Browsing by Author "Kefele, Mammo"

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    Classification and Explanatory Analysis of Student Errors in Advanced English Composition II, 1979/80
    (Addis Ababa University, 1981-05) Kefele, Mammo; Gamta, Tilahun (PhD)
    In this study, errors in the compositions of 89 3rd and 4th year students were identified and classified. The errors were based on 157 essays written for the cdurse, Advanced Composition II. A ., total of 56,426 words were used in these essays. Of these, j204 were errors of one kind or the other and their average frequency of occurrence was about 6 errors in a 100-word essay. These 3204 errors were classified into,six major categories, namely, grammar, style, spelling, punctuation, handwriting and unclasoifiable errors. Specifically, it was found out: that 1525 errors or 3% of the total words or 48% of the total errors were made in grammar; that 753 errors or 1% of the total words or 24% of the total errors were made in style; that 526 errors or Oe9% of all the words used or 16% of the total errors were committed in spelling; that 303 errors or 0.5% of the total words used or 9% of the total errors were made in punctuation; and that 35 errors or 0.06% of all words used or 1.1% of the total errors were in handwriting. On the subcategory level, it was also found out: that diction accounted for 507 errors or 0.9% of the total words or 16% of all the errors; that both agreement and tense were responsible for 770 errors or 1.4% of the total words or 24% of all errors; and that prepositions & particles accounted for 341 errors or 0.6% of the total words used or 10.6% of all errors. On the basis of these findings, it was recommended that ILS students should be taught spelling formally. It was also recommended that diction or vocabulary, tense, agreement, prepositions & particles and punctuation be taught formally and intensively.
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    An Exploration of Students' Beliefs About Efl Grammar, Teaching and Learning, and Strategy Us: Grad 11 in Focus
    (Addis Ababa University, 2001-06) Tadess, dereje; Kefele, Mammo
    There are complaints that students are attending higher institutions with serious EFL grammar deficit and weaker ability to use it accurately. This problem persists even while as well as after their college studies. Attempts to increase the level of their accuracy are partly limited by lack of empirical data regarding variables that underlie their beliefs, strategies and difficulties. The purpose of this study was to investigate learners' beliefs about EFL grammar, learning/teaching, and their strategy use. Data were obtained from 100 grade 11 students with Belief Strategy Questionnaire designed through literature review and unstructured interview. Four principal belief and strategy factors were identified: (a) Beliefs About Grammar; (b) Teaching/learning Beliefs; (c) Personal Strategy Use; and (d) Relationships Between Beliefs and Strategy Preferences., At the same time, it has been found out that: (a) the learners' view of grammar is chiefly the static / 'mechanic' one in contrast to the 'dynamic'/'organic' view; (b) their grammar teaching-learning beliefs are, greatly, of product-oriented. as opposed to process - and skill-oriented ones; (c) their personal strategy use is predominantly limited to learning grammar from product perspective In preference to process and skill perspectives; and ultimately (d) the factor analysis of the data has shown strong impacts of the learners' static/mechanic views of grammar in their teaching and learning strategy preference. These findings provide valuable information that can be used as the bases for developing appropriate programs and strategies that take into account the learners' beliefs, experiences, wants and difficulties.