics of the interlocutor. Moreover the nature of the interaction, the sorts of tasks that are presented to the examinee, the questions asked will have an impact on the performance. Therefore, assessing speaking is not an impossible task, but it is difficult (Luoma, 2004).Speaking in a second language has been considered the most challenging of the four skills because it is productive skill that involves a complex process of constructing meaning (Celce-Murcia & Olshtain, 2000). It is also the most complex skill because of the simultaneous monitoring and planning of utterances. This process requires speakers to make decisions about why, how and when to communicate depending on the cultural and social context in which the speaking act occurs (Burns & Seidlhofer, 2002).Reading aloud is a common way of developing this skill in addition to tests using visual material as stimuli are common test procedures for testing speaking. Other activities for testing speaking include oral int...

The purpose of this study is to investigate the effect of Strategic Reading, specifically the Collaborative Strategic Reading (CSR) on Taif University. The participants are students from classes of English at the Department of Foreign Languages, of Arts College. The data mainly came from statistical results, including the questionnaire responses. The findings of CSR will be explored to find out the effect, positive or negative on the Taif university learners' reading comprehension particularly in relation to the comprehension questions on getting the main idea and finding the supporting details. The findings of the study will be used to suggest implementing better comprehension strategy instruction for the learners to adopt some degree of strategic reading behaviours, and to take long-term efforts and practices for EFL learners to fully develop their strategic reading abilities.The present paper is an effort to deliver a base for better understanding the relationship between reading comprehension and reading strategies. The results of this paper will be implemented for better reading strategy instruction at Taif University, KSA.Keywords: Comprehensions strategy instruction, Collaborative strategic reading (CSR), Reading comprehension Literature ReviewESL researchers have stressed the importance of training language learners to perform as conscious readers. Paris et al. (1983) emphasized that developmental inability or poor learning can cause failure to enhance learning to be a strategic reading, which will not promote reading comprehension, and "failure to be a strategic (p.293). Palincsar & Brown (1984) recommend that strategic reading helps students, especially low-achieving learners, avoid comprehension breakdown and improve their preservation of the text. Koda (2004) highlight that strategic reading can not only make up for learners' comprehension shortage but also increase their vital thinking. Pressley (2006) thinks that second language learners should go through be taught strategic reading all the way through overt instruction. Janzen & Stoller (1998) continue saying that strategic reading instruction is worthwhile to both second language learners and their instructors. They argue that it enhance learners' independence and self-understanding of the meaning constructing development and it also get ready students for academic tasks. They also point out that reading strategy instruction provides a resourceful technique for teachers to motivate students' participation in their learning and teach them how to read efficiently.Though a large number of research, such as of Huang, 2004;Klingner et al., 1998;Standish, 2005;Wang, 2008, have supported the positive impact of CSR on primary and secondary ESL and EFL learners' reading comprehension, learning motivation and English acquisition -but not in any EFL university settings. This would give a chance for a research to be conducted on the Taif University students. Questions rose whether younger learners rather than adult learners such as university stude...

The paper describes the experience of the author as a teacher in general English language skills program. In this paper an attempt will be made to briefly deal with the notion of communication, communicative language teaching, and its implications for teaching English as a foreign language students through language skills post-secondary program. Firstly, this paper aims to describe the problems that the students tend to have in these multi-level classes regardless of the difference in their age and sex. Suggestions will be given as how the teachers in these classrooms can do better to improve the students’ performance. Then, it will suggest some strategies to successfully ‘teach’ these students, given the fact that all have different language skills that need to be improved. To achieve this goal, we shall look at the teaching process and suggest some ways to improve the teaching quality and students’ learning and motivation.

The field of English as a second language has gone through a number of changes in the last decades and has seen extreme adjustments throughout the methods of teaching and curriculum planning. This article finds the relevance of the old methods to the new methods. After providing the background it becomes apparent that almost all the older methods have some relevance to the contemporary classroom and linguists are reaching out and calling on teachers to use the old techniques alongside the new techniques. Emphasis in this article, however, is put on the relevance of introducing grammar to the learner, what to introduce, how and when is discussed in light what we know of the communicative.