Browsing by Author "Alemayehu, Tibebe (Associate Professor)"

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    Analysing The Discourse of Tour Guiding Communication: The Case of Lalibela Rockhewn Churches
    (Addis Ababa University, 2015-06) Wedaj, Shegaw; Alemayehu, Tibebe (Associate Professor)
    This study has aimed to analyse the discourse of tour guiding communication. Specifically, an attempt has been made to describe the way local tour guides of Lalibela view the required discourses for tour guides; to investigate the ways local tour guides discursively construct and represent the rock-hewn churches of Lalibela; to identify challenges that local tour guides experience in representing and communicating the rock-hewn churches of Lalibela to foreign tourists; and to find out strategies employed by local tour guides to overcome communication challenges. To address these issues, data have been collected through interview and video recording of the actual guiding practice. Both the interview and video data have been first analyzed thematically. Then, discourse analysis which is considered as both theoretical and analytical framework has been employed in the analysis stage of the study. Specifically, conversation analysis, speech act theory and critical discourse analysis which are considered as different approaches of discourse analysis have been used to describe, interpret and explain the data. The study findings have showed that local tour guides of Lalibela view the discourse of tour guiding communication at the rock-hewn churches of Lalibela as religious information, participants with different cultural and linguistic backgrounds and prescribed rules and norms of behaving. As a result, religious knowledge, language ability, cultural awareness and good code of ethics have been found as major requirements for local tour guides of Lalibela. Besides, the findings have showed that local tour guides of Lalibela attempt to discursively construct personal identity, destination significance and connection of the destination to other relevant things. The findings have further showed that tour guides have experienced language and culture related problems in their tour guiding practice. While, pronunciation, word choice and grammar have been found to be typical language related problems, nonverbal acts performed by tourists in and around the churches are major challenges for local tour guides of Lalibela. In order to cope up with such challenges, tour guides are found to employ different strategies. Simplification, compensatory and avoidance strategies have been employed to overcome language related problems, whereas providing tourists with cultural orientation has been found to be a remedy for problems related to cultural differences.
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    Analysing the Discourse of Tour Guiding Communication: The Case of Lalibela Rockhewn Churches
    (Addis Ababa University, 2015-06) Wedaj, Shegaw; Alemayehu, Tibebe (Associate Professor)
    This study has aimed to analyse the discourse of tour guiding communication. Specifically, an attempt has been made to describe the way local tour guides of Lalibela view the required discourses for tour guides; to investigate the ways local tour guides discursively construct and represent the rock-hewn churches of Lalibela; to identify challenges that local tour guides experience in representing and communicating the rock-hewn churches of Lalibela to foreign tourists; and to find out strategies employed by local tour guides to overcome communication challenges. To address these issues, data have been collected through interview and video recording of the actual guiding practice. Both the interview and video data have been first analyzed thematically. Then, discourse analysis which is considered as both theoretical and analytical framework has been employed in the analysis stage of the study. Specifically, conversation analysis, speech act theory and critical discourse analysis which are considered as different approaches of discourse analysis have been used to describe, interpret and explain the data. The study findings have showed that local tour guides of Lalibela view the discourse of tour guiding communication at the rock-hewn churches of Lalibela as religious information, participants with different cultural and linguistic backgrounds and prescribed rules and norms of behaving. As a result, religious knowledge, language ability, cultural awareness and good code of ethics have been found as major requirements for local tour guides of Lalibela. Besides, the findings have showed that local tour guides of Lalibela attempt to discursively construct personal identity, destination significance and connection of the destination to other relevant things. The findings have further showed that tour guides have experienced language and culture related problems in their tour guiding practice. While, pronunciation, word choice and grammar have been found to be typical language related problems, nonverbal acts performed by tourists in and around the churches are major challenges for local tour guides of Lalibela. In order to cope up with such challenges, tour guides are found to employ different strategies. Simplification, compensatory and avoidance strategies have been employed to overcome language related problems, whereas providing tourists with cultural orientation has been found to be a remedy for problems related to cultural differences.
