DSpace Community: Institute of Language Studies

The Practice of Teaching Speaking Skills at Ayertena Secondary School

Mon, 18 Feb 2013 08:20:43 GMT

Title: The Practice of Teaching Speaking Skills at Ayertena Secondary School

Authors: ABDISA, GUYE ARSE

Abstract: The main objective of this study is to describe the classroom practice of teaching speaking skills in government high schools, especially in grade nine. The researcher focused mainly on the teachers’ role, students’ role, the techniques and procedures used by the teachers, the resources used to teach speaking skills and the way students sit in the classroom. To gather information on the above main objectives various instruments were used. These are: classroom observation, students’ and teachers’ interview, students’ questionnaire, tape and video recordings. The data were categorized and descriptively analyzed. The findings depicted that inappropriate speaking techniques and procedures were used in the mentioned grade level. Teachers were observed using the traditional way of teaching speaking which is dominated by reading model dialogues aloud. There has been little or no time given for the modern speaking skills teaching techniques such as group and pair discussions, oral report, drama, panel discussions and interviews. The consequences of inappropriate speaking practices used has resulted in the weak performance of the students in of speaking. To that end, this research paper provides recommendations that could bring about a change in the practice of teaching and learning speaking in the grade level studied so that current techniques and procedures of teaching speaking could be employed.

Factors that affect Students’ Reading Comprehension in two Government high schools: Grade 9 students in focus

Mon, 18 Feb 2013 08:15:43 GMT

Title: Factors that affect Students’ Reading Comprehension in two Government high schools: Grade 9 students in focus

Authors: Samuel, Moges

Abstract: The ability to comprehend texts written in English helps to learn the target language. It is also very significant for academic studies, enjoyment, survival and others. However, It was felt that most students fail to understand texts. As different writers state the causes of the failure, different suggestions are also given to minimize the failure of students’ comprehension skills as a solution. The relevance of the ability to comprehend tests, the researcher’s experience and other views on the causes of the problem as well as the solutions initiated the researcher to figure out factors that affect grade nine students’ reading comprehension ability. This study generally aimed at showing up-to-date mechanisms that enable students to be competent readers. It particularly attempted to find out factors that affect reading comprehension ability, the magnitude of the comprehension problem, and its possible solutions. The identification of the magnitude of the problem was found to be the base for the identification of the causes and the solutions. Because, listing down causes and suggesting for solutions is pointless unless a problem is found rampant. With this intention the study was conducted on 40 sampled students and their four English language teachers. Student questionnaire, classroom observation teacher interview and text book analysis were used to gather the required data. The findings were the students’ insufficient practice, 1 improper reading practices, failure to read extensively and poor reading habits.

ASSESSING THE PRACTICE OF COMMUNICATIVE APPROACH IN TEACHING VOCABULARY THE CASE OF GRADE NINE TEACHERS IN ADDIS ABABA

Mon, 18 Feb 2013 08:11:57 GMT

Title: ASSESSING THE PRACTICE OF COMMUNICATIVE APPROACH IN TEACHING VOCABULARY THE CASE OF GRADE NINE TEACHERS IN ADDIS ABABA

Authors: MEBRATU, HAILU

Abstract: This study was carried out to explore the practice of communicative approach in teaching vocabulary among grade nine English language teachers of 8 schools in Addis Ababa. In line with the major purpose, it also aimed at investigating teachers’ perception of CLT principles, classroom vocabulary instruction and activities. Major obstacles that affected the implementation of CLT during vocabulary instruction were also assessed. To do this, 8 schools and 5 teachers from each school were selected using random sampling to fill in the questionnaire. Then, 8 teachers were purposely chosen for the focus group discussion and all teachers were selected for classroom observation Descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and qualitative description was used to analyze the focus group discussion. The findings of the study revealed that the majority of teachers perceived that much of the CLT principles are appropriate to teach vocabulary communicatively. However, in relation to classroom instruction of vocabulary, they believed that they spent much of their time in presenting the meaning and form of words. A great deal remained to be done to change the principles into communicative activities to relate the presentation of form and meanings of separate words to class room activities and authentic contexts. As the obstacles to implement vocabulary lessons in CLT, it was found out that teachers were highly depending on the lecture method. They also depend on dictionary definition of many words at time for the sake of finalizing the portion. Finally, based on the findings, the researcher recommended that creating meaningful learning opportunities through English club and English day in the school and use of authentic writing and listening activities out of the school is very important for learners. In addition, department heads and school administrators should follow up teachers not only for the coverage of portions but also how better each skill are taught.

Literature as a Hydro-political Discourse: A Comparative Analysis of Ethiopian and Egyptian Poetry

Wed, 16 Jan 2013 08:00:17 GMT

Title: Literature as a Hydro-political Discourse: A Comparative Analysis of Ethiopian and Egyptian Poetry

Authors: Yewulsew, Shitie

Abstract: The Nile is a unique river in many respects. It is the longest river in the world that crosses different geographical, ecological and climatic regions. It is also unique in that its basin is the starting point of one of the earliest civilizations of the world. Along its long journey it connects and sometimes divides millions of inhabitants which otherwise do not have geographic boundary. Through this connection exists communication between and among the inhabitants of the basin. This paper focuses on the comparative analysis of the hydro-political communication of the two riparian states of the Eastern Nile Basin. Ethiopian and Egyptian poetry are discussed as hydro-political discourse. The two countries being the source and receiver of the waters of the Nile respectively have long years of relationship which is reinvigorated by their strong tie of Christianity. Logical consideration of the poems of the aforementioned countries is also justified by the long-standing contention of water politics which has always been and will probably continue to be the greatest paradox of the basin. This paper seeks the root cause of this paradox and the key thereof. Egypt, an entirely Nile-dependent country, adopts a “historical right” to the waters of the Nile which is rooted in their long history of dependence and which is reiterated in the colonial treaties of 1929 and 1959. Ethiopia on the other hand, produces over 86 percent of the Nile waters, but as the least beneficiary of the river’s bounty, depends highly on rain-fed agriculture and is bound to be hit by recurrent draught and famine. And thus Ethiopia adopts the “natural right.” It demands a “fair share” of the river. This paradox is articulated by literature of varying nature through the years. So the objective of this research is to find this discourse in the poems of Ethiopian and Egyptian writers and to make a comparative analysis. By so doing the study aims at filling the existing gap in the production of such literary analyses. The method of study employed in this paper is interdisciplinary descriptive analysis of the selected texts based on certain thematic criteria of the poems to be compared. The discourses in the literatures are also checked for their hydro-political content. The study has indicated that through a sharp contrast of the perceptions of the poets of the two countries, the national as well as regional interests of the people and the nations are somehow advocated by the poetries. The long-standing contention that bases itself on the “historical right” of Egypt and the “natural right” of Ethiopia is also aired. Finally, the poets have proved to be proponents of their national interests across the ages.