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|Title: ||THE EFFECTS OF TEACHERS' AND LEARNERS' EDUCATIONAL AND CULTURAL EXPECTATIONS ON INNOVATING ';iITHIN THE LANGUAGE LEARNING PROCESS|
|Authors: ||AYNEABEBA, ANDUALEM|
|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
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.|
|Appears in:||Thesis - Teaching English as a Foreign Language|
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