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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3831

Title: THE EFFECTS OF TEACHERS' AND LEARNERS' EDUCATIONAL AND CULTURAL EXPECTATIONS ON INNOVATING ';iITHIN THE LANGUAGE LEARNING PROCESS
Authors: AYNEABEBA, ANDUALEM
Advisors: Mr.J.D.Atld.ns
Copyright: Jun-1993
Date Added: 20-Nov-2012
Abstract: The purpose of this study was to find out the effects of teachers' and learners' educational and cultural expectations on innovating wi thin the language learning process. To achieve this aim, first, specially prepared materials which were considered suitable for interactive learning were taught by the researcher himself and by 16 other teachers from 4 government schools, for a period of 6 weeks. During this time the researcher observed the teachers teaching a number of the lessons and also carried out self-observation during his own teaching. Subsequently 11 of the teachers who had taught the interactive lessons and 60 of the students from the re.earcher!s own class completed questionnaires aimed at assessing the feasibility, acceptability and relevance of interactive learning in the light of teachers' and learners' cultural and educational expectations. The researcher also interviewed 20 of the students and 6 of the 11 teachers who had completed questionnaires. At the endJthe data was analyzed. The results indicated that: (1)A significant degree of modification of perceptions and behaviour} is feasible and acceptable in a fairly short period of time and with relatively little need for persulSion which suggests that, while overall cultural parameters obviously have a bearing on what happens in the classroom, to some extent what happens there is due to habit, prior experience, lack of exposure to more appropriate procedures etc. (2) It was possible to persuade most teachers fairly easily of the relevance and value for learners of a more interactive learning process. However in the classroom, teachers found it very difficult to aduust their teaching style over the 6 week period. On the other hand, students .../ h were very enthusiastic in the classroom about the interactive learning approach but found it difficult to reconcile how they liked to learn with how they felt they ought to be learning, based on their prior cultural and educational perceptions of who does what in the classroom. (3) The issue of who exercises control and authority in the classroom and the re~_et'ionship between boys and girls in carrying out group work were both found to be influenced strongly by cultural expectations. Both issues would certainly have a strong bearing on the success of any innovation. (~) Overall it was concluded that it is possible that we can implement at least to a degree an interactive learning approach in our high schools. On the basis of the study it is recommended that: (a) Materials that encourage interactive learning of English should be developed for high schools. Cb) }iaterials developers be fully aware of the cultural and educational expectations of teachers and learners and should take these into account in whatever they prepare. (c) Teachers be reoriented cautiously and systematically on the rational behind the benefits of learning-based approaches. Discussions should be encouraged on cultural issues that may inhibit change. Cd) In particular the impact of traditional cultural attitudes in certain areas that may have a bearinc on the success of initiatives to implement change eg. boy-girl ~elationships and the question of control in the classroom should be discussed.
URI: http://hdl.handle.net/123456789/3831
Appears in:Thesis - Teaching English as a Foreign Language

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