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    An Exploration of the Major Problems Hindering Learners’ Speaking Ability: Kotebe College of Teachers Education in Focus
    (Addis Ababa University, 2010-06) Mekonnen, Arega; Alemayehu, Tibebe (Associate Professor)
    The main purpose of this study was to explore some of the major problems hindering the English language speaking ability of Freshman English major students at Kotebe College of Teachers’ Education. The sample for the study consisted of 56 students and one spoken English instructor of the two sections. In the process, three different kinds of instruments: students’ questionnaire, students’ and teacher’s interview and classroom observation were used. Accordingly, all the sample students filled the questionnaire, eight selected students and their spoken English instructor were interviewed and classroom observation was held three times in each section. Finally, the results of the study indicated that the students’ native culture has greatly influenced their English language speaking ability. They also did not have the confidence to express their ideas in English both inside and outside the classroom. In addition, it was found that the teacher did not motivate them to the required level. Other problems like low vocabulary and poor grammar knowledge also affected their speaking ability of English. In the classroom, the students were often corrected for the errors they committed while speaking. Some students were also shy /afraid to participate in spite of the provision of a few activities to engage them into using the language. To improve their ability of speaking English, therefore, the instructor should create a free, enjoyable and relaxed atmosphere of learning and students, on their part, must use this opportunity to freely practice in the language and develop their speaking ability
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    An Exploration of the Major Problems Hindering Learners’ Speaking Ability: Kotebe College of Teachers Education in Focus
    (Addis Ababa University, 2010-06) Mekonnen, Arega; Alemayehu, Tibebe (Associate Professor)
    The main purpose of this study was to explore some of the major problems hindering the English language speaking ability of Freshman English major students at Kotebe College of Teachers’ Education. The sample for the study consisted of 56 students and one spoken English instructor of the two sections. In the process, three different kinds of instruments: students’ questionnaire, students’ and teacher’s interview and classroom observation were used. Accordingly, all the sample students filled the questionnaire, eight selected students and their spoken English instructor were interviewed and classroom observation was held three times in each section. Finally, the results of the study indicated that the students’ native culture has greatly influenced their English language speaking ability. They also did not have the confidence to express their ideas in English both inside and outside the classroom. In addition, it was found that the teacher did not motivate them to the required level. Other problems like low vocabulary and poor grammar knowledge also affected their speaking ability of English. In the classroom, the students were often corrected for the errors they committed while speaking. Some students were also shy /afraid to participate in spite of the provision of a few activities to engage them into using the language. To improve their ability of speaking English, therefore, the instructor should create a free, enjoyable and relaxed atmosphere of learning and students, on their part, must use this opportunity to freely practice in the language and develop their speaking ability
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    The Perception and Implementation Of Continuous Assessment of Efl Teachers (THE Case of Debub Ethiopia Teacher Education College
    (Addis Ababa University, 2007-07) Aragaw, Sileshi; Alemayehu, Tibebe (Associate Professor)
    As many scholars point out even though continuous assessment can be used to judge the language achievement of students, the primary purpose of using continuous assessment is to improve students' learning and guide teachers' instruction. In order to implement continuous assessment effectively teachers should have well developed knowledge and skills in this assessment type. In addition to this, teachers should employ various assessment devices, such as observation, self assessment, and reflective journals and involve students in the process of assessment. If continuous assessment is not practiced properly, it may hinder the instruction process. The study was conducted to find out how EFL teachers of Debub Ethiopia Teacher Education College perceived continuous assessment and to determine to what extent they were implementing it. The participants of the research were 11 EFL teachers and 127 third year EFL students. Data for the study were gathered through questionnaire and interview. The results were analyzed quantitatively and qualitatively. The findings of the study revealed that EFL teachers of Debub Ethiopia Teacher Education College had inadequate knowledge about the principles and purposes of continuous assessment. They also indicated that the teachers used the assessment primarily to judge the English language achievement of the students. Moreover, the findings showed that the teachers did not allow students to actively participate in the different aspects of the assessment process. Based on the findings, it was recommended that for the successful implementation of continuous assessment, the EFL teachers should get continuous training on principles, purposes and implementation of continuous assessment. In addition to this, they should implement this assessment for its prime goal by involving students in the assessment process.
