Browsing by Author "Berhanu Haile"

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    An Evaluation of the Implementation of the Current Elt Syllabus for Grade 9 In Terms of The Communicative Language Teaching Methodology
    (Addis Ababa University, 1999-06) Berhanu Haile ; Degenie Leta
    This study was carried out to investigate the appropriateness of the methodology which the English language teachers of grade 9 use in implementing the current ELT syllabus which was designed with the purpose of developing the communicative abilities of the learners. To this end, the criteria related to the communicative language teaching approach were set. These include cognitive vs mechanical activities, use vs usage performances, analytic vs synthetic, and inductive vs deductive approaches plus the strategies related to reading comprehension. Besides, the application of pair and small group modes of instruction was also used as a supplementary yardstick. For the study, five secondary schools of Addis Ababa were chosen. Then, 16 grade 9 English classes were observed for forty minutes (a period) each. The forty minute period was divided into eight 5-minute sessions and the dominantly occurring activity or procedure was coded in five minutes against the criteria stated above. Moreover, responses given by 48 teachers of the said grade to the questiOlmaire were considered for the study. The result of the study, then, revealed that 74.94% of the mean time was spent on mechanical activities. This means only 25 .06% was used for cognitive ones. Even the cognitive element of this percentage was not the result of fluency activities, but it was the result of time spent on explicit teaching of linguistic rules. Similarly, the mean percentage of time spent on usage was 80.21 %. It was only 19.79% that was devoted to use. In the case of language presentation, the result of the study also showed that the mean percentage of time spent on synthetic approach was 77.18%. It was only the rest, that is, 22.82%, that accounted for the analytic one. At the same time, whereas deductive approach took 75.9% of the mean time, the inductive one consumed 24.1 %. As for as the reading strategies are concerned, the findings of the study also indicated that the l