Abstract:
This thesis investigates the pedagogical problems of teaching English to Sudanese Secondary School students in Kosti. It aims at finding out the relationship between the pedagogy of teaching and the level of the linguistic competence of Proficiencies. The Study adopted the descriptive analytical method, the data collection tools were a questionnaire and classroom observations. These two instructions provide to be reliable and valid. They measure what they should measure the population of study were (80) of English teachers of secondary schools in Kosti. They were exposed to the questionnaire and observed in the classroom more than once. The sample of the study were (10) secondary schools in the city of Kosti. The white Nile State in Sudan. The statistics analytical indicates that there was a strong relationship between teaching and proficiency in English. The finding were discussed in the light of hypotheses indicated that less experienced English teachers don't have any background of communicative language teaching. They have a positive attitudes towards using the Arabic in their English lessons and prefer it as the easiest and simplest teaching in contrary of more experienced English teachers who never use Arabic in explaining grammatical structures. Accordingly to this, the research stated its conclusions and recommendations, The main recommendations is that, teachers of English must be trained and made competent.
