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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
Institute of Language Studies >
Thesis - Teaching English as a Foreign Language >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/3626
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| Title: | HIGH SCHOOL TEACHERS' ATTITUDES TOWARDS AN AWARENESS-RAISING APPROACH TO VOCABULARY TEACHING |
| Authors: | ALEMU, HAILU |
| Advisors: | Dr. Taddele Ad damu |
| Keywords: | AWARENESS-RAISING APPROACH
VOCABULARY TEACHING
HIGH SCHOOL TEACHERS |
| Copyright: | Jun-1994 |
| Date Added: | 6-Nov-2012 |
| Publisher: | AAU |
| Abstract: | This study is an attempt to investigate to what extent the teaching
and learning of vocabulary by an awareness-raising approach would be
considered feasible and acceptable to teachers in high schools.
For this investigation, thus, materials representing an approach
of a different nature to that currently practised in high schools were
collected from different sources. The subjects were made to study
these materials for three to five days. To determine their attitudes
towards the materials at an initial stage and how acceptable or feasible
the activities might be, a questionnaire was issued to all the subjects
and interviews were conducted with some. Reactions to the materials
at this stage were based on past experience, teaching habits, traditional
expectations, etc.
Following this, the researcher arranged practice teaching sessions
in which the use of the tasks was demonstrated in typical high school
classes while the subjects observed. The same questionnaire was
administered again and every subject was made to express his feelings
about the approach. Reactions at this stage were based, on the one
hand, on reflections on the materials in stage 7 and any modification
of attitudes that might have taken place at this stage and, on the
other, on the reaction to observations of the materials and the approach
used in the classroom.
The emphasis was to find out the degree to which teachers can
modify their attitudes initially through exposure to materials representing
a diiiterent ap proach and through observations of such materials
being taught. Therefore, a comparison was made between teachers'
••• ~ •• w ••• •• O'-.~ •• . .,.-- .
initial reactions to the first questionnaire and their attitudes as
expressed during discussions and in the same questionnaire administered
pos t-teaching.
The result of the findings shows that teachers could modify their
attitudes in a fairly short period of time. The teachers also reported
that an awareness-raising approach to vocabulary learning would be
acceptable and feasible in high school situation. But they had no much
confidence about the value of such an approach in facilitating learners'
learnings of new lexical items. On the bases of these findings, it is
concluded that it is possible to introduce an awareness-raising approach
to vocabulary learning in new textbooks for high school classes.
Finally, recommendations are made |
| URI: | http://hdl.handle.net/123456789/3626 |
| Appears in: | Thesis - Teaching English as a Foreign Language
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