Teaching English as Foreign Language

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AAU Freshman Students' Views And Preferences With Respect to Structure-Based Versus Task-Based Approaches to ELT
(Addis Ababa University, 1995-06) Daba, Teshome; Addamu, Taddele (PhD)
The purpose of the study was to find out the views of AAU freshman students regarding the task-based approach to ELT as compared to their previous English language learning experiences. The sample population of the study were 178 AAU freshman students on th~ Main and Arat Kilo campuses. These subjects had been exposed to the new Freshman English materials since their arrival at the university. To obtain the necessary information, a questionnaire wi th nineteen items that aimed to assess views on 1) structure-based approach (2) task-based approach, and 3) classroom organizations w~ prepared and administered to the students. To consolidate the information obtained through the questionnaire, classroom observations were also carried out. The students' views on the structure - and task-based approaches were compared. The study showed that there was a significant statistical difference between the students' views on the two approaches. The students' views on the task-based approach were more positive than their views on the structural approach. An at.tempt was also made to assess the students' views on the classroom organizations pertinent to the task-based approach. The study showed that the respondents favoured the organizational techniques like pair and group work which suited the task-based language learning activities. As a whole the study showed that the respondents were more favourably disposed towards the task-based approach in general, and about the new materials and the methodology used-to implement the approach in particular.
The Ability of Grade 12 Students to Modify Their Interlanguage Utterances towards Comprehensibility and/or Target- like Use during Task- based Interaction
(Addis Ababa University, 2003-06) Tekle, Yinager; Mohammed, Nuru (PhD)
Key Words - Modification - Compressibility - Interlanguage utterances - Target-like use The purpose of this study was to investigate whether students modified their interlanguage utterances towards comprehensibility and/or target -like use when they experienced difficulty in message comprehensibility during task- based interaction which involved only students. To this end, twelve students of Grade 12 at Enjibara Comprehensive, Preparatory and Technic School were selected and participated in the study. These students were paired up and made to interact using a picture-dictation task. Their interactions were tape- recorded, transcribed and analysed. The results of the anlyses indicated that the participants were able to successfully negotiate for comprehensibility by modifying their trigger utterances in 30(63%) instances of the one-signal negotiated interactions. The findings of the study also revealed that when the participants generated modifications of initial utterances, they made use of target-like forms in 70% of the cases. However, when the rate of frequency of these modifications which exhibited the use of target-like forms was compared with the total number of responses made to clarification requests, it was found minimum, i.e. 44%. Furthermore, the investigation made to see why the participants did not engage in the modification of their trigger utterances more often than they did resulted in the knowledge that a particular type of incomprehension signal called trigger repetition signal was responsible for this situation. This signal type was found less effective in prompting the participants to modify their trigger utterances. Of the 48 incomprehension signals made in the one-signal negotiated interactions, 23(48%) of them were trigger repetition signals. However, only 11(36%) modified comprehensible output instances were made in response to this signal type. The majority number of responses (64%) were made in reply to either trigger modification signals or explicitly marked signals which accounted for 25% (12) and 27% (13) of the total number of incomprehension signals, respectively. Finally, conclusions were drawn based on the findings of the study and suggestions were made for future research on the area.
Absurdism and Authenticity Philosophy of . Existence as Reflected in the Stranger and i Stand Alone
(Addis Ababa University, 2012-05) Wondimu, Kalkidan; Paradeep, Sharma (PhD)
This thesis studies the embedment of Absurdism and Authenticity , philosophy in Albert Camus's The Outsider and Berhanou Dinke's I Stand Alone, respectively. It' argues that each of the protagonists of the literary works experie~ces and corresponds to the twentieth century philosophical thoughts espoused in the present study. The works are analyzed with philosophical foundations consisting of I Camus's Absurd world view and authentic thoughts advocated by Sartre, Heidegger and other philosophers that made this area of-philosophy their concern. Thus, through the analyses of the protagonists in the selected texts, the study discloses . how these characters make a choice for their existence. It is brought to light how the characteristics of the absurd man, living a life of indifference, living in the present moment and rebelling against the conventions of society, make Meursault a absurd. Whereas Berhanou whose alienation stems from his political discontentment such as unjust and oppressive rules of the system he serves and represents as a diplomat trigger the protest and consequently his authenthic experience as an exile is analyzed.
