|Title:||The Practice of Language Games in the First Cycle EFL Classrooms: The case of Hawssa Kindane Mihiret School (SNNPR)|
|Keywords:||whether or not language games|
|Publisher:||Addis Ababa University|
|Abstract:||This study was conducted to find out whether or not language games were being used in first cycle classrooms. It was concerned with identifying what hinders teachers from practicing language games in their English language classes. It also investigated what the attitudes of teachers towards language teaching games are, evaluated if teachers have awareness about why and how they should use games to teach English language and explored if they have been given trainings on the use of language games. To achieve the desired objectives, the researcher employed availability sampling technique. The study was conducted in the school called Kidanemihiret which is located in Hawassa town. The study was conducted on English teachers of the school who were teaching grade one to grade four. The two important tools which were employed in the study to collect the data needed for it were classroom observation and teachers‟ interview. The main data collecting tool was observation and the interview was conducted with teachers based on what the researcher observed during the observation days. The students were not given a questionnaire and they were not interviewed for the study because they were too young and the researcher had a fear that it would be difficult for them to understand and answer the questions. The reason for choosing these grade levels was that most of language problems start at the early age and in elementary schools and if we find out what are the problems that are keeping teachers from using language games, measures can be taken at least to lower the problems starting from the lower grade levels. The data that are gathered through the classroom observation and teachers interview were qualitative in their nature. In the qualitative data analysis, first, the response for the questions from the interview were transcribed and coded. Then, the results were discussed and analyzed according to similarity of responses. The observation was analyzed in a table that shows how many times the three teachers used language games and the type of games that were used during the observation time. Finally, the qualitative data collected through interview and observations were presented in tables and descriptive statements. After the data were analyzed to find out what the hindrances that are preventing teachers from using language games are, the researcher found out that the most preventive factor was lack of training. There are also some other hindering factors like lack of material support from the school administrators, negative attitudes of the parents of the students and the directors, lack of awareness on behalf of the school administrators and also the teachers which is caused as a result of lack of trainings. After finding out the preventive factors, the researcher suggested some recommendations for all the concerned bodies so that they can work towards the minimization of the problems and to create positive atmosphere for the teachers to use language games so that they can improve language problems students‟ face.|
|Appears in Collections:||Thesis - Teaching English|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.