Con Textual I Zing Structural Based Exercises as a Strategy For Promoting Proficiency in English for First Year University Students

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Addis Ababa University


The purpose of this study is to find out the effectiveness of an " inte rm ediate approach" which is based on the technique of creating communicative contexts for structural exercises. The subjects of the study are 173 first year students of Addis Ababa University who were divided into study and control groups by using a random sampling technique . The control groups were taught English by using materials based on the structural approach while the study groups were taught using materials prepared by the researcher in line with the "intermediate approach". At the end of the experiment both the study and control groups were given a post test . The result of the test was analyzed by comparing it with the ESLCE results of the students. Subsequently, the hypothesis is tested through the analysis of co-variance . Th e result of the analysis shows that there is a significant difference between the results of the study and control groups at 5% level. Therefore, the hypothesis (Ho) that there is no difference between the "intermediate approach" and that of the structural approach on the English Language proficiency of first year students has been rejected and the alternative hypotheSiS (H 1 ) is supported. The other finding of this study obtained from an interactional analysis of classroom observation is that the "intermediate approach" has a higher surrender v alue than the structural approach since it allows more pupil talk than teacher talk. Moreover , it has been found out from the analysis of responses of English language experts that the "inter mediate approach" lends efficiency to the teaching- l earning process by integrating the quality of linguistic knowledge with the ability of using it in real communicative situations . The conclusion drawn from the results are : "intermediate approach" helps the learners to cultivate the ability to assoc i ate linguistic forms with their use in different contexts. The "intermediate approach" also facilitates meaningful and in t eresting language practice and by giving more student talking time, it promotes the confidence of the learners in using the language.