An acoustic analysis of a pathological speech: The case of an amharic speaking person with Flaccid dysarthria
(Addis Ababa University, 2007-07) Messele, Abebayehu; Yigezu, Moges (PhD)
It is an established fact that language is the chief distinctive feature of humans. Unfortunately, there are a number of individuals missing usage of language and/or speech partially or entirely, from the beginning or lately, momentarily or for a long time, usually for defined reasons or for reasons which cannot yet be explained. This work particularly attempts to investigate the extent of abnormality of the speech of an individual with Flaccid Dysarthria. The subject was diagnosed as a Primary Lateral Sclerosis patient, which is a progressive degenerative motorneuron disease, that is, nerve cells in the body gradually die off. It affects only some of the nerve cells in the body--those that control voluntary movement of muscles. The main objective of this study is to acoustically analyze the patient’s vowels, consonants, intonation contours and duration. Acoustic methods were employed to examine the speech of the patient. More specifically, the data were from solicitation and spontaneous utterances of the subject. They were digitally recorded, sampled and quantized, then fed into a speech analyzer software called Praat. The interpretations of the data were done on the basis of the facts revealed by the software. Accordingly, the patient’s vowels were found to be confined to the center of his oral cavity and have a hypernasal quality. The qualities of his consonants also showed how the problem is serious. Most of the consonants are so distorted that it is difficult to identify them on spectrograms. The suprasegmental aspects of his utterances also exhibit deviant patterns. Hence, the patient’s speech lacks intelligibility.
Acquisition and Use of Discourse Mrkers in student writing at sophomore level
(Addis Ababa University, 1988-06) Zerom, Kiflemariam
The purpose of this study is t o evaluate the effectiveness of the Addis Ababa Sophomore English course in enhancing the students' acquisition and u se of discourse markers in writing. For the purpose of this study the Sophomore students of the Department of Economic s were selected as a representative sample of all the Sophomore s tudents in Addis Ababa University. A pretest was administered t o these students at the beginning of the course to dete rmine the level of the students' knowledge and skill at using discourse markers in writing. At the end of the Sophomore English course, which l asted for a p eriod of about four months, a posttest was administered to the s ame group that took the pr etest to determine the progress and the leve l t hat the students we r e able to achieve at the end of the course. The scores of the two tests were analyzed and the results were compared as were items within each te st. The analysis showed that the mean score of the posttes t was considerably greater than that of the pretest . It a l so showed up differences in performance in the use of different types of discourse marking . Thus it was concluded tha t the Addis Ababa University Sophomore English course was successful in helping the s tudents t o learn the use of discourse markers in writing.
Action Research Practices Of Elt Teachers: The Case Of Chancho Aba Geda Preparatory School In North Shoa Zone, Oromia Region
(AAU, 2011-06) Teka, Alemtsehay; Rao, A. Subba (professor)
The major purpose of this study was to assess the action research practices of ELT teadlers from the. past to the present (1996 E.C. - ' 2003 E.C.) in CAGPS. The study further aimed to assess factors that hinder ELT teachers to conduct action research and to come up with su ggestions for future improvements of ELT teachers in conducting action research. To achieve these purposes, a qualitative researrn method and a case study research design were employed. The data were collected through interviews, observation and document analysis. The interviews were held wi th nine EL T teachers, the school principal and the expert at the EDO. These parti cipants of the study were selected through purposive sampling. After conducting the interviews, observation was carried out. The researcher observed the internet room, the library, and in and arolmd the offices. The document analysis was also used to assess the documents such as the EL T teachers' personal profiles, letters, and minutes. Finally the data obtained were an alyzed qualitatively on the basis of thei r themes or topics. This study found out that the action research practices of ELT tearners in CAGPS were very low or so limited. The study showed that there was a weak relationship between teaching and action researrn practices. At the same time, the study has established that both the personal and environmental factors considerably hindered the ET.T teache rs in conducting action research. For future improvements of the ELT teachers' engagement in action research, arrangements and provision of trainings on action research, improving school fa cili ties and enhancing the support system, introducing the culture of action research, improving the incentives, and doing action researrn on collaborative basis are the major points suggested by the research participants as the dimensions that need intervention.
