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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/1972

Title: A COMPARATIVE STUDY OF THE METHODS OF TEACHING READING EMPLOYED BY THE TELEVISED TEACHER AND THE CLASSROOM TEACHER WITH ESPECIAL REFERENCE TO GRADE NINE STUDENTS OF JIMMA TOWN SENIOR SECONDARY SCHOOLS
Authors: NEGASH, GETACHEW
Advisors: Dr. Nuru Mohammed
Copyright: 2008
Date Added: 26-Jan-2009
Publisher: Addis Ababa University
Description: ABSTRACT The main objective of this study is to compare the methods of teaching reading employed by the televised teacher and classroom teachers. The study was conducted at Jiren and Setto Senior Secondary Schools of Jimma Town. The former is Plasma and the latter is non-Plasma school. The subjects of the study were grade nine students and English language teachers of the aforementioned schools. 410 students (210 from Plasma and 200 from non-Plasma school), and 6 teachers (three from each school) were randomly selected as source of data. To collect the necessary information from the subjects, three data collection instruments (classroom observation, questionnaire and interview) were used. The findings showed that the method of the teaching reading employed by the televised teacher was found to be relatively different from the classroom teacher. The televised teacher employed the teaching methods that assured students' active involvement in the reading activities, and that provided enough opportunity for students to interact with each other in pairs and groups. On the other hand, the classroom teacher used method of teaching reading, where students' involvement in learning through interaction among themselves, was more or less negligible. Only oral question-and-answer work, where the role of majority students was not that of active participants, was the predominant classroom practice of the teachers, i.e. students were given no more chances to communicate or interact among themselves. Compared to the televised teacher, the classroom teacher did not employ the classroom procedures which help students comprehend the text better and practice the important sub skills (such as skimming and scanning) of reading. Besides this, unlike the televised teacher, the classroom teachers predominantly practiced reading aloud instead of silent reading. Most of the class time of reading lessons was employed for reading aloud by students. Based on the findings it was concluded that relative to the classroom teachers, the televised teacher seems to employ the techniques and procedures that experts and researchers of reading propose. However, there are areas that are found difficult for the televised teacher but easy for the classroom teacher and the vice versa. It was, therefore, recommended that reading should be better taught by the televised teacher with active involvement of the classroom teacher.
URI: http://hdl.handle.net/123456789/1972
Appears in:Thesis - Teaching English as a Foreign Language

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