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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/1934

Title: THE ENGLISH LANGUAGE TEACHING COMPETENCE OF PRIMARY SCHOOL FIRST-CYCLE LEVEL TEACHERSEMPHASIZING ATTITUDINAL COMPETENCE
Authors: WUDU, LIYEW
Advisors: Ato Tibebe Alemayehu
Copyright: 2008
Date Added: 20-Jan-2009
Publisher: Addis Ababa University
Abstract: Measuring teaching competence has become the central theme of educational policies to safeguard the quality of instruction. Teachers are expected to play their roles in order to satisfy the needs and objectives of their students by providing the best teaching. They need to create positive learning environments. They need to have adequate knowledge in the subject they teach and the necessary skills to communicate the knowledge. The main purpose of this study is to investigate the English language teaching competence of primary school, first-cycle level teachers. The researcher of this study mainly focuses on the teachers' attitudinal competence. Competence is a wide area of professional necessity. Mainly, there are three components of competence which are essential to be effective in teaching. These are attitudinal competence, knowledge competence, and skill competence. These competences have many subcomponents. Specifically, the study attempts to: discover the attitude of English language teachers toward their students, identify the attitude of English language teachers toward the English subject, describe the teachers' view of effective English language teaching, understand what the teachers think about a competent English language teacher ,and describe w hat the first- cycle level primary school English language teachers look like in their classes. To achieve the main purpose as well as the specific objectives of this research, I use mainly three instruments of data collection. These are questionnaire for teachers and students, interview for teachers, and classroom observation. All the 16 English language teachers in the two government primary schools first -cycle level are participated in the study. A closed-ended questionnaire is prepared for them. This questionnaire consists of five different parts. A sample of 30 students are selected randomly from the two schools of primary firstcycle level to fill a closed -ended questionnaire consisting of ten items. These items focus on the English teachers' competence to teach the target language in general, and how they treat their students, positively or negatively. To the interview data, seven English teachers are interviewed voluntarily. The purpose of the semi-structured interview is to verify the validity and reliability of the teachers' responses of the questionnaire items. There are also some general questions about their profession, and specific ones about their students English language learning. During the classroom observations, there are six classes observed in the two schools.
Description: A Thesis Submitted to The Department of Foreign Languages and Literature (Graduate Programme) In partial Fulfillment of the Requirements for the Degree of master of arts in Teaching English as a foreign Language (TEFL)
URI: http://hdl.handle.net/123456789/1935
Appears in:Thesis - Teaching English as a Foreign Language
Thesis - Teaching English as a Foreign Language

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