Browsing by Author "Zegeye Fire"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Evaluating the Dominant Genres of Reading Texts and Their Appropriateness for Teaching Reading Skills: Grade 11 English for Ethiopia in Focus
    (Addis Ababa University, 2024-08) Zegeye Fire; Hailu Gutema (PhD)
    The main objective of this study was to evaluate the dominant genres of reading texts and their appropriateness for teaching reading skills in grade 11 English for Ethiopia text book at selelkula secondary school. To achieve this objective, both qualitative and quantitative research method was employed. The participants of the study were grade 11 students and teachers at selelkula secondary school. To conduct this study, three data gathering tools were used. Content analysis was used to examine the dominant genres of reading texts. Students’ questionnaire was used to collect relevant data from 30 students. Interview was conducted with 5 purposefully selected ELT teachers from selelkula secondary school. The collected data was qualitatively and quantitatively analyzed. Data from interview was analyzed and interpreted qualitatively through narration; whereas, the data from students’ questionnaire was expressed quantitatively. The findings of the study revealed that the majority of reading texts in grade 11 English have factual message, dominantly narrative generic structure or feature and dominantly narrative communicative purpose. On the other hand, the study found that the majority of reading texts contain average length, fairly exploited, relevant content and are culturally foreign.. Moreover, most reading texts are extracted from autobiographies, magazine articles and newspaper reports. The study also found that the majorities of reading texts are fairly appropriate for students’ age, grade, maturity level and cultural background knowledge. However, some are linguistically difficult; contain long and complex sentence structure with difficult vocabulary and with less motivational level. Based on the findings, therefore, textbook writers and teachers should consider the students’ age and grade level, cultural background, linguistic ability, literary background, learnability and exploitability of the texts, authenticity and appropriate genres of texts when they select and adapt reading materials in teaching course book.