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    Teaching Reading Skills in English as a Foreign Language through Interactive Classroom Teaching Versus Plasma Teaching with reference to Grade Ten Students in Addis Ababa
    (Addis Ababa University, 2012-06) Damtew, Abebe; Alemayehu, Tibebe (Associate Professor)
    The purpose of this study was to investigate teaching reading skills in English as a foreign language through interactive classroom teaching versus plasma television teaching. An experiment was designed and conducted to investigate the difference between teaching reading skills in English as a foreign language with and without Plasma television. The design of the study was mixed method design which consisted of first collecting quantitative data and then collecting qualitative data i.e. both quantitative and qualitative data analysis techniques were employed to analyze the data collected. There were four main measurement tools employed in the pilot as well as the main study: 1) The preand post-tests reading comprehension and vocabulary tests, 2) a questionnaire 3) an interview and 4) classroom observation. The pre-and post-tests aimed at measuring reading comprehension and vocabulary. The last three tools namely a questionnaire, an interview and classroom observation measure the attitudes of both teachers and students toward teaching reading skills and they were used in the post-test only. The study measured and compared the performance of four groups: two experimental groups (N = 35 and 35) and two control groups (N = 38 and 40) of Grade 10 students at two secondary schools with two teachers from each school in Addis Ababa during a period of four months one academic semester. After the administration of the tests, the data were collected and subjected to statistical analy is. An independent and paired t-test was used to test the hypothe es in this study. The results suggest d that teaching reading skills through interactive classroom teaching had a positive influence on the subjects post-test scores. The major findings obtained from the statistical analysis revealed that the iii improvement between the pre-test and po t-test of reading skills is significantly greater for the experimental groups than the control groups. This suggests that teaching reading skills through interactive classroom teaching has a positive effect on students' reading comprehension. In addition, the re ults from the comprehension post-test between the two groups were significantly different which suggests that the post-test scores of reading comprehension between the two groups are not equal. The results of the experimental groups oulperformed than the control groups students. Finally, the results of the questionnaires individual interviews, and classroom observation showed that the students in experimental groups held a positive attitude toward teaching reading skills through interactive classroom teaching and the experimental group students were observed working in small groups and helping each other in trying to understand the passage. The results of the interview and the classroom observation revealed that majority of the students agreed that the classroom teacher was giving better teaching method than the plasma teacher was. Implications drawn from the findings suggest that, for English language teachers, this research could assist them in improving their current teaching performance and syllabus. Based on both the pilot and the main study, teaching reading skills through interactive classroom teaching would work best in the Ethiopian context if the classroom teacher is given further training to interactive classroom teaching. This study suggests that teachers need to devote significant class time to teaching reading skills through interactive classroom teaching and encourage students to engage in it.
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    Use of Students’ Native Culture as a Resource in the EFL Classroom: The Case of Second Year English Majors in the Department of English Language Education of AAU
    (Addis Ababa University, 2008-06) Girma, Mulugeta; Alemayehu, Tibebe (Associate Professor)
    The study attempted to investigate the use of students’ native culture as a resource in English as a foreign language (EFL) classroom among the second year English majors of the Department of English Language Education of College of Education in Addis Ababa University (AAU). Descriptive survey method was used in the study. In addition, Addis Ababa University (AAU) was selected as a study site. The primary sources of data for the study were also second year English majors in the Department of English Language Education of the College of Education in AAU and their Communicative skills course instructors during the 2007/08 Academic Year. In the second semester of 2007/08 Academic Year, two sections of students took the Communication Skills course II (FLEE 202), which is a subsequent of Communicative Skills course I (FLEE 201) taken during the first semester. Out of eighty students taking the course, seventy were included as subjects in the study with four of their teachers who had given them the aforementioned courses in both semesters. Ten students were unavailable during the data collection process for various reasons. In order to achieve the objectives of the study, questionnaire, interview, classroom observation and document analysis were used as instruments of data collection. In the pilot study, data gathering was carried out immediately after designing the two sets of questionnaires in order to verify their validity. The opinion of experts familiar with the topic was also sought on the adapted instruments before administering them. After carefully gathering the appropriate data using the four instruments of data collection, the data was analyzed in an integrated manner using different statistical tools and narration. Therefore, frequency counting, percentage, mean and description of some qualitative data were applied to analyze and describe the data. It was found out that the teachers were aware of the value of using students’ native culture as a resource in their classrooms. But, they only sometimes incorporated it owing to the lack of time, appropriate course book and related teaching experience. Teachers need to judiciously implement this approach in line with relevant research findings by taking in to account the role incorporating students’ native culture can play in improving cultural inter-group relationships.