The Addis Ababa University Freshman Students' Reading Speed in the English Language
(Addis Ababa University, 1987-06) Jemere, Molla; Gamta, Tilahun (PhD)
This s~udy was primarily inta~led to measure how fast students at the freshm:lD 1 evel read 0 Since it would be meaningless to evaluate only speeds , comprehension was also testecL A secondary purpose of the study was to test whether there .JOuld be significclDt speed performance differonces bet1rJeen and among subj ects with di fferent reading backgrounds ,. The sample population, which consi.sted of 120 Social Science freshmen lVere random:j.y selectedo Then reading speed and comprehension tests were administered 0 A que'St ionnaire "Jas also admini stered to the sample population 0 The result of the reading speed tests, which is 96 wop , mo , shows that the subjects are desperately slow readers when compared with both native and non - native speakers of Englisho H01rleVer, the comprehension result, which is 64%, is rel ati vely good " The results of the q uestionn8ire,K·:·C":.·~; In the case of school locations, indicated no statistically sjgnificant speed p erformance differences between and among those with favourable awd unfavourable reading backgrounds . As the findings show, the reading abilitie s in general and the reading speed levels of the subjects of this study in particular have been ignored and there is a need for paying attention to the problem by people concernedo
All Analysis of the Reading Skills Employed by Freshman in Reading Amharic and English
(Addis Ababa University, 1988-06) G/sellassie, Alefesh; Despatie, PhD. Gerard
In this study an effort is made to find out whether Freshmen slow reading is attributed to the lack of general knowledge of English or due to the use of Amharic r8ading techniques whil e . reading English. To test this, a questionnaire , reading speed and reading techniques tests were prepared and were administered simultaneously. The researcher selected 120 students at random for the test. However, 119 students participated in the exam. The scores were computed for three groups. The 'ov0rall group' , the 'good' and 'poor' readers groups, and the 'language subgroup' group . From the scores the overall group performed better in reading English and~ reading techniques in English at a statistically significant~evel by 5%. However, since mean values can be affected by extreme cases, the researcher had also tested the two li/xtreme readers, that is, ' good ' and '.poor' readers. Primarily, c ~ computations for good readers in both languages showed that good readers are better at reading Amharic than reading English (221.7 to 177.3). And, the researcher referred to their achievement in reading techniques in both l anguages to check whether slow reading can be attributed to transfer from Amharic to English. It was found that the reading techniques results vlere better in English than in Amharic (of the same individuals). And, the assumption got l ittle support . On the other hand, 'poor' readers have performed , much poorer than ' average' freshmen understudy, in reading speed, comprehension and in reading techniques. The ' good' readers have showed a correlation of (.3, .1) in reading speed and in comprehension in both languages. Furthermore, the subgroups have performed better in reading speed than in comprehension, and the scores indicate that there is moderate correlation between reading in Amharic and r eading in English specially among Tigrigna and Oromo speakers . Therefore , on the basis of these findings studento' slow reading in attributed to lack of comprehension (which is largely affected by lack of language competence) in FL rather than to• transfer of techniques from Amharic to English.
All lllvesligalioll oflhe Vocabulary Teachillg Techlliques Used by EFL Teachers 10 improve Iheir Siudellis Vocabulary Maslery: HaIVassa Tabor Secolldary alld Preparalory School ill Focus
(AAU, 2011-05) Kebede, Anteneh; Abate, Haregewoin (PhD)
The major purpose of this study was to investigate the vocabulary teaching techniques used by the English language teachers of Hawassa secondary and Preparatory school in order to improve their student 's vocabulary mastery. This is because the students ' effective word learning highly depends on the effectiveness of the teachers ' way of teaching. To this end, the researcher adapted the questionnaire from previously conducted studies by making the necesswy modifications and administered it for J 00 randomly selected Grade J 0 students and all of the English teachers of the schoo!. Moreover, the researcher also conducted twenty observation classes of the jive teachers (four classes in each case). In analyzing the data, the researcher used both quantitative and qualitative methods for the closed-ended and open-ended questions respectively. The data gathered through the classroom observation checklist was also analyzed together with the data obtained from the questionnaire. This is because the contents of the tools are similar. The result of the study indicated that the teachers less emphasized the teaching of vocabulary compared to other language skills. They employ few vocabulary teaching techniques repeatedly. In spite of this fact, the teachers