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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/675

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
Pre-teaching Preparation
Teaching Practices
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 listening comprehension.
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)
URI: http://hdl.handle.net/123456789/675
Appears in:Thesis - Teaching English as a Foreign Language

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