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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 >
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http://hdl.handle.net/123456789/3985
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| Title: | The interaction of the socio-cultural background of students with their attainment in reading, in the communicative language teaching setting, at Dejazmach Geresu Duki Comprehesive Secondary School. |
| Authors: | Hailu, Gutema |
| Advisors: | Dr. Taddele Adamu |
| Keywords: | communicative language
socio-cultural background |
| Copyright: | May-1997 |
| Date Added: | 25-Nov-2012 |
| Publisher: | AAU |
| Abstract: | The purpose of this paper was to assess the interaction of certain
selected sociocultural variables with reading achievement. In order to do
so, therefore, teaching materials were prepared and an experimental class
was arranged for one hundred eighty students who were randomly selected
from Dejazmach Geresu Duki Comprehensive Secondary School. The
students were taught reading on the basis of the principles and practices of
CLT in teaching reading. Questionnaires and tests, the measuring
instruments, were administered.
All intercorrelations between the criterion and predictor variables
were evaluated at P<05 level of confidence. It was found out that father's
occupation and a more favourable attitude towards native people and
culture significantly interacted with attainment in reading whereas a
nonsignificant association was observed with father's educational level and
a more favourable attitude towards foreign people and culture and the
criterion.
A regression equation was also derived for the present sample. A
multiple correlation of 0.32353 was found when the six predictor variables
were combined. Coefficient of multiple determinations indicated that about
10.5 percent of the variation accounted for in the criterion was due to a
weighted combination of these variables. The remaining three predictor
variables had a contribution of about 5.5 percent.
It was established that only 16 percent of the criterion variations was
attributable to the relation of criterion to predictors. It was concluded that in
screening for main sources of influence, the present study revealed no
substantial relationship on the variables used either individually or in
combination in predicting level of reading attainment.
Finally, on the basis of the findings recommendations are given. |
| URI: | http://hdl.handle.net/123456789/3985 |
| Appears in: | Thesis - Teaching English as a Foreign Language
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