believe they leach vocabulary effectively. On the contrwy, the sample students are hardly satisjied with the vocabulary teaching techniques used by the teachers. The researchers' observation result also revealed students receive limited help from their teachers in order to improve their word knowledge. At last, based on the results of the study the researcher recommended the teachers give the proper emphasis for the teaching of vocabulwy by differentiating their instruction to address the diversified needs of the learners. Moreover, they are also recommended to equip the students with independent word learning strategies to promote their independent word learning ability. II 1 I II order to be able to use the language productively, students must know certain amount of vocabulary, not only for communicating orall y, but also written. Learning a language means learning its vocabulary. We use words in communication either in spoken form or written form. We try to send messages, share information and ideas by using the language. In general, no language acquisition is possible without understanding the vocabulary, either in the first or the second language (Kweldju, 2004: 18). The process and the way that we go through in learning and using the target language usually take. hard effort especially in learning a foreign language. This is because a foreign language is different from a mother language. The differences can be in the rules of the sounds system (phonology), the word formation (morphology), the word structures (syntax), the words' meaning (semantic), and the social context (sociolinguistic). These can cause problems in learning a foreign language. ; '. However, teachers of a foreign language should always motivate their students to keep practicing using the language. They should use many methods that can interest their students in using the target language in classroom communication since there are several general principles for successful teaching, which are valid for different methods. Similarly, teachers that are found in the present research setting i.e. Hawassa Tabor Secondary and Preparatory School which is located in Southern Nations, Nationalities and Peoples' Regional State Sidama Zone Hawassa Town are expected to use these effective teclmiques and principles to enable the learners use the English language effectively. According to Wallace (1988), the principles include: aim - what is to be taught, which words, how many, need - target vocabulary should respond students' real needs and interests, - fj'equent exposure and repetition, meaningful presentation, clear and unambiguous denotation or reference should be assured. 2
Amharic Adaptations of English Drama
(Addis Ababa University, 1990-06) Gessesse, Tesfaye; Gessesse, Tesfaye (PhD)
The major objectives of this thesis are to examine closely the theory and practice of literary adaptation and to give a clear picture of the role it has so far played and may yet have to play in Amharic drama. The research is conducted in the hope that it will bring to the attention of readers and students of literature an area of study in which little has been done until this point. Hence, it may hopefully serve as reference material for future research work done in the same or related vein. The thesis also aims to describe the characteristic features of literary adaptation which distinguish it from literary translation, thereby clearing the confusion which exists at present between the two concepts and genres. The thesis comprises four chapters, excluding the introduction, conclusion and appendix. The introduction describes the aims and structure of the thesis. Chapter I presents some background information and the views of certain scholars about the concept and practice of adaptive writing . Chapter II takes up the Romeo and Juliet theme in some detail. First, a brief account of the ancient and pre-Shakespearean versions of the story is given. Then, Shakespeare's treatment of some of these sources in the writing of his own play is considered. A discussion of postShakespearean adaptations and a modern variation of the story is also presented. Later, a scene-by-scene analysis of Kebede Mikael's Amharic version of Romeo and Juliet follows.Chapter III covers the origin and development of the Faust story, the tragic treatments of the subject by Marlowe and Goethe, and finally Kebede Mikael's Amharic version of the Faust theme . Chapter IV is entirely devoted to the discussion of Teyaki versus An Inspector Calls. The conclusion contains highlights of the foregoing chapters and general remarks made on the basis of the study. An attempt has also been made in this section to show the value of literary adaptation in the process of the world-wide cross-cultural transfer and the invaluable role it can play in Ethiopian literary life once it is given due attention by scholars and writers. The appendix examines the Amharic translation of Macbeth, considers at some length Shakespeare's adaptation of this play from historical sources, and ends with a comparative and contrastive analysis of passages from Tsegaye Gebremehdin's translation of Macbeth and Kebede Mikael's adaptation of Romeo and Juliet in relation to their sources.
