Browsing by Author "Banteyerga, Hailom"

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    English Conditional Sentences: A Comparative Analysis Of the Structural and Communicative Approaches in Teaching to Non-Native Speakers
    (Addis Ababa University, 1982-05) Banteyerga, Hailom; Asfaw, Melaku (PhD)
    In this study an attempt was made to find out ~lhethe:ror not the °Communicative approach' in the teaching of English Conditional Sentences is more effective than the 'Structural Approach'. To test thislSnglish functions that employ conditional sentences were identified. Then, teaching materials were prepared along the principles of the 'Communicative Approach' and given to three study groupso For the three control groups, teachinJ materials based on the 'Structural Approach' were given. All in alI, 10:2. students" all Amharic speakers, were randomly distributed into six groups~ Out of these, 78 students attended the experimental classes regularly and took the t\o10tests given •.In the scores obtained, the study groups performed better than the control groups at a significance level of .05. It was also observed that the study groups showed more interest, motivation, creativity, involvement, and sensitivity to learn the materials they wer e given than the control groups. On the basis of the findings, it was recommended that nonnative speakers should be taught English through the 'Communicative Approach' • It was also recommended that intensive research should be carried out in 'Discourse Analysis' in order to facilitate the designing and application of a 'Communicative Syllabu
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    Explorations in the Preparation of Pre Service Efl Teachers: A Learning Centred Approach
    (Addis Ababa University, 1993-05) Banteyerga, Hailom; Norrish, Johnson (PhD); Hicks, R.B. (PhD)
    A learning centred approach to the training of EFL teachers at pre service level was tested for appropriateness and efficiency in bringing about desirable attitudinal and behavioural changes. A general framework was reconstructed to reflect the development of knowledge of teaching constituting background knowledge. existing practices of teaching and exploring new practices of teaching. A cross sectional survey study was made covering a population of 38 respondents of four categories: trainees who followed the revised syllabus of the ILS. trainees who followed the old syllabus of the ILS. university lecturers teaching English and school teachers teaching English. The purposes of this study were (i) to get a reasonable picture of the status quo and (U) to pilot the efficiency and precision of the questionnaire designed to collect data. The questionnaire included items that reflect teachers' perceptions of effective teaching. attitudes to the profession and perceptions of classroom communication in terms of Fanselow's categories. Data collected was treated by using the variability test and Means of preferences were computed to see value attachments. The cross sectional study suggested that teacher variability in the preferences of language teaching practices and their underlying principles is determined by lack of practical experience. Teachers' perceptions showed statistically significant agreement in those practices and principles that reflect their teaching (for the practitioners) and classroom learning (for the trainees) experiences. The Means computed to show value attachments. however. suggested the existence of favourable intentions in teachers to be competent in their professional practices. Thus. a teacher training methodology focusing on practice and reflection was reconstructed to promote the development of knowledge of teaching in trainees. The effect of the methodology was tested by conducting an experiment for four months with eleven trainees of EFL of the ILS. Statistical data was collected using the core questionnaire at pre and post project. Qualitative data was collected using diaries. video recordings of teaching practices and project evaluations made by participants. The variability and sign tests were used to treat statistical data. Descriptions of qualitative data were made for reflection on the process. The effect of reflective practical experience on reducing variability by helping trainees to get access to the knowledge base of teaching is supported. The longitudinal study suggested that (i) as teachers' teaching repertoire increases. their shared perceptions of practices and principles of promoting effective teaching increase; (ii) as teachers' understanding of themselves and their practices increase their abilities to optimise the interaction of classroom variables increase and (iii) as a corollary effective teaching is neither teacher nor learner centred. but a process realised when a teacher is able to bring himself/herself. the students and the teaching aids in use into optimum interaction. In the longitudinal study reflections made by trainees and observations made during the four months suggested that if teachers are helped to discover themselves and understand their practices. they can tackle classroom problems such as class size. poor motivation of students. poor materials and the like. In order to help trainees to get in control of their capacities. the training methodology has to consider trainees' background knowledge as a starting point.Trainees come to the training programme with established beliefs, values and expectations. Reflection on these topics prepares them to accommodate new modes of thinking. A descriptive and participatory approach is observed to be an appropriate technique to break defensive barriers and to create a social climate of trust among trainees themselves on the one hand, between the trainer and trainees. on the other. The longitudinal study suggested that as trainees continue to develop self confidence, they also embark on exploring and experimenting with new techniques and practices to increase their teaching repertoire. The management of the process is critical and the role of the teacher trainer is decisive. The exploratory stage marks a significant behavioural and attitudinal change towards becoming a professional teacher. The process of learning to teach and teaching to learn is enhanced. Thus. it is called A Learning Centred Approach. Since this is also an exploratory study, the validity of observations made and statistical measurements used has to be confirmed by colleagues interested in second language teacher education. It is hoped that issues raised throughout this work will provoke thought, inquiry. and future research.
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    Health Promotion and Non-communicable Disease Prevention and Control: A Discourse Analysis of Health Education Practices of Health Workers at Axum Town
    (AAU, 2018-05) Abay, Negassi; Banteyerga, Hailom
    This thesis aimed to explore health promotive and non-communicable disease (NCD) preventive discourses as enacted in the health education practices of health workers and their clients’ talks. Thus, the study sought to: (i) examine meanings attached to NCDs by community members of Axum town; (ii) analyse how discourses of NCD prevention are constructed in the study setting; (iii) explain practices/activities that are enacted to promote health and prevent NCDs; (iv) reveal inhibiting discourses in promoting health and preventing NCDs; and (v) identify discursive strategies that could strengthen health workers’ health education practices. To this effect, the study employed qualitative research approach. And discourse data were gathered through audio recording of health extension workers’ (HEWs’) health teachings, focus group discussions of network members and in-depth interviews of health workers, women development army (WDA) leaders, and community members (patients and their family members). To analyse the data, Fairclough’s three-dimensional model in tandem with Gee’s method of discourse analysis was employed.The study revealed the following findings on the side of the people: (i) local people associated NCDs with different notions; they associated NCDs to some people,namely the rich; (ii) the community considered NCDs as diseases that could occur due to the act of evil spirit. With regard to HEWs, the findings show that HEWs engage themselves in teaching their clients on NCD prevention by emphasizing the discourse of ‘prevention first’, disclosing NCD cases, and encouraging participants reflect on their local views during the health education sessions. They were observed empowering their clients to prevent NCDs as per the philosophy of the health extension program (HEP). In addition, health workers were also found enacting healthy practices such as eating healthy food, staying active, having early medical check-up and avoiding risks which were also recognized as healthy practices by members of the community. Moreover, the study disclosed that the community’sinherent assumptions and cultural practices were inhibiting factors in the promotionof healthy practices to prevent NCDs. The participants of the study think that advocacy, experience sharing, and empowerment are good strategies in the promotion of preventative practices against NCDs.The study recommends that it is important that schools and other public institutionson top of the Ministry of Health should be involved in the cultural transformation with regards to beliefs and thinking related to NCDs in that NCDs are preventable and arenot limited to certain groups of people. Every one of us is vulnerable to NCDs if we fail to take appropriate precautions. What the HEWs are doing is the right course of action and needs to be supported with resources and trainings. More research needs to be done focusing in health communication and promotion practices with reference to use of language especially and empowerment of communities.