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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/673

Title: TEACHERS' ATTITUDES TOWARDS COMMUNICATIVE LANGUAGE TEACHING AND PRACTICAL PROBLEMS IN ITS IMPLEMENTATION
Authors: MULAT, LAKACHEW
Advisors: Dr. Berhanu Bogale
Keywords: Attitude
Communicative Language Teaching
Implementation
Innovation
Problems
Copyright: 2003
Date Added: 21-Apr-2008
Publisher: Addis Ababa University
Abstract: This study is about communicative language teaching. It attempted to find out secondary school English language teachers' attitudes towards communicative language teaching. It also set out to investigate the possible impediments that may hinder the implementation of the approach in the classrooms. Thus, the following two basic questions were formulated: 1) what are teachers' attitudes towards the communicative approach in English language teaching and learning? 2) What are the constraints that act against a successful implementation of the communicative approach in the Ethiopian English language teaching and learning context? A questionnaire that consisted of 30 items was distributed to 80 English language teachers in ten government secondary schools that are found in West Gojjam and Bahir Dar Special Zones of Amhara Region. The questionnaire was primarily designed for collecting data as regards teachers' attitudes towards communicative language teaching. For in-depth scrutiny of the problems teachers face in implementing CLT, ten teachers (one from each school) were interviewed and subsequently observed while teaching in the classrooms. The collected data was analyzed through means, percentages and z-test. The findings indicated that teachers generally have mildly favourable (positive) attitudes towards communicative language teaching. They, however, articulated a number of constraints that hamper the effective accomplishment of CLT as planned. Though the results indicate that teachers have mildly positive attitude towards communicative language teaching, implementation of CLT can be more effective if teachers have strong attitude towards it. It is, therefore, suggested that policy makers, syllabus designers, teacher educators and other concerned bodies should take into account vi teachers' attitudes and beliefs. Besides, in adopting an innovation, it is important to consider the circumstances it is operating so that the communicative approach can fit well in to the Ethiopian English language teaching / learning context.
Description: A THESIS SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES OF ADDIS ABABA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL)
URI: http://hdl.handle.net/123456789/673
Appears in:Thesis - Teaching English as a Foreign Language

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