Analysis of How Gender Relations Have Been Portrayed In Elt Materials for Primary Schools in Addis Ababa and Its Implications for Learners' Performance and Future Career
(Addis Ababa University, 2006-06) Getaneh, Seife; Demisse, Teshome (PhD)
Thi s stud y was designed to examll1e the portrayal o f m a le a nd fem a le sex es in ELT material s fo r primary schools in Addis Ababa a nd to c h eck \I·hether there a r c manifestations o f sexism in those textbooks . T o this end, linguistic a n d no n -ling uistic aspects t ogeth e r with illu strations were examin ed . The paper h as two section s : t h e fir st section treats the textual con tents a nd th e second section explores th e pictoria l ana lysis of the tex tbooks. Wi th regard to th e textual con t e nt, different lingui stic and n o n -linguis ti c catego ri es \,· e r e considered. First, a systema tic conte nt analysis was carried out \\· ith reference to topics and sub-topics, t h e la n gu age use d , adjectives u sed with male a nd fema le subjects, and the masculine ge n e ri c co n struction s . An inquiry was a lso m a d e to see oc c u pational possibilities, ac ti vit ies, d iscourse r o les g iv e n to the sexes , a n d c h a racte r s in passages a nd b io g r a phies . In the second section of the paper, the type of activ itie s and the total numbe r of pictures were iden tifi ed for each sex by grade level. Overall results revealed th a t the textbooks portray job possibilities for females stereotypically. Femal e s are g iven limited job possibili ties compa red with. their counter p a rts. The re are also some instances of generic ma sculine l a n guages . Howeve r, other cate go ries r evealed no sex bias. Finally, these res ul ts suggested that the r e shou ld be a review of the textbooks for thei r gend e r r epr ese ntation s .
An Analysis of Learner Language With Reference to Spoken English
(Addis Ababa University, 1997-06) Lemma, Mekonnen; Simon., Gebremedin (PhD)
In this study a group of first year university students were asked to comment on their own recorded oral texts which they had produced by performing tasks that involved face-toface interactions in the L2. Transcribed, the texts and comments were described, analyzed, interpreted and compared in terms of form and content. The aim of the study was to identify important discourse level and system specific features of the processes of the interactions. Analyses of the learners' language show that some loan words which were borrowed by the L 1 from the L2 with semantic modifications appeared in the learners' L2 with the same modifications. They also show that whole moves were wasted maybe because listeners failed to attend when they were deeply engrossed planning more responses to earlier moves made by speakers. Where three languages spoken by a learner, L1, L2 and L3 were concerned, \. equivalent errors made in the learner's L2 and L3 were hypothesized to have a common source in the learners L1. This could be done even when the researcher did not know the learner's L1. Considering the co-operative nature of face-to-face interaction, Grice's Co-operative Principle has been suggested as an alternative guide for marking student texts.
Analysis of Lesson Plans: The Case of English Teaching in Kafa Zone
(Addis Ababa University, 2002-06) Asfaw, Abebe; Asgedom, Amare (PhD)
This paper was meant to analyze teacher made lesson plans of English language for grade seven . The methodology employed was content analysis in that selected lesson plans prepared by teachers were content analyzed on the basis of theoretical frames of lesson planning. In addition to the analysis of teacher made lesson plans selected teachers were classobserved to see the extent to which planning and actual application of the teaching learning process match. The analysis of lesson plans made by teachers and the class observation conducted in some selected English classes indicated that, though in various frequencies and quantities, all the teachers used to include all the components of lesson plans in their preparation; most of the teachers failed to write specific instructional information in their lesson plans; all the teachers excluded criteria and condition from the instructional objectives; the expository method was given wider space than the participatory methods; These and other findings were revealed. Finally conclusion and recommendations were given.
