Browsing by Author "Wako, Beyene"

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    Developing Criteria for Designing an Appropriate English Course for Accounting Students: Africa Beza College, Nekemte Campus in Focus
    (Addis Ababa University, 2007-08) Wako, Beyene; Lemu, Geremew (PhD)
    This study was aimed at investigating language needs of accounting students at Africa Beza College (Nekemte Campus) with a view of developing criteria for designing an appropriate English course. To attain this, questionnaires were designed and distributed to students and accounting clerks on job. Interviews were made with subject area instructors, English teachers, the accounting clerks and the dean of the college. In addition, observations were conducted in subject area classrooms and in different offices when the accounting clerks were on their regular duties. Quantitative and qualitative data gathered through these instruments were cross-checked. In the first place, so as to lay basis for syllabus design and materials development, the students’ attitude towards the existing English course learning preferences, learners’ present language proficiency and language difficulties level were identified. The findings from the research indicated that the content of the new course to be developed emphasize the topic/theme related to the subject area (accounting) and specialist vocabularies. Findings from the investigation shows that the language domain should cover all the four language skills with emphasis placed, in order of priority, on listening, writing, reading and speaking. In contrast, writing, reading, speaking and listening were the most necessary skills for occupational purposes in this order of importance. Moreover, materials developers would use a variety of suitable techniques for language teaching such as drama activities, discussions, debating, problem solving and various classroom organization modes like pair works, and small groups. The activities which are needed for the learners’ academic studies and future occupation in the various skills were identified and prioritized. Besides, the important genre types needed for students’ academic study were prioritized as ‘description’, ‘exposition’, ‘narration’ and ‘argumentation’.
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    Developing Criteria For Designing in Appropriate English Course for Accounting Students: Africa Beza College Nekemte Campus in Focus
    (Addis Ababa University, 2007-08) Wako, Beyene; Lemu, Geremew (PhD)
    This study was aimed at investigating language needs of accounting students at Africa Beza College (Nekemte Campus) with a view of developing criteria for designing an appropriate English course. To attain this, questionnaires were designed and distributed to students and accounting clerks on job. Interviews were made with subject area instructors, English teachers, the accounting clerks and the dean of the college. In addition, observations were conducted in subject area classrooms and in different offices when the accounting clerks were on their regular duties. Quantitative and qualitative data gathered through these instruments were cross-checked. In the first place, so as to lay basis for syllabus design and materials development, the students’ attitude towards the existing English course learning preferences, learners’ present language proficiency and language difficulties level were identified. The findings from the research indicated that the content of the new course to be developed emphasize the topic/theme related to the subject area (accounting) and specialist vocabularies. Findings from the investigation shows that the language domain should cover all the four language skills with emphasis placed, in order of priority, on listening, writing, reading and speaking. In contrast, writing, reading, speaking and listening were the most necessary skills for occupational purposes in this order of importance. Moreover, materials developers would use a variety of suitable techniques for language teaching such as drama activities, discussions, debating, problem solving and various classroom organization modes like pair works, and small groups. The activities which are needed for the learners’ academic studies and future occupation in the various skills were identified and prioritized. Besides, the important genre types needed for students’ academic study were prioritized as ‘description’, ‘exposition’, ‘narration’ and ‘argumentation’.