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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/668

Title: AWARENESS OF SUBJECT AREA INSTRUCTORS ABOUT THEIR CONTRIBUTIONS TO THE DEVELOPMENT OF STUDENTS’ WRITING SKILLS
Authors: MENGESHA, ABEBE
Advisors: Ato Mamo Kefele
Keywords: Awareness
Subject Area
Instructors
Contributions
Writing Skills
Copyright: 2003
Date Added: 21-Apr-2008
Publisher: Addis Ababa University
Abstract: Due to the profound role of writing skills in all the subject area students' academic activities, and other many reasons, subject area instructors are expected to contribute to the development of these skills in the students. It is also underlined by many scholars that before the teachers take action of contribution, they should be aware of why and how they can play this role. Standing on this ground, this research tried to find out subject area instructors' awareness with regard to four issues: the nature of writing and how it develops, the influence of writing skills on students' learning of subject area content, the instructors' feeling of responsibility to help students develop writing skills, and their knowledge of the techniques and strategies that promote students' writing skills. For this purpose, subject area instructors at the Faculty of Education, Dilla College of Teacher Education and Health Sciences were interviewed and made fill in a questionnaire. Then, it was found out that the instructors have the awareness; but the results show that their awareness lacks comprehensiveness probably because they didn't take any consciousnessraising training. They drew on their experience both as a student and instructor for the current awareness they have. viii As a solution, five recommendations were given in the report. First, language teaching specialists should avoid generalizing hastily that subject area instructors are ignorant of their influence on students' development of writing skills. Second, to make subject area instructors' awareness comprehensive formal consciousness-raising courses, seminars, or workshops should be conducted. Third, the trainings should be contextualized, practical and reflective so that their impact can be stronger. Fourth, for full understanding of the problem in the practice of writing in the total curriculum, the classroom practice of the instructors should also be surveyed. Fifth, the instructors should develop their awareness of their contributions through personal reading
Description: A THESIS SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES OF ADDIS ABABA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL) JUNE, 2003 ADDIS ABABA
URI: http://hdl.handle.net/123456789/668
Appears in:Thesis - Teaching English as a Foreign Language

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