An Analysis of Literary Techniques in Some of the Prose Works of Ethiopian Women Authoresses
(Addis Ababa University, 1995-05) Worku, Assefa; Worku, Assefa (PhD)
The purpose of this study is to introduce and analyse the literary techniques of some of the prose works o f Ethiopian women authoresses. As discussed in the introduction, literary studies and comments both by Ethiopian and foreign scholars about the fictional works of Ethiopian women authoresses that appeared thus far to the public are very scanty and fragmentary. Hence, the need for introducing and examining some of the prose works of women authoresses arises from this reality. The present study has, therefore, considered the fictional wri tings of twelve authoresses for critical discussion. The works of these authoresses have been selected based on three different reasons . The first is the availability of the texts in the three major libraries. These are : the libraries of the AAU, the library of Ministry of Culture and Sports Affairs, and the library of the Addis Ababa administrative region . The second reason is the common and unique cha racteristics of the authoresses in using different kinds o f literary devices ; and tidy the literary genres of the works. Other than the introduction and conclusion sections , the study is di vided i nto three chapters. Included in the introduction were: literary survey and comments which, directly o r indirectly, deal wi th the main concern of the present study. The first chapter focuses on two things. First , it tries to convey the theoretical definitions and explanat i ons of the literary terms : narration and different types of points of view . Secondly , it discusses the outline of seven pre-revolution prose works and analyses some of the narrat i ve methods (including the various points of view) which the authoresses use to unfold the materials of their stories . The texts are examined in the order of their date of publications .Chapter two dwells on the various narrative techniques employed by the post-revolution women authoresses. Although the focus of thi s chapter is to analyse the methods of narration, it has a considerable di fference from the previous one . Apart from dealing with such technical elements as point o f view epistolary and flashback methods , chapter two will also attempt to introduce and e xamine those new narrative techniques (the employment o f telephone conversation, foreshadowing , dream, and a story wi thin story method) which are used only in the works of four post revolution women authoresses. The aim of chapter three, on the other hands, is to cri tically e xamine whether or not the characterization, plot constructions and language of some of the prose works of women authoresses are a ppropriate, consistent, coherent , concise , significant and credible . The summary and conclusion part of the study will provide the summary of the work and also try to point out s ome weaknesses and st r engths of the authores se s under consideration . The contribution of women authoresses to the overall development of modern Amharic literature is also discussed in the last chapter . Lastly , the appendixes present the full texts of the interviews conducted with two "literary techniques" and the social educational, material, family and literary backgrounds of Ethiopian women authoresses
An Analysis of Literary Techniques in Some of the Prose Works of Ethiopian Women Authoresses 1959-1985 Eth. C.
(Addis Ababa University, 1995-05) Worku, Assefa; Azeze, Fe kade (PhD)
The purpose of this study is to introduce and analyse the literary techniques of some of the prose works o f Ethiopian women authoresses. As discussed in the introduction, literary studies and comments both by Ethiopian and foreign scholars about the fictional works of Ethiopian women authoresses that appeared t hus far to the public are very scanty and fragmentary. Hence, the need for introducing and examining some of the prose works of women authoresses arises from this reality. The presentstudyhas, therefore, considered the fictional writings of twelve authoresses for critical discussion . The works of these authoresses have been selected based on three different reasons. The first is the availability of the texts in the thr ee major libraries. These are: the libraries of the MU, the library of Ministry of Culture and Sports Affairs, and the library of the Addis Ababa administrative region . The second reason is the common and unique characteristics of the authoresses in using different kinds of literary devices; and tidy the literary genres of the works. Other than the introduction and conclusion sections , the study is di vided into three chapters . Included in the introduction were : literary survey and comments which, directly or indirectly, deal with the main concern of the present study. The first chapter focuses on two things. First , it tries t o convey the theoretical defini tions and explanations of the li terary terms : narration and different types of points of view. Secondly, it discusses the outline of seven pre-revolution prose works and analyses some of the narrat ive methods (including the various points of view) which the authoresses use to unfold the materials of their stories . The texts are e xamined in the order of their date of publications. Chapter two dwells on the various narrative techniques employe dby the post - revolution women authoresses. Al though the focus of this chapter is to analyse the methods of narration, it has a considerable diffe rence from the previous one . Apart from dealing with such technical elements as point of view epistolary and flashback methods, chapter two will also attempt to introduce and examine those new narrative techniques (the employment of telephone conversation, foreshadowing, dream, and a story within story method) which are used only in the works of four post revolution women authoresses. The aim of chapter three, on the other hands, is to critically examine whether or not the characterization, plot constructions and language of some of the prose works of women authoresses are appropriate , cons istent, coherent, concise, significant and credible. The summary and conclusion part of the study will provide the summary of the work and also try to point out some weaknesses and strengths of the authoresses under consideration . The contribution of women authoresses to the overall development of modern Amharic literature is also discussed in the last chapter . Lastly, the appendixes present the full texts of the interviews conducted with two "literary techniques " and the social educational, material , family and literary backgrounds of Ethiopian women authoresses
Analysis of Reading Activities: The Case of Grade 11 text Book.
