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|Title: ||AN INVESTIGATION OF CLASSROOM LISTENING COMPREHENSION TEACHING PRACTICES IN RELATION TO THE NEW ENGLISH COURSEBOOKS: GRADE 11 IN FOCUS|
|Authors: ||FANTAHUN, HAREGEWOIN|
|Advisors: ||DR. MEKONNEN DISASA|
|Keywords: ||Listening Comprehension|
Listening Lesson Content
|Copyright: ||2003 |
|Date Added: ||21-Apr-2008 |
|Publisher: ||Addis Ababa University|
|Abstract: ||In this study an attempt was made to investigate the classroom listening comprehension
teaching practices of Grade 11 teachers in relation to the new coursebook.
The required data for the study were collected using content analysis, questionnaires and
classroom observation. The contents of all the fourteen listening sections of the coursebook
were analysed using a checklist. Twelve Grade 11 English teachers from Bole, Addis Ketema,
Black Lion, Medhanealem and Yeabiyot Kirs Secondary Schools completed the questionnaire.
To cross check the information given by the teachers, a similar questionnaire was administered
to 100 students, and ninety-two responded to the items fully. Among the twelve subject
teachers six randomly taken teachers were observed (each four times) to see how they actually
presented the listening lessons.
The findings of the content analysis and the teachers’ profile were used as a background
information for the further analysis of the findings of the study.
Then, using frequency and percentage, descriptive analysis was employed to analyse the
responses given to each item in the questionnaires and the findings of the classroom
observation. The analysis revealed that there has been a mismatch between the teaching
practices implemented by the teachers and the pedagogical procedures favoured by the course
designers for teaching the listening sections of the new coursebook. Though the teachers
claimed that they have been using the Teacher’s Book, the students’ responses and the
classroom observation results indicated lack of mismatch between what actually happened in
the listening classes and what has been proposed in the Teacher’s Book. Accordingly, lack of
parallel awareness-raising in-service training with the syllabus revision and the introduction
of the new coursebooks, essential equipment for presenting the listening lessons, and
motivation and commitment on the part of the teachers appeared to be the major causes for the
teachers’ failure to execute the suggested teaching approach and procedures.
Finally, it has been recommended that in order to develop teachers’ awareness of the newly
introduced communicative language teaching approach, officials at the Ministry of Education,
school administrators, department heads and the teachers themselves should take
responsibilities to organise practice-based in-service professional development programmes.
Besides, school libraries and audiovisual centers should be equipped with current reference
materials on language teaching methodology and equipment that are useful for teaching
|Description: ||A THESIS SUBMITTED TO
THE SCHOOL OF GRADUATE STUDIES
DEPARTMENT OF FOREIGN LANGUAGES AND LITERATURE
ADDIS ABABA UNIVERSITY
IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE DEGREE OF MASTER OF ARTS IN
TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL)|
|Appears in:||Thesis - Teaching English as a Foreign Language|
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