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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3715

Title: THE COMMUNICATIVE NEEDS OF THE HIGH SCHOOL IN ADDIS ABABA
Authors: ABIY, YIGZAW
Advisors: Dr. Tilahun Gamata
Copyright: Jun-1990
Date Added: 7-Nov-2012
Abstract: The purpose of this study is to identify the communicative needs of the high schools in l\..{ldAibsaba with resnect to the language skills and the language activities. The study requires information about the importance of language skills and language activities to the students, and the frequency rate of performance of languaf,e activities by the students in the course of their study. To achieve this aim, questionnaires were distributed to 64 teac~ers and 150 students; and interviews were administered to 10 teachers and 13 students. The teacher questionnaire aimed at investigating the important language skills and language activities. The results indicated that: - the macro-skills were important to the students in the course of their study in t~e order Listening-Reading- Writing and -Speaking; - the listening activities were important in the order listeninF, to explanations-discussions-instructions- and note mak i ng ; participating in discussions, asking questions, and answerin~ questions were the important speakin~ activities in that order; -of the reading activities, readings of textbooks, other rel~ted materials, handouts, ~nd assignMents were important in that sequence; and - no t o maki ng , answer Lng ques t Lon s :Ln exaeri na t Lcn s and. writin~ assign~ents ware the important writin~ activities. Tho student qno st t onn aLre askcd t~.e studerrt s to rate their activity performance in the course of their study. The findings indicated that wh~t wer0 considered the most important activities by teachers WG~e not, in most cases, the ~ost frequent activities students performed. Interviewing teachers and studcn t s , it was found t hat the orders of i~)ortnnce and freq~ency of p8rformanc2 ~f the language skills qnd the language activities revealed in the questionnaires, 3XC0pt in few casas, ~ere not tho same. Although the orders of importance and frequency of perforrn~nce varied between the two instruments, it was concluded that the l~nguage skills and the langua~e activities are the COMmon comnun i catiV8 n0,)(150-; tho high schools: And attempts were ma(e to interpreto the language activities into gunby's micro-skills as resultant skills. On the basis of the study, it is ~ainly recommended that the language needs of le~rn0rs (that is, content) should be .studied. This .;~ , '~~"::-.t:he study is only a part La I work to deve Lop a course. And it is r-ecommended that textbooks should include tho importqnt l~ngu~~e skills to en~ble the students to perform the activities. Selection of t'lG language skills should be ~ade by taking what the students h~ve already known into Lccount.
URI: http://hdl.handle.net/123456789/3715
Appears in:Thesis - Teaching English as a Foreign Language

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