(Addis Ababa University, 2015-05) Gadebo, Paulos; Hailu, Alemu (PhD)
The main target of this study was to analyze the reading activities of grade 11 currently in use English textbook. Moreover, the study focused on the different kinds of reading activities and in which question types or tasks it was designed. The subjects of the study were 60 students from four sections (i.e, from each section 15 students selected) and four English teachers from grade 11, enrolled in 2006E.C. academic year. Then, the researcher were selected the subjects or students by random sampling and four grade 11 teachers in purposively selecting method. To obtain data, the researcher used textbook analysis, students’ questionnaire, and teachers’ interview. The data collected by using these tools were analyzed by frequencies of the tasks/activities in newly revised grade 11 English textbook. In relation to this, textbook data and teachers’ interview were analyzed qualitatively whereas students’ questionnaire analyzed in quantitative method of description. The major findings of the study was to show the variety and flexibility of the reading activities such as how the reading activities were presented and/or distributed in the textbook and in which type of questions did they constructed. For example, reading for: details, main ideas, word-attack skills, information transfer skills, predicting skill were designed below average. Next to this, reading for: overall idea, references, relating to their own idea, designed in moderate ways that help readers in developing the reading skills of the language. On the other hand, reading for: specific information and inferences stated more than average and both help the learners for selective reading purpose and for deducing or generalizing the text by using inference so as to understand the intention of the writer. Finally, based, on the insights obtained from the findings of the study, certain remedial suggestions such as what kinds of activities should be included in the textbook, emphasis of comprehension questions that designed in connection to the expected goals; developing reading skills have been stated.
Analysis of the Effectiveness of Contextual Guessing Activities: Grade 11 in Focus
(Addis Ababa University, 2007-08) Ali, Ismael; Kebede, Seime (PhD)
This study was an attempt to analyze the effectiveness of contextual guessing activities being conducted at grade 11. It is specifically targeted to identify whether the passages and the sentences meant for contextual guessing activities are appropriate for the case. It also investigated whether EFL teachers train their learners a contextual guessing strategy. And finally, it checked if contextual guessing strategy training reinforces students' ability to guess the meanings of unfamiliar words form the context. To achieve its purpose, the research targeted three data sources; grade 11 textbook English for Grade 11 (2006), teachers, and students of grade 11 in two preparatory schools in Addis Ababa. The schools (Menilik and Bole) were selected by lot. As far as sampling technique is concerned, availability sampling technique was employed to select the teachers, whereas multiple techniques were used to get the target student-subjects. First, quota sampling was used to select equal number of students from each section of each school. Then, to select the allotted number of students simple random sampling was used. Accordingly, 216 students were selected from each school. A pre-test was administered. Then, 100 relatively homogenous (ability) students who scored 5 to 8 inclusive were selected from each school. These students were grouped into four according to their score; then each group was divided between experimental and control group by lot. Those in experimental group attended training on contextual guessing strategy for which a material was prepared by the researcher. At the end of the training, a post-test was given for both groups. The instruments used to collect data were analytical scale, two sets of questionnaires (for both teachers and students), classroom observation, and post-test. Analysis of the data was made using quantitative (frequency count and percentage) and qualitative methods. Results of the study showed that the ability to guess the meanings of unfamiliar words is important. Therefore, the inclusion of contextual guessing activities in the textbook is rewarding. However, the passages and the sentences meant for contextual guessing activities are not presented in a way to encourage intelligent guessing. Besides, the teachers' practices on the issue at hand were proved to be inadequate. Therefore, it is possible to conclude that the students were not benefited from the contextual guessing activities conducted. In fact, it is found out that if necessary conditions, such as preparing contextual guessing activities with helpful guessing clues and allotting enough time for students to exercise looking for these clues in order to guess meanings of new words, are relatively fulfilled, the students may be able to guess the meanings of unfamiliar words from the context.
An Analysis of the Needs of Evangelical Theological Colleges in Teaching English: With Reference to Meserete Kristos College
(Addis Ababa University, 2003-06) Bekele, Tilahun; Regassa, Taye (PhD)
The purpose of this study was to investigate into the needs of Evangelical theological colleges in teaching English considering the case of Meserete Kristos College. It is hoped to help future syllabus designers and material writers produce more appropriate syllabuses and materials and the English language teachers have a better understanding of their students. The instruments used to this end were questionnaires (to students and subject teachers), interview (to the English language teacher), and text analysis. The subjects involved in the study were 50 students and 16 subject teachers. Findings from the data analyses indicated that the students are expected to read the Bible and evaluate, prepare and deliver sermons in English in addition to some other activities that appear more common to other academic contexts. They also seem to have ‘wants’ other than those demanded by the target studies. All the four English language skills seem to be necessary with greater emphasis on the receptive ones. Besides, all the four genre types are needed – exposition being first and following it argumentation, description and narration. Some language functions, structures, set of vocabularies, skills, discourse structures and genre moves too have been identified as more frequently needed than others. The students in general had average performance in English and lesser exposure to the language and the culture it represents. Nevertheless, they had a positive attitude towards English and its learning. Some specific areas of problems are also identified. Concerning their learning preferences, the students seem to favor communicative methodology, grammar and texts of any topic. Based on the findings, it was recommended that syllabus designers and ultimately material writers may need to consider the English language needs, ‘wants’ and lacks of their students identified in the study in their attempt to produce appropriate syllabuses and materials. The English language teachers should be aware of the students’ learning preferences and see if there is a need for them to help their students make some adjustments or for themselves to make some adjustments.
An Analysis of the Reading Skills Employed by Freshmen in Reading Amharic and English
(Addis Ababa University, 1998-06) G/sellassie, Alefesh; Kidane, Asmerom (PhD)
In this study an effort is made to find out whether Freshmen slow reading is attributed to the lack of general knowledge of English or due to the use of Amharic rl3ading techniques whi l e - reading English. To t es t this, a questionnaire, reading speed and reading techniques tests were prepared and were ad~inistered simultaneously . The researcher selected 120 students at r a ndom for the test. However, 119 students participated in the exam. The scores were computed for three groups . The ' overall group ', the ' goo d' and 'poor' r eaders groups , and the 'language subgroup' group. From the scores the overall group performed better in reading English ana reading techniques in English at a statistica lly significantJevel by 5%. However, since mean values can be affected by extreme cases, the researcher h ad also tested the two ~xtreme readers, that is, ' good' and ' poor' readers . Primarily, C' computations for good r eaders in both languages showed that good - readers are better at reading Amharic than reading English (221.7 to 177.3). And, the researcher r efe rred to their achievement in reading techniques in both l anguages to check whether slow re ading can be attributed to transfer from Amharic to English. It was found that the reading techniques results we re b e tter in English than in Amharic (of the same individuals) . And, the assumption got little support . On the othe r hand , ' poor ' reade rs have pe rformed, much poorer than ' a verage ' freshmen understudy, in reading speed, comprehension and in reading techniques . The 'good' readers have showed a correlation of (.3, .1) in reading speed a nd in comprehension in both languages. Furthermore, the subgroups have performed better in reading speed than in comprehension, and the scores indicate that there is moderate correlation between reading in Amharic and r e ading in English specially among Tigrigna and Oromo speakers. Therefore, on the basis of these findings studento' slow reading in attributed to lack of comprehension (which is largely affected by lack of language competence) in FLrather than totransfer of techniques from Amharic to English.
An Analysis of the Speaking Tasks: The Case of Grade 12 English Textbook
(AAU, 2011-05) Hajj-Ismael, Abdulatif; Hailu, Alemu (Phd)
The main purpose of the present study was to analyze the extent to which the speaking tasks (activities) in the currently in use Grade 12 English textbook were well structured and organized in such a way that they could promote speaking skills. To this end, the speaking tasks were identified and analyzed based on the basic components of communicative tasks as well as the evaluatjon check ist for ommunicative tasks suggested by Nunan (1989). Textbook analysis (content analysis) was used as a major instrument to obtain information regarding how appropriate and suitable the speaking tasks (activities) were for the students. To analyze and interpret the data, the researcher used qualitative research method. I(Findings of the study indicated that less credence is given to the oral communicative tasks., The speaking activities in the Grade 12 students' English textbook do not meet most of the relevant criteria stated in the checklist which students require in order to take part orally. The findings also showed that even though the goals of oral communicative activities in the course book meet the needs and interests of learners, some of them are not explicitly stated. Again it has been found that the contents as input and the activities in the course material do not give szifjicient information due to absence of varied and interesting activities, adequate supporting and authentic materials and so on. It is also noted that since the tasks (activities) which are depicted in the textbook lack variety and do not make use of authentic materials (illustrations), they lack motivational values. Therefore, it is recommended that textbook writers (developers) should consider incorporating the six basic components of communicative tasks in the students' textbooks when preparing the materials. vi

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