Foreign Language and Literature

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Browsing Foreign Language and Literature by Author "Abate, Haregewoin (PhD)"

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    An Exploration of Teachers ' Beliefs and Classroom Practices in Grammar Instruction
    (Addis Ababa University, 2009-06) Bekele, Yirgalem; Abate, Haregewoin (PhD)
    The purpose of this study was to explore English language teachers' beliefs about grammar instruction and classroom practices in government secondary schools in Addis Ababa. To attain this objective, based on survey method, four secondary schools were selected for the study. With this respect, English teachers of these schools were involved as subjects for data collection. The data gathering instruments employed in the study were questionnaire, classroom observation and interview. The data obtained through the questionnaire were analyzed and discussed quantitatively whereas the data obtained through the classroom observation and the interview were analyzed and described qualitatively. The results of the study revealed that most English teachers believed about the importance of grammar to language teaching, and they believed in paying greater attention to the pedagogical grammar teaching strategies proposed by research scholars. However, the result also showed that their perceived pedagogical beliefs were not practiced in the classrooms in most cases. The reason for this was time factors, problem of textbook syllabuses, bad classroom environment and lack of students' interest, lack of facilities and lacl<; of students' language competence. Finally, recommendations were made based on the results of the study. The points of the recommendation include: teacher education programmes should attempt to link teachers' p ersonal pedagogical knowledge with empirical knowledge by introducing a course on pedagogical grammar; schools need to ensure teaching related facilities by establishing col/abor'ative network with higher educations and non-governmental organizations (NGOS), and teachers and their colleagues should discuss each other to alleviate the challenges and worsening problems of English teachers.
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    An Exploratory Study on the Implementation of the Process Approach to the Teaching/Learning of the Course Basic Writing Skills: The Case of Hawassa University
    (Addis Ababa University, 2013-06) Aberra, Mesfin; Abate, Haregewoin (PhD)
    The major purpose of this study was to examine the extent to which the process approach was being implemented in Basic Writing classes at Hawassa University. To achieve this, the researcher employed descriptive qualitative method of study. In analyzing the results of the questionnaires, however, he used qualitative method. The major research tool was observation conducted in two Basic Writing Skills classes. The second one was semi-structured interviews conducted with both Basic Writing Skills instructors and students who were taking the course in the university mentioned above. The third one was evaluation of the teaching materials which were being used in Basic Skills classes and the last one was questionnaire administered to both Basic Writing Skills instructors and students who were taking the course. In an attempt to investigate the perceptions of instructors and students about the method of teaching being used in conducting the course, the results from the classroom observations, interviews and questionnaires revealed that 50% of the respondents were of the perception that the process approach was being employed with the product approach side by side. Regarding the feasibility of the teaching materials in implementing the process approach, the data collected through all the research tools mentioned above similarly indicated that 50% of the materials were developed in conformity with the process approach. In an effort made to investigate the extent to which the process approach was implemented in conducting the course, the summary of the results pointed out that the process approach was implemented by and large, in conducting 50% of the writing lessons. In investigating the factors which were responsible not to appropriately implement the process approach in Basic Writing Skills classes, the following factors were identified as dominant constraints: less attention given to writing when students were at secondary school, the nature of examinations which were being administered both at school and national level, time constraints for continuous practices, students’ shortcomings in their grammar skills, problems related to methods of teaching in conducting writing lessons, lack of refreshment trainings for instructors, limitations in the teaching materials, attitudinal differences among instructors were among others. In sum, though the process approach has been employed in conducting the lessons in Basic Writing Skills classes, it has not yet been given full attention at Hawassa University.
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    Factors Hindering Oral Interactions in EFL Classes: A Case of First Year Students at Mekelle University
    (Addis Ababa University, 2009-07) Gebrehiwot, Yoseph; Abate, Haregewoin (PhD)
    This study aims at exploring the factors that hinder oral interactions in small groups in EFL classroom with particular reference to Mekelle University. Seventy-two first year students and 5 in structors were selected by drawing lots from the total population of 169 students and 9 instructors as data sources. Questionnaire, interview and observation were employed in data gathering. The questionnaire was prepared for students. Their main area of focus was close-ended and open-ended questions. The students' questionnaire was developed using two methods. Firstly, standardized scales formulated and utilized by different scholars in the previous related studies were adopted and used here and secondly, new scales whose base was the theoretical discussion in the literature review section were devised. In both fonns of scales six characteristic items (whose ave rage number of respondents was taken to determine their effect) were included with the assumption that it wou ld enable the researcher to consider each variable as a real cause for the observed problem. Besides, the open-ended form was used to collect further information about the problem under investigation. A structured interview was also conducted with the subjects and 5 classroom observations were can'ied out. According to the result of the study there were di fferent affecting variables that hindered students' small-group oral interaction during the cOlllm uni cative Engli sh Skills classes and they could be termed as intell1al leall1er variables (which included having undesirable level of self-esteem, the feeling of inhibition, lack of risk-taking behaviour, language problem, lack of communication strategies), and extell1al learner variables (which included social class, task type, gender, grouping pattern and group size). Finally, it was recommended that a conducive classroom atmosphere should be created in order that students approach the process of language leall1ing with high spirits. Besides it was suggested that instructors should provide students with the necessary language input with which students can sound off their thoughts with